Rethinking Language Competence Related Courses in T&I Departments: A Comparative Curriculum Analysis

Öz

One of the core skills required of translators is language proficiency in both L1 and L2. By the time students start translation practice classes, many translation programs presume that they already have a solid command of the language. Research, however, seldom looks at how curricula truly close the gap between language proficiency and translational skills. This article examines the relationship between language proficiency and translation and interpreting (T&I) education in some of the top universities in Türkiye and Europe by analyzing and comparing curricula regarding language courses designed to improve translation students’ language competence and proficiency. Through a qualitative curriculum analysis of 10 translator-training programs in Türkiye and Europe, courses will be coded according to competence categories derived from the European Master’s in Translation (EMT) framework, and language proficiency will be conceptualized using the Council of Europe’s Common European Framework of Reference (CEFR). The main aim is to identify the pedagogical transition from general language proficiency to translational competence. By conducting a cross-program comparison and analyzing how translator-training curricula structure the shift from general language proficiency to translational competence, this study contributes to translation studies. It offers empirical insights into the pedagogical development of translation competence in higher education. Overall, translator training cannot be considered distinct from language teaching, as it raises issues related to program identity and adherence to professional norms.

Anahtar Kelimeler

• Language proficiency
• translator competence
• translator training
• translation and interpreting curricula
• CEFR
• EMT

Mütercim ve Tercümanlık (Çeviribilim) Bölümlerinde Dil Yeterliliği ile İlgili Derslerin Yeniden Değerlendirilmesi: Karşılaştırmalı Bir Müfredat Analizi

Öz

Çevirmenlerden beklenen temel becerilerden biri, hem birinci dil (L1) hem de ikinci dil (L2) konusunda dil yeterliliğidir. Öğrenciler çeviri uygulamalı derslerine başladıklarında, birçok çeviri programı onların dil konusunda hâlihazırda güçlü bir hâkimiyete sahip olduklarını varsayar. Ancak araştırmalar, müfredatların dil yeterliliği ile çeviri becerileri arasındaki boşluğu gerçekte ne ölçüde kapattığını nadiren ele almaktadır. Bu makale, Türkiye ve Avrupa’daki bazı önde gelen üniversitelerde dil yeterliliği ile çeviri ve sözlü çeviri (T&I) eğitimi arasındaki ilişkiyi, çeviri öğrencilerinin dil yeterliliğini ve becerilerini geliştirmek için tasarlanmış dil derslerine ilişkin müfredatları analiz edip karşılaştırarak incelemektedir. Türkiye ve Avrupa’daki 10 çevirmenlik eğitim programının nitel müfredat analizi yoluyla, dersler Avrupa Çevirmenlik Yüksek Lisans Programı (EMT) çerçevesinden türetilen yeterlilik kategorilerine göre kodlanacak ve dil yeterliliği Avrupa Konseyi’nin Avrupa Ortak Referans Çerçevesi (CEFR) kullanılarak kavramsallaştırılacaktır. Ana amaç, genel dil yeterliliğinden çeviri yeterliliğine pedagojik geçişi belirlemektir. Programlar arası bir karşılaştırma yaparak ve çevirmenlik eğitimi müfredatlarının genel dil yeterliliğinden çeviri yeterliliğine geçişi nasıl yapılandırdığını analiz ederek, bu çalışma çeviri çalışmalarına katkıda bulunmaktadır. Çalışma, yükseköğretimde çeviri yeterliliğinin pedagojik gelişimine ilişkin ampirik içgörüler sunmaktadır. Genel olarak, çevirmen eğitimi, program kimliği ve mesleki normlara bağlılık gibi konuları gündeme getirdiği için dil öğretiminden ayrı bir alan olarak değerlendirilemez.

Anahtar Kelimeler

• Dil yeterliliği
• çevirmen yetkinliği
• çevirmen eğitimi
• çeviri ve sözlü çeviri müfredatları
• CEFR
• EMT

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