How to reduce research competence training by relying on interpreting and translation competences

What is it about?

In previous discussions relating both research and translation / interpreting to each other (e.g. Andrew Chesterman & Wagner 2002; Klaudy 2006; Pöchhacker 1992), the main focus was either on the extent to which research findings improve translation / interpreting processes and competences or on different paradigms within translation research (Gile 2008). This article heuristically investigates any links between translation / interpreting competences, on the one hand, and competences required for research, on the other hand. To establish a research competence taxonomy that is related to translation studies, four different sources of information have been relied on: two public authorities, one scholarly organization and one translation and interpreting training institution. This conceptual study points out that many competences required for research within translation studies are closely related to translation and interpreting competences (Vandepitte 2007), so that an integrated view of research competences and translation competences is called for.

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Why is it important?

An integrated view of research competences and translation competences will reduce the translation and interpreting institutions’ task of teaching research competences to a set of ten major academic competences.