International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015; V2

http://www.acjournal.in

Preparing Curriculum for Translator Training Courses

Samaneh Kamyab
MA in Translation studies Allameh TabatabaI University

Abstract; Today world is the world of speed and information exchange. Keeping pace with such quick world
requires retendering exchanged information in the target countrys languages, which is task of translators. Thus,
translation industry demands special attention. This industry does not work merely with experience; rather it needs
also translators with translation education and knowledge. Current work discusses on requirements for training an
ideal translator in the view of authors in the translation studies field. Considering these requirements some
recommendations are made in relation with inclusion of new material in translator training curriculum which is
absent currently in translator trainingundergraduate curriculum in Iran. textology, teaching principles of scientific and
technical translation, translation marketing, familiarity with types of dictionaries and encyclopedias and applied
literature are among proposed courses. It should be noted the suggestions made in this work are mostly result of
author observations and experiences as translator training and translation studies graduate.
Keywords: Translator training, curriculum, translator
localization, editing, multimedia translation and
technical writing.
Samuelsson-Brown (2004) argues that translation
should be equipped with following skills: Cultural
recognition (factors influencing creation of the source
language, national local characteristics of the place
where the language is used, dangers of stereotyping),
familiarity with information technology (software
and hardware used to produce translation, electronic
file management, e-commerce ), project management
(coordination, resource management, quality control),
decision skills (counseling, thinking, analysis and
evaluation, etc.), lingual literacy and skills
(knowledge of the source language, target language
skills in writing, editing and proofing) and
communication skills (clarity of expression, giving
feedback, listening and asking questions, etc.).

Introduction
Who Is Translator
In the public view, translator is the person who sits
behind the PC monitor or on dictionaries and
translates words from one language to the other
language and perhaps they consider it is enough that
the translator is familiar just with meaning of the
terms so that he can translate. In other words, they
consider bilingualism as the requirement of being
translator; however many studies (Krings, 1986;
Lorscher, 1991;Kussmaul, 1995)
showed that
bilingualism is necessary requirement for translation
competency, but it is not sufficient condition, or at
least it is not so in academic manner, since various
factors are involved in translation process in addition
to lingual factors. Cultural, hypertextual, situational
and ideological factors are among these factors. The
translator gains part of his competency through
continuous practice and experience. Perhaps
experience was the only requirement for being
translator in the past when the need for translation of
scientific texts was less demanded. However, the
experience does not suffice in todays world. It is era
of science and technology today, hence it is necessary
that translator is equipped with required skills and
learn them in order to be able to translate the science.
According to Ulrych (2005) in Training for the New
Millennium evidence suggests the range of the skills
which are necessary for the translator is widening so
that the translator should be equipped with such
abilities as intercultural or linguistic rewriting,

Translator Training at Academic Level

Review of literature clearly indicates although
theories, process, models, and strategies of translation
have been highly discussed, less attention was given
to translation education and thus translator training.
As Davies puts it, in translator training courses, either
it is explained how translation should be taught in a
prescriptive manner or it is said what happens in
translation process, but nothing is said about what
happens in translation education classes.
Robinson (1997) argues that two assumptions are
prevalent in current translator training programs; one
is translation can be learned only through experience,

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International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015; V2

http://www.acjournal.in
in other words, it can be learned through practical
translating. The second assumption is that any way
which is selected for speeding-up the translator and
translation will lead to inability of the translation in
understanding his errors. He accepts the first
assumption and believes that the translator should be
involved practically in translating process as much as
possible in order to train the translator so that
translation ce be taught to him.
Curriculum of this field in universities traditionally
has been focused on teaching lingual skills to the
students so that majority of the time is spent on
teaching grammar, reading, etc.although practical
translation is included in such courses as individual
translation, translating economic, political and
journalistic texts in translator training program
curriculum, they seem sparse and inadequate. In
addition, as quoted by Ulrych (2005) today academic
community is aware of the fact that it is expected
students of this fiend are able to act in such roles as
editor, researcher, author and professional translator
in the future. Thus, curriculum of this field should be
set in such a way that it can prepare studiets for such
future. According to Virnne(quoted in Schaffner and
Adab, 2000) experts of translation teaching are
inevitable to accept the fact that old techniques used
in translator training do not suffice for preparation of
students for their future working life anymore
considering commercialization and technicality of
translation process and increased number of people
involved in this process.
Mackenzie (2003) maintains in order to prepare
translator training students for occupational working
life in translation industry, they should experiences
such roles as terminology specialist, information
specialist, project coordinator, and reviewer and
quality manager in addition to translator. It suggests
that today translators do not need only lingual and
cultural skills, but also they should be equipped with
interpersonal skills, since translation is a group
activity. According to Mackenzie (2003) the other
skill needed by translatoris the ability for marketing
which is often overlooked. Translator should be able
to find customer for his profession. Thus, this field
should include some courses for familiarity to this
role.
In a study by Ghazizadeh and Jamalimanesh
regarding current status of translation in Iranian
higher education institutes and universities
followings were found as problems faced by
translator training students: Lack of knowledge and

proper attitudes toward future career, having a weak

base in both Persian and English, lack of familiarity
with the genres, lack of familiarity and use of
reference books(Ghazizadeh and Jamalimanesh,
2010).
It
is
necessary
to
formulate
translator
trainingcurriculumsappropriate to needs of the
environment, thus the translatorsgraduate from
universities will be absorbed in the labor market and
can fulfill translational needs of the society. Hence,
translator training curriculum may vary in different
places due to setting materials based on the
environments needs.
Suggestions for Translator Training Courses
Considering above mentioned facts and ideas of the
experts in the field, some suggestions are made for
preparing and developing new curriculum or
extending some available courses.

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Translation History
Although this course is currently in translator training
program course under title of translation theories, it
seems to provide stronger role for translation history
in this course. Mackenzie (2003) believes that merely
practice of skills does not suffice for training
professional and expert translators, rather these
people need to be familiar with history, theories and
methodology of their field so that they perceive their
role better and their self-image as professionals in
this field will be strengthened. For example, students
should study the history and theories of translation so
that they recognize importance of their work and role
in the society and know what changes and advances
occurred over the time in this role.
Applied Literature
Having sufficient proficiency in native language (in
this case Persian) is as important as proficiency in
target language. In both languages, the translator
must possess the necessary abilities. Despite the
richness of Persian literature and literary works
featured in this language, it seems translator training
students are not familiar enough with their native
language and they may make mistakes in choosing
appropriate equivalents for English words in Persian.
Sometimes they fully understand and comprehend the
source text, but cannot provide a fluent translation for
target reader (Rashidi, 1999). All these problems are
because of alienation to Persian language and
literature. Khaza'i Far (quoted in Rashidi, 1999)

International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015; V2

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argues that "translation pain in our country is mainly

lack of knowledge on Persian." It is necessary to pay
more attention to native language curricula in the
field of translator training as students become more
familiar with Persian literature and their vocabulary
range is expanded in Persian language.
Familiarity with Glossaries
Dictionaries and glossaries are the main working
means of translators. If there are insufficient
vocabulary knowledge in translator, he is forced to
refer to the dictionary. The translator training
program should allocate a period of time on the way
of using glossaries and dictionaries. Various types of
glossaries should be investigated and some
information about the structure of the entries are
submitted (Kussmaul, 1995). Finding meaning of
polysemic words, interpretation of definitions,
examples, textual signs and statements include such
techniques are for use of dictionaries (Ibid, 1995).
Familiarization of students in early years with types
of monolingual and bilingualdictionaries and
glossaries helps them in selection of dictionary
suitable for the text under translation. Monolingual
dictionaries helps proper discovery of the term
meaning. According to Emami (2006) early use of
bilingualdictionaries
without
reference
to
monolingual dictionaries makes the mind lazy.
Kussmaul (1995) argues that explanatory material in
monolingual dictionaries can help finding equivalent,
since source text terms are interpreted in other
statement in monolingual dictionaries and
interpretation is one of the most obvious techniques
in translation. However, translator also needs
bilingual dictionaries, for example, in translating
scientific and technical texts. However, he should be
aware that to which bilingual dictionary and when he
should refer. Followings are examples of applications
of monolingual dictionaries: familiarity with
application of Collins Cobuild monolingual
dictionarycan help translator in translation from
Persian to English because it shows usage frequency
of the English terms and it is a corpus based
dictionary, so the translatorcan use this feature in
choice of equivalents. Also an example statement is
given for each term in this dictionary which shows
application of the term in the sentence. The other
dictionary which is useful in translation from Persian
to English is Dehkhoda dictionary, because one may
face the terms in Persian text meaning of which is not
familiar to him.

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Translating Scientific and Technical Texts

Science is mostly imported rather than being
produced in our country. Thus, competent translators
should be trained for translating scientific and
technical texts in universities and higher education
centers. It can be said it is time to include courses
entitled translating scientific and technical texts
beside other types of translation in translator training
curriculum. Learning specialized terminology of
technical and scientific disciplines is necessary to
learn technical translation (Robinson, 1997), since
many terms have a meaning in ordinary contexts and
another meaning in scientific texts which is a totally
specialized meaning. According to Robinson, the
other way for gaining proficiency and learning
translation of scientific and technical texts is
familiarity with texts of the area. For example,
through studying related books and papers or talking
with people active in the field, because the more is
experience of translator in the field of a scientific
matter, the more successful translation will be
obtained (ibid, 1997). These courses can be taught
using professors of fields who are experienced in
translating specialized texts.
Textology
Some authors clearly showed impact of culture on the
type of texts (Klein, 1981, 1987, 1991; Galtung,
1987; Glasser, 1992). Practical aspects such as
culture and situation are reflected in the type of texts;
conventions of the text types should be considered for
proper application of translation (Kussmaul, 1995).
Texts haveseveral rhetorical functions; for example,
narrative, descriptive, argumentative, etc. functions.
Due to time limitation and frequency of text types, it
is better to pay more attention to types of texts which
are mostly dealt with in the community and
characteristics and translations methods of these texts
are taught more. If the translator is able to perceive
and understand text type, it can help him in decision
making at lower levels in the translation.
Textology is a branch of discourse analysis.
Translator training students should become familiar
with various text types in source language, because
they should fully perceive source texts message.
Such perception is achieved by reading source text
from the view of original texts reader and audience.
Thus, as Elthes (2000) puts it, translator training
students should be able to recognize the author and
audience, text functions, terms, genre and explicit and
implicit message of texts.

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References
Elthes, A. (2000). Reflections on Teaching
Translation?Developing
Translation
Competence, CH. SCHAFFNER and B.
ADAB (eds.), Benjamins translation library,
Amsterdam/Philadelphia, pp. 101-113.
Emami, K. (2006). Translatio n Ups and Downs,
Niloofar Publication, Tehran.
Gonzalez Davies, M. (2004).Translation training
brought up to date.In M. Gonzalez
Davies.Multiple voices in the translation
classroom: activities, tasks and projects (pp.
11-34). Netherlands: John Benjamins B.V.
Hedayat, M.(2010).Perceptions of Translation as a
Profession, Master Thesis in Translation
Studies, AllamehTabatabai University,
Faculty of Literature and Foreign Languages
, Tehran.
Jamalimanesh, A. &Ghazizadeh, K. (2010). A look at
chaotic system of translator training in some
Iranian universities, Translation Studies, Vol
8, No. 30, p. 94.
Kussmaul, P. (1995).Training the Translator, John
Benjamins Publishing Co.
Mackenzie, M. (2004). The competencies required by
the translators roles as a professional. In K.
Malmkjar
(Ed.),
Translation
in
undergraduate degree programmes (pp. 3138). Netherlands: John Benjamins B.V.
Rashidi, G. (1999). Translation and translator, Astan
Quds Razavi Publication, Tehran.
Robinson, D. (1997). Becoming a translator: an
introduction to the theory and practice of
translation, USA and Canada: Routledge.
Samuelsson-Brown, G. (2004). A practical guide for
translators. UK, USA, Canada: Multilingual
Matters.
Ulrych, M. (2005). Training translators: programs,
curricula, practices. In M. Tennent (Ed.),
Training for the new millennium (pp. 3-34).
Netherlands: John Benjamins B.V.
Virnne, J. (2000. Which Competences Should We
Teach to Future Translators, and How,
Developing Translation Competence, CH.
SCHAFFNER and B. ADAB (eds.),
Benjamins
translation
library,
Amsterdam/Philadelphia, pp. 91-100.

Marketing
Today translation has exited from traditional state
and gradually it is turning into an industry. The
product which is supplied by this industry is
translated text. The more abilities are in the
translation regarding understanding customers, he
would be more successful. Understanding the
institution which orders the translation (the benefits
which is taken from text translation, aim of
translation order, translation value for the institution,
), identifying clients of translation institutions,
awareness of referring to informed people when
dealing with strange terms and expressions (how the
questions should be raised), understanding the texts
readers (if they have any information of the text or
they read it accidentally) are cases which should be
known by the translator so that he can offer his work
(Robinson, 1997).
Teachers of translator training classes should teach
these skills to the students: the way of confronting
with
translation
clients,
the
way
of
teachingtranslation clients who are not aware of the
translation profession, the way of concluding
contracts, the way of setting price and rate for
translation, and the way of working with internet and
related software (Hedayat, 2010).
Conclusion
As quoted in Developing Translation Competence
aim of translator training should be training
translation experts, not expert translators. It is clear
that merely with reliance on personal and practical
experience it is not possible to produce acceptable
translations. This process has become an industry
which requires some necessities for success. For
example, translator should be equipped with skills of
marketing, translation of technical and specialized
texts, textology, proper application of first language,
and etc. acquisition of these skills is achieved through
training them academically and via translator training
centers. Hence, it seems necessary to review
translator training programs in universities and higher
education centers so that these cases are incorporated
and competent translators suitable to the market
needs are trained.

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