Abstracts
Abstract
While current translation theory is beginning to reconcile cultural and linguistic approaches to translation, this is far from the case in translation pedagogy and curriculum. This paper will argue in favour of a socio-cultural turn in translation pedagogy and curriculum design with specific reference to the Canadian/Québec context where the social, political and economic dimensions of the practice of translation, and its place within the broader area of inter-cultural communication in Canada differ depending on whether one is working into English or into French. Issues examined include redesigning curriculum to highlight the socio-cultural functions of translation, integrating culture and pedagogy, and identifying the theoretical implications of a cultural turn in translation teaching.
Keywords/Mots-Clés:
- translation pedagogy,
- practice of translation,
- inter-cultural communication
Résumé
Si, au sein des théories contemporaines de la traduction, on constate une certaine réconciliation des perspectives culturelles et linguistiques, cela est loin d’être le cas dans le domaine de l’enseignement. Partant du contexte québécois/canadien où les dimensions sociales, politiques et économiques de la traduction ainsi que son rôle dans la communication interculturelle en général diffèrent beaucoup selon que l’on traduit vers l’anglais ou vers le français, cet article démontre l’urgence d’un « virage socio-culturel » en pédagogie de la traduction. Sont examinées, entre autres, les implications d’un tel virage pour la conception des programmes d’études et des stratégies pédagogiques, ainsi que sa contribution à une réflection théorique plus générale sur la traduction.
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Appendices
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