NO EMPOWERED LEARNER WITHOUT EMPOWERED TEACHER RECONSIDERING THE ROLE OF THE FACILITATOR IN THE TRANSLATION CLASSROOM KATARZYNA KLIMKOWSKA, KONRAD KLIMKOWSKI 1ST CTER CONGRESS KRAKÓW

IS TEACHER MARGINALIZATION A FACT? “Most university systems expect fulltime lecturers to be quite heavily involved in research, and promotion and incentive schemes are usually based on reward for dedication to, and achievements in, research, whereas teaching and achievements in teaching tend inevitably to play second fiddle.” (Kelly 2008: 100) “[…] most TS literature about training is written in general terms about processes and activities, but much less about the people involved, whether they be students or teachers.” (Kelly 2008: 101)

IS TEACHER MARGINALIZATION A FACT? Self-directed learning (Knowles 1970) Learner autonomy (Grow 1991) Heutagogy (Hase and Kenyon 2000, 2007) Teacher-centred > Student-centred (Rogers 1951)

(A LITTLE BIT OF) REINVENTING TEACHING Teaching and teachers as learning facilitators are part of the learning process (Kiraly 2000, 2015, 2016) Relational (Gergen 2009), task-based (González Davies 2004) Making the best of classroom communication (Klimkowski 2015)

TRANSLATION SERVICE PROVISION COMPETENCE EMT (2009) Klimkowska and Klimkowski (2015): 436 students of Polish full-time MA courses in translation and interpreting

MEETING THE DEMANDS skill levelstudentsteachersimpact high average low none hard to say

PRICING skill levelstudentsteachersimpact high average low none hard to say

CLASSROOM COMMUNICATION A NARRATIVE OF APPRENTICESHIP objectivist narrativeexperiential narrative As translators, you have to… This is how I learned that… Remember how important it is… As a professional translator, I confirm… ?I don’t know, but let’s look for the answers

CLASSROOM COMMUNICATION ENCOURAGING SELF-REGULATION (MOSER-MERCER 2008) objectivist narrativeexperiential narrative As translators, you have to… This is how I learned that… Remember how important it is… As a professional translator, I confirm… ?I don’t know, but let’s look for the answers

CLASSROOM COMMUNICATION PRICING What factors make up a price (rate)? What pricing standards are recognized in the domains/locations where you work? Can you determine your price bracket? To give discounts or not? This is a question! How to be ready for the unexpected?

REFERENCES 1 Gergen, Kenneth J. (2009) Relational Being. Beyond Self and Community. Oxford, New York: Oxford University Press. González Davies, Maria (2004) Multiple Voices in the_Translation Classroom: Activities, Tasks and Projects. Amsterdam, Philadelphia: John Benjamins. Grow, Gerald O. (1991) “Teaching Learners to Be Self-Directed.” [In:] Adult Education Quarterly 41 (3); 125– 149. Hase, Stewart, Chris Kenyon (2000) “From Andragogy to Heutagogy.” Available at: dec00/hase2.htm ( ) Hase, Stewart, Chris Kenyon (2007) “Heutagogy: A Child of Complexity Theory.” [In:] Complicity: An International Journal of Complexity and Education 4 (1); 111–118. Kelly, Dorothy A. (2008) “Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis.” [In:] TTR 21 (1); 99–125. Kiraly, Donald C. (2000) A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St. Jerome Publishing.

REFERNCES 2 Kiraly, Donald C. (2015): “Occasioning Translator Competence: Moving beyond Social Constructivism towards a Postmodern Alternative to Instructionism.” Translation and Interpreting Studies 10.1 (Special Issue), 8–32. Kiraly, Donald C. (2016): “Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews?” In: Donald C. Kiraly et al. Towards Authentic Experiential Learning in Translator Education. Mainz: Mainz University Press, Klimkowska, Katarzyna and Klimkowski, Konrad (2015): Kształtowanie kompetencji świadczenia usług tłumaczeniowych z perspektywy przyszłych tłumaczy. Lublin: Wydawnictwo UMCS. Klimkowski, Konrad (2015): Towards a Shared Curriculum in Translator and Interpreter Education. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu. Knowles, Malcolm (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy. New York: Association Press. Rogers, Carl R. (1951) Client-Centered Therapy. Its Current Practice, Implications and Theory. London: Constable.