Severine Hubscher-Davidson

Personal diversity and diverse personalities in translation: a study of individual differences

Abstract Drawing from a recent study highlighting ways in which translators personalities could be guiding the process of translation and the creation of patterns of behaviour that positively and negatively affected their target texts, that article presents some findings from the study and their implications for interdisciplinary research in translation studies. This article will demonstrate how the application of a methodology drawn from psychology to a corpus of 20 translators has permitted the suggestion that the presence of traits could influence their performance in translation, and become perceptible to potential target readers. Although context-bound, the study highlights correlations between a number of personality traits and translation quality, a finding which could have important implications for translator training. This article considers the argument that translation studies can benefit from importing concepts and methodologies from the field of personality psychology, but also that novice translators need to become more acutely aware of the different and individual ways in which they impact on target texts, and the resulting target readers’ perceptions of their work.

A Reflection on Action Research Processes in Translator Training

Abstract Trainers commonly use group work in translation classes, as it is thought to provide a beneficial learning experience for students. However, according to informal feedback from undergraduate students gathered in 2006, working in groups is not perceived by all to be a positive experience or useful method of learning. The aim of this project, carried out in 2006–2007, was to gain a better understanding of both trainers’ and students’ perspectives on – and perceptions of – group work, and assess its generally unchallenged use in the classroom, to the detriment of other methods of working. In order to gather feedback from participants, the author chose to use questionnaires and to video-record a translation class. Although the Action Research produced mixed results, the collection, analysis and interpretation of data made it possible to reflect on the processes inherent in Action Research. Methodology, power relationships, perceptions and expectations of participants are discussed, with a view to understanding the benefits and drawbacks of this type of research, and to encouraging translation studies trainers to engage in continual reflection on their practice.

Translation and Emotion : A Psychological Perspective

This volume tackles one of the most promising and interdisciplinary developments in modern Translation Studies: the psychology of translation. It applies the scientific study of emotion to the study of translation and translators in order to shed light on how emotions can impact decision-making and problem-solving when translating. The book offers a new critical approach to the study of emotion in translation by analysing translators accounts of their experiences, as well as drawing on a case study of emotional intelligence involving 155 professional translators. The author identifies three distinctive areas where emotions influence translators: emotional material contained in source texts, their own emotions, and the emotions of source and target readers. In order to explore the relevance and influence of emotions in translation, each chapter focuses on a different emotion trait: emotion perception, emotion regulation, and emotion expression.

Educating for sustainability in language degrees: a tale of 2 case-studies

Purpose According to the 2014 joint report drafted by the Quality Assurance Agency and Higher Education Academy (QAA/HEA), universities have a key role to play in the development of sustainability literate graduates who can contribute to an environmentally responsible society. In this paper, the authors aim to assess language students’ understanding of sustainable development (SD) issues. Design/methodology/approach Study 1 surveys two cohorts of final year language students about to enter the graduate job market, and Study 2 surveys first year language students before and after the inclusion of SD content in one of their modules. The questions to the students are provided along with qualitative and quantitative results. Findings Results suggest that only 48% of language graduates are currently aware that they will need to take account of the environmental impact of their work as professional practitioners, and 52% do not consider it appropriate to learn about SD during their degree. However, results also suggest that incorporating SD early on in the language curriculum could contribute positively to the development of sustainability literate graduates. Originality/value While many language departments are aware of the importance of integrating sustainability into their curricula, and while employers are increasingly demanding sustainability literate graduates, there is little evidence that language students leave university with a real understanding of sustainability issues. This paper presents evidence of the current situation as well as a novel way to integrate sustainability into the language curriculum in order to remedy the situation.