Ομοιοπαθής, κι εγώ για Παιδαγωγική-Διδακτική της Μετάφρασης ψάχνω :-))
Μερικές ιδέες (με πλούσια βιβλιογραφία):http://linguistlist.org/callconf/call-action.cfm?CONFID=35235
The role of quality assessment in translation is increasingly acknowledged (Europe is working on the implementation of a standard for quality translation services) but docimological aspects of translation have yet to attract the full attention they deserve. Because translation learning must be assessed, one must define the difficulties associated with translation quality assessment for pedagogical purposes
. Are currently used docimological methods designed to serve both teachers and learners? Do they meet the needs of the curricula? Why is there such a gap between academic requirements and workplace requirements with respect to translation quality and translating competence? How can we explain the gap between pragmatic formation and on-the-job initial training (such as that provided in co-op programs)?
The place of technologies in teaching and practicing translation is increasingly significant. Did the rise of language technologies transform the way we see translator formation? Will these technologies be a part of translator formation forever? The time taken to teach these technologies within the translation curricula was once used to teach other aspects of translation, which were then deemed essential. Is the inclusion of technology within translation curricula a temporary measure, which may disappear once computer skills are expected from future translators, just like language skills, about to begin their formation as translators?
The merging of these three closely related themes: pedagogy, evaluation and technologies, makes it possible to shed some new light on this quiet field of research called translation teaching and learning. Here are some of the subjects that would be interesting to study:
- The place of translation teaching in university;
- ''General'' translation pedagogy;
- ''Specialized'' translation pedagogy;
- ''Ancillary'' skill pedagogy (writing, editing, terminology, research);
- Mother tongue and foreign language translation pedagogy;
- Pedagogy of theoretical vs. practical content;
- Pedagogical approaches, such as (socio-)constructivism, functionalism, etc.
- Summative versus formative evaluation;
- Negative versus positive evaluation;
- Creativity assessment;
- Knowledge assessment: at the university, in the workplace, by professional associations;
- Assessment of skills required to learn how to translate;
- Assessment, editing, criticism and censorship.
- Technology as pedagogical tool;
- Technology as an area of specialization;
- Computer-assisted translation and terminology;
- Wired and ''virtual'' translation classrooms;
- Distance teaching/learning;
- Spell checkers and other writing tools;
- Localization, Globalization, Internationalization.