Exploring Professionals' Views Regarding The Alignment Of Master Translation Curriculum With The Market Requirements In Algeria: Exploring Professionals' Views Regarding The Alignment Of Master Translation Curriculum With The Market Requirements In Algeria

اسماعيل حاج امحمد; ياسمين

المؤلفون

اسماعيل حاج امحمد The Laboratory of Translation and Interdisciplinarity, faculty of Arts and Languages. Institute of Translation and Interpreting, Abou El Kacem Saadallah University- Algiers-
ياسمين معهد الترجمة - جامعة الجزائر 02

الكلمات المفتاحية:

Training، professionals، graduates، Master، curriculum، market requirements، Algiers

الملخص

This research paper's primary objective is to investigate the position of the market in translator and interpreter training in Algeria from the perspective of professionals. The paper is grounded on the fact that there is a need for empirical research on what the market expects from future graduates and how curriculum meets these expectations. For this purpose, interviews were conducted with 27 professionals in the market of Algiers on how they perceive Master translation/interpreting training at the Institute of Translation and Interpreting at the University of Algiers (02). The results reveal that the Master curriculum is moving forwards in the right direction, as it incorporates various theoretical and practical modules. Furthermore, integration the elements that prepare students for the market in the curriculum – including authentic texts, translation technologies, internships and organizational aspects of the profession is needed

المراجع

6. References

Asensio, M.(2007). For a new approach to translator training: Questioning some of the concepts

which inform current programme structure and content in Spain. The Interpreter and Translator

Trainer 1(1), 79-95.

Davies, M. G. (2004). Multiple voices in the translation classroom: Activities, task and projects.

John Benjamins Publishing Company: Amsterdam

Drugan, J .(2004). Training tomorrow’s translators. Leeds: Centre for Translation Studies,

University of Leeds. Retrieved from www.leeds.ac.uk/cts/research/publications/leeds-ctsLi, D. (2000). Tailoring translation programs to social needs: A survey of professional

translators. Target 12(1), 127- 149.

Li, D. (2001). Needs assessment in translation teaching: Making translator training more

responsive to social needs. Babel 46(4), 289–299.

Li, D.(2007). Translation curriculum and pedagogy: Views of administrators of translation

services. Target 19(1), 105-133

Sachinis, M.(2011). Curriculum renewal in Greek taught postgraduate translation courses:

Aligning student needs and translation market requirements (Doctoral dissertation). Imperial

College of London, England.

7. Appendix 01: The protocol for interview with professionals

Interviewee:

Date:

Time:

1-Background information:

Speciality: (translator- interpreter)

Language combination:

2-Recruitment considerations:

1-What are the three most important selection criteria of your translators/interpreters in the

office/institution where you work?

3-Professionals’ assessment of Master curriculum:

2- In your opinion, what are the three main strong points in the Master curriculum, as reflected

through its graduates ?

3- In your opinion, what are the three main shortcomings in the Master curriculum, as reflected

through its graduates?

4- The academic training and the market requirements:

4- In the Master curriculum there should be:

� A balance between translation theory and practical translation modules

� More emphasis on practical translation than on translation theory

� More emphasis on translation theory than on practical translation

� No translation theory

� No practical translation

� Translation theory should be an optional module

5- In the Master curriculum there should be taught:

� Only translation from language B (foreign lang.) into lang. A (mother tongue: Arabic)

Exploring professionals' views regarding the alignment of Master translation curriculum with the

market requirements in Algeria

� Only translation from lang. A (mother tongue: Arabic) into lang. B (foreign lang.)

� Both language directions, but more hours translation into mother tongue

� Both language directions, but more hours translation into foreign language

� Both language directions, with equal hours each

6- In your opinion, the projects (not only the translation projects) that you have to do within the

context of the Master curriculum should be:

� Only individual projects

� Only group projects

� More individual and less group projects

� More group and less individual projects

� There should be a balance between individual and group projects

7- A work placement/internship in an agency as part of a Master curriculum in

translation/interpreting is essential7

� Agree completely

� Agree mostly

� Disagree mostly

� Disagree completely

8- Apart from English, French, German, Spanish, Russian and Turkish which other three foreign

languages should be offered, in your opinion, in the curriculum ?

9- What are the most important competences that need to be developed in order to bring the

academic training closer to the professional world?

Exploring Professionals' Views Regarding The Alignment Of Master Translation Curriculum With The Market Requirements In Algeria