Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions
The current digital and intercultural environments of professional translators' work require the application of interdisciplinary skills, which are inherent to the profession, as well as cybercultural skills. In this context, online forums have become an integral part of the daily work of the p...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203 |
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| Sumario: | The current digital and intercultural environments of professional translators' work require the application of interdisciplinary skills, which are inherent to the profession, as well as cybercultural skills. In this context, online forums have become an integral part of the daily work of the professional translator and they also are increasingly used in translation training. For this reason, their pedagogical potential deserves to be further investigated in different educational contexts (Sestopal & Gava, 2013, 2015). In these online environments, students' and teachers' interactions facilitate the learning process through the joint construction of knowledge and the application of consolidation strategies (Litwin, 2012; Mazzotti, 2005; Onrubia, 2005). As a result, participants acquire new roles. Students become more critical and creative learners who assume control of their learning, while the teacher is the facilitator, who provides socio-cognitive support, encourages collaboration, and promotes the construction of knowledge and the development of skills. In this work, which is part of a larger research project funded by SeCyT (UNC), these new roles are described and the interactions of the students and teachers are characterized in the debates of three types of forums used in two virtual classrooms of the Chair of Commercial Translation of the Faculty of Languages (UNC). A qualitative methodology and an inductive and descriptive approach are applied for the analysis of the data. The main sources of data are the teachers' and students' contributions to the forum debates in relation to the translator process and the development of the translation competence (PACTE, 2003; 2011) and cybercultural competences (Levy, 2007). This paper concludes with the pedagogical implications of this research. The strengths and possible limitations of the online learning experience are mentioned and venues for future research and pedagogical applications of ICT in the field of translation teaching are also suggested. |
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