The EMT Framework: Prioritized Competences and what else to add?

Yıl 2017, Cilt: 7 Sayı: 1, 79 - 99, 31.01.2017

Mohammad Reza Esfandiari Forough Rahimi Helia Vaezian

Öz

Intercultural communication has invocated the demand for translator training

programs extensively. Consequently, there is a mounting sensitivity towards

providing a proper educational basis for translator training. There has also been a

scholarly consensus stating that a conciliation between training and the actual

translation world has to be established. As a result, a number of translation scholars

have featured considering the translation market as an important factor in designing

translator training programs. While numerous required competences have been

listed for inclusion in such programs, the EMT (European Master'ʹs in Translation)

Competences Framework is realized as the most satisfactory framework which has

formed as a refinement of the previously introduced models. The present paper

reports the views of 456 professional translators worldwide on the most prioritized

competences in the EMT framework as well as the complementary competences that

are deemed significant. Moreover, based on a series of sub-­‐‑competences mentioned

by the professional translators, Business Development, Intrapersonal, and Health

competences are proposed. Furthermore, suggestions for the integration of those

prioritized competences are offered to translator training programs developers and

policy makers.    

Anahtar Kelimeler

EMT framework, Translator training, Translation competences, Curriculum development

Kaynakça

• Bowker, L. (2004). What does it take to work in the translation profession in Canada in the 21st century? Exploring a database of job advertisements. Meta: Journal des traducteursMeta:/Translators'ʹ Journal, 49(4), 960-­‐‑972. Retrieved from http://www.erudit.org/revue/meta/2004/v49/n4/009804ar.html
• Brown, T. (2014). Confirmatory factor analysis for applied research. New York: Guilford Publications.
• Calvo, E. (2011). Translation and/or Translator Skills as Organising Principles for Curriculum Development Practice. The Journal of Specialised Translation, 16, 5-­‐‑25.