The Development of Interpersonal Competencies during Translation Training

Abstract

The objective of this study is to enhance students’ interpersonal competencies during translation training, recognizing that translators need to possess specific interpersonal skills that align with the demands of the labor market, translation market, and employers. Therefore, the study focuses on investigating various interpersonal skills such as communication, presentation skills, teamwork, stress management, time management, conflict management, flexibility, responsibility, self-motivation, and assertiveness. To begin, the study examines the impact of new technologies, globalization, and employer requirements on the labor market and translation industry. It also discusses the educational implications of these changes and the role of academia in addressing them. Subsequently, by understanding the current needs of employers, a practical model for developing interpersonal competencies in the acquisition of translation competence is formulated. This model integrates the development of both translation competence and interpersonal skills. As a result, it is envisioned as an integral part of a specialized translation program that aims to enhance translation competence and interpersonal competencies, ultimately positioning individuals more favorably in the labor market.

1. Introduction

The contemporary labor market is characterized by its dynamic and ever-evolving nature, influenced by factors such as technological advancements, globalization, economic shifts, and evolving expectations from employees. These changes have profound implications for society, bringing about both positive and negative consequences. As a result, education systems are compelled to adapt and foster the development of a sustainable knowledge society. Consequently, there is a growing expectation for university graduates to possess qualities such as adaptability, versatility, and the ability to effectively navigate the rapidly changing conditions of the labor market, as well as respond to the transformations and challenges faced by society in the twenty-first century.

Companies now expect graduates to actively contribute to their growth by applying their technical skills and theoretical knowledge in practical settings. To meet the requirements of modern organizations, graduates should possess strong teamwork abilities, effective communication skills, critical thinking capabilities, proficiency in Information Technology (IT) and problem-solving, and the capacity to work in diverse and intercultural environments.

The rapid advancements in technology have compelled academia to redefine how knowledge is imparted during the educational process. Consequently, the dynamics between teachers and students have also undergone significant changes. It is crucial to recognize that educational contexts are still strongly influenced by the historical educational traditions that have developed within specific geographical contexts.

These circumstances necessitate universities to respond, as employers frequently highlight a mismatch between students’ university training and practical skills. Students often enter the workforce ill-prepared, lacking the skills that align with practical demands. When discussing the connection between education and practice, it is essential to acknowledge that reflecting on this link is not a recent innovation but a long-standing necessity. As early as the previous century, American philosopher Dewey [1], a proponent of the Chicago School of Pragmatism and reform pedagogy, advocated for experiential learning. He emphasized the avoidance of rote memorization and emphasized the importance of developing skills and knowledge that equip students as well-rounded individuals, professionals, and citizens. Similarly, Steiner, the Austrian (also referred to as German) philosopher, founder of anthroposophy, and creator of the first Waldorf school in Stuttgart in 1919, shared a similar viewpoint, emphasizing the goal of education to harmonize intellect, emotions, the heart, and practical skills to nurture individuals who become effective contributors to society.

The demands placed on university graduates by employers and practical settings are natural and justified. However, it raises questions about the extent to which university education should primarily cater to the needs of practice and employers. From the author’s perspective, higher education institutions should certainly consider the requirements of practice. This reflection also brings forth valid learning goals:

• To prepare graduates for specific industries or particular areas of social practice.

• To cultivate independent-minded graduates with strong critical thinking skills and a high level of creativity, capable of further developing their skills across various socio-economic domains through teamwork.

• To equip graduates with specific foundational competencies that are relevant in the present.

• To avoid excessively narrow specialization dictated solely by practical demands.

Considering these goals, what is the role of the university? From the author’s viewpoint, a university should prepare translation graduates who possess comprehensive skills for the professional world, rather than focusing on narrow specialization. This is because the composition of national economies, for instance, can undergo changes that are difficult to predict, not to mention the global level of transformations. Therefore, a highly specialized professional lacking the ability to think freely and creatively may struggle to transition to a different area of socio-economic practice and secure employment. Globalization, in a way, has become increasingly complex, making it challenging to predict the future and developmental trends of not only society but also national economies.

These considerations also extend to students in humanities-focused fields of study, such as philology, particularly in the specialization of translation and interpreting. As mentioned previously, it is challenging to precisely predict the competencies, skills, and knowledge that will be in high demand for graduates of a philology program specializing in translation and interpreting. Presently, we observe diverse markets with varying profiles and, consequently, distinct needs.

In light of this, should not the primary role of the university by the development of students’ talent and creativity, their capacity for effective communication and teamwork (considered a crucial competency in the twenty-first century), and their ability to self-reflect and evaluate others, specifically emphasizing the growth of graduates’ interpersonal skills? We must not overlook the importance of nurturing humanistic values, which universities should actively cultivate. Moreover, in recent times, the development of students’ creativity has been overshadowed. We fail to allocate sufficient attention to it due to the pressure to primarily educate within a technological framework. However, let us candidly acknowledge that technology, while valuable, can inadvertently diminish essential human skills such as creativity, humanity, and effective communication, particularly in intercultural environments.

Technological advancements, market demands, and the evolving needs of employers equally impact humanities-oriented fields of study, including philology with a specialization in translation and interpreting.¹ This field must also adapt flexibly to meet the changing requirements of employers. In the near future, the role of translators will undergo significant transformations, with a broader range of tasks and an increased need for diverse competencies and skills. As previously mentioned, the translation market is undergoing changes as well. Translators will no longer solely rely on dictionaries and acquired knowledge while working with source and target texts. Instead, they will be expected to collaborate with other professionals or participants involved in the translation process, necessitating strong teamwork skills and proficiency in utilizing information technology. It is highly likely, if not certain, that their responsibilities will also encompass post-editing texts generated by their human or technological counterparts.

2. Educational consequences

In the context of this chapter, which emphasizes the development of interpersonal skills during translator training, it is important to clarify the concept of “skill.” According to the European Qualifications Framework (EQF) [2], knowledge, competencies, and skills are regarded as learning outcomes. The European Commission defines knowledge as “the product of acquiring theoretical or factual information through learning” [2].

Knowledge serves as the outcome of both conscious and subconscious learning and serves as a foundation for the ongoing development of individuals in various aspects of their lives.

Competence refers to the ability to apply knowledge, skills, and personal, social, and/or methodological abilities in work or learning situations, within the context of professional and personal development. In essence, competence is associated with responsibility and autonomy. While this definition is broadly applicable, it is important to consider the specific concept of translation competence, which has multiple definitions (for more detailed definitions, refer to [3, 4, 5, 6, 7, 8]). For the purpose of this discussion on skills, the focus will be on the definition of translation competence outlined in the European Master’s in Translation (EMT)² standards. According to these standards, a translator should possess the following competencies:

• Competence to provide translation services

• Linguistic competence

• Intercultural competence

• Information competence

• Technological competence

• Thematic competence [10]

Skills are typically categorized into soft skills, also known as interpersonal skills and hard skills. Soft skills are an integral part of emotional intelligence and encompass the ability to apply knowledge to perform tasks and solve problems. These skills are inherent in individuals from birth and can be refined and developed throughout their lives. Soft skills are unique to each individual and are difficult to measure.

In general, soft skills encompass abilities related to communication, teamwork, conflict resolution, organization, decision-making, and more. They complement professional hard skills.

There has been increasing attention given to transferable skills in recent times [11, 12]. These skills are transferable across various sectors and occupations, primarily within the economy. They are crucial for individuals’ employability in the broader labor market. Hard skills in the global labor market pertain to technical and administrative skills specific to a particular sector or occupation. These skills are typically observable, measurable, and naturally developed. Acquiring new hard skills does not require unlearning previously acquired skills. Thus, hard skills can be described as vocational or professional skills. On the other hand, soft skills are essential not only in the professional realm but also in everyday life, and they are challenging to measure and observe.

The list of soft skills can vary depending on the author or source. Gabriele Peters-Kühlinger and Friedel John, German scholars, provide a list of soft skills that includes communication skills, self-esteem and empathy, teamwork skills, ability to accept criticism and criticize effectively, analytical and critical thinking, trustworthiness, discipline, self-control, curiosity, ability to manage conflicts, and the ability to assert oneself [13].

The researcher also came across a list of soft skills compiled by ANTEA CONSULTING, s.r.o., a consultancy firm [14], which aligns with the researcher’s own ideas of the soft skills essential for translators. The firm’s top 10 soft skills list includes communication and presentation skills, teamwork, stress management, time management, conflict management, discipline, self-control, curiosity, discipline, the ability to manage conflicts, and the ability to assert oneself [13].

It is important to acknowledge that educational contexts are still strongly influenced by the specific educational traditions of each geographical region. The national education systems of EU Member States are based on the European Qualifications Framework for Lifelong Learning [15] (adopted in 2008 and revised in 2017), which is reflected in Slovakia’s National Qualifications Framework. In Slovakia, the National System of Occupations (NSO) has been established, governed by Employment Services Act No. 5/2004, as a nationwide comprehensive information system describing the standard labor market requirements for different occupations. The NSO defines the professional skills and practical experience necessary for various job roles. At its core, the Register of Occupations is formed from the National Occupational Standards, which outline employers’ expectations for skilled job performance [16]. The ISO 17100 International Standard specifies the requirements for quality management systems in translation services. Furthermore, the European Union’s priorities for higher education in translation are outlined by the European Master’s in Translation program, which aims to enhance graduates’ employability in the labor market.

3. Model of interpersonal skills development in the process of acquiring translation competence

Looking at the previous, it logically flows that the content and organization of instruction in study programs of translation and interpreting should be defined to reflect basic translation competence, as well as the requirements of the translation market and the labor market as such, and thus to produce as many prerequisites as possible for graduates to find employment.

For a long time, I have been thinking about a model of teaching translation which would allow students to develop, in parallel, translation competence and the technical sub-competence of using Computer-Assisted Translation tools (CAT), while also reflecting the requirements of practice and modeling actual translation practice in the education process. Gradually, while using this model, I have realized that it also allows us to develop students’ soft skills, including teamwork, which is considered a critical competency for the twenty-first century. Thanks to this model, I have also become aware of a changed paradigm of teacher-student interaction. Consequently, I have also started to deliberately target the development of soft skills in translation instruction as well as investigate the resulting changes to teacher-student interaction. In the model of interpersonal skills development in the process of acquiring translation competence, the focus is on the translation of specialized texts, which is a prevalent form of translation in the current industry.

The model³ aims to simulate actual translation practice in the classroom while also accelerating the development of students’ soft skills, including communication, teamwork, conflict resolution skills, assessment of team members, acceptance of evaluation, criticism, justification of evaluation, analytical thinking, critical thinking, decision-making, organization, self-esteem, empathy, discipline, self-control, curiosity, and the ability to assert oneself.

The courses in translation of specialized texts are compulsory for first- and second-year students in the master’s program. These courses build upon the foundations established in previous translation courses during the bachelor’s program. The curriculum covers various aspects of translation, including the methodology of translation, the history of translation studies, the specifics of literary and specialized translation, and language training focused on the native language, Slovak. The goal is to equip graduates with practical and theoretical skills, enabling them to be autonomous subjects with a solid education in literary culture.

While there is a higher demand for specialized translations, the model recognizes the importance of education in literary translation as well. Despite the perception that the market may not require literary translators as much, the university continues to offer courses in this area. This comprehensive approach ensures that our students are not just foreign language experts but are prepared for a range of translation and interpreting roles, including specialized translations and literary translations. By offering a broad education that covers both specialized and literary translation, the program produces versatile graduates who are well-prepared for the professional translation industry.

Additionally, the model incorporates real-world experiences within translation agencies during the course. This exposure to actual translation practice provides students with practical insights and prepares them for employment in translation agencies upon graduation. Overall, the model of interpersonal skills development in the process of acquiring translation competence aims to produce competent translators with a strong foundation in translation skills, and well-developed soft skills necessary for effective communication, collaboration, and problem-solving in the translation profession.

It’s commendable that our university recognizes the importance of literary translation courses and continues to provide education in this area, despite the trend of other universities discontinuing such programs. While the market may place a higher demand on specialized translations, it is essential not to overlook the significance of literary translation and the value it brings. Literary translation courses offer unique benefits to students. They provide an opportunity to delve into the art of translating literature, which requires a deep understanding of both the source language and culture, as well as the ability to convey the nuances and literary devices employed in the original text. Literary translation helps students develop their linguistic skills, creativity, and critical thinking abilities, which are transferable to various fields of translation and beyond.

Moreover, literary translation education contributes to the preservation and dissemination of cultural heritage. It allows literary works from different languages and cultures to reach a broader audience, fostering cross-cultural understanding and appreciation. By offering courses in literary translation, your university is nurturing a new generation of translators who can bridge linguistic and cultural gaps through their work.

While specialized translations may dominate the market, it is crucial to strike a balance and not limit the scope of translation education solely to specialized texts. The skills acquired through literary translation courses can complement and enhance the student’s abilities in specialized translation as well. The exposure to different functions within a translation chain during the courses also prepares students for the practical aspects of working in translation agencies.

In reflection, a university’s commitment to providing literary translation courses is praiseworthy. Offering these courses, it is not only preparing students for potential employment in translation agencies but also nurturing their soft skills, fostering cultural exchange, and contributing to the broader field of translation.

For a considerable period of time, I have been contemplating a teaching model for translation that aims to foster the simultaneous development of translation competence and the technical sub-competence of using Computer-Assisted Translation tools (CAT). Moreover, this model seeks to reflect the practical requirements and emulate real-world translation practices within the educational process. Over time, as I implemented this model, I gradually discovered its potential in cultivating students’ soft skills, with a particular emphasis on teamwork, which is widely recognized as a critical competency in the twenty-first century. This model has also prompted a paradigm shift in the interaction between teachers and students, leading me to purposefully address the development of soft skills in translation instruction and explore the consequent changes in teacher-student dynamics.

The primary focus of this model is on the translation of specialized texts, given their prevalence in contemporary translation production. A survey conducted in 2015 revealed that as many as 70.3% of practicing translators in Slovakia are exclusively involved in professional translation [17]. Therefore, the model concentrates on two key aspects. Firstly, it simulates actual translation practices within the classroom setting, providing students with hands-on experience. Secondly, it strives to expedite the development of students’ soft skills. This is achieved through a range of activities and exercises that mirror the tasks and responsibilities encountered within translation agencies, as many of our graduates secure employment in such organizations.

After extensive contemplation, I have devised a teaching model for translation that aims to facilitate the concurrent development of translation competence and the technical sub-competence of utilizing Computer-Assisted Translation tools (CAT). This model also seeks to align with the demands of professional practice and emulate real-world translation workflows within the educational process. As I implemented this model, I gradually realized its potential in fostering students’ soft skills, particularly teamwork, which is widely regarded as a critical competency in the twenty-first century. This realization led me to deliberately incorporate the development of soft skills into translation instruction and investigate the resulting changes in teacher-student interaction.

The model primarily focuses on the translation of specialized texts, as they dominate the translation industry today. A survey conducted in 2015 indicated that as many as 70.3% of practicing translators in Slovakia exclusively engage in professional translation [17]. Consequently, the model encompasses two key aspects. Firstly, it simulates authentic translation practices in the classroom to provide students with hands-on experience. Secondly, it aims to expedite the cultivation of students’ soft skills. Throughout the course, students engage in various activities and tasks that mirror the responsibilities and dynamics within translation agencies, as many of our graduates secure employment in such organizations.

The specialized translation courses are divided into two seminars: Specialized Translation 1 and Specialized Translation 2. Each seminar has a duration of 80 minutes and takes place once a week. Specialized Translation 1 is offered during the summer semester and is specifically designed for first-year students in the master’s program. In Specialized Translation 1, the focus is on introducing students to the concept of specialized translation and familiarizing them with the characteristics of specialized texts. They learn about the typology of specialized texts and the terminology specific to these texts, with a special emphasis on Slovak and foreign-language terminology. The curriculum also includes an exploration of the history and development of specialized translation in Slovakia.

Throughout the course, students engage in practical translation exercises involving specialized texts. These exercises allow them to apply the knowledge gained during the seminars and develop their translation skills in a specialized context. The texts chosen for translation cover various specialized fields, enabling students to become acquainted with different subject areas and terminology.

In addition to translation practice, Specialized Translation 1 also focuses on developing research skills for translation purposes. Students learn how to effectively gather information and utilize specialized resources such as databases, glossaries, and reference materials to ensure accurate and precise translations. Specialized Translation 1 serves as a foundation for further exploration and refinement of specialized translation skills in Specialized Translation 2, which is offered in subsequent semesters.

In the Specialized Translation courses, students are encouraged to employ intra- and extratextual text analysis methods inspired by Christiane Nord’s model⁴, building upon their prior familiarity with her approach from their bachelor’s studies. This analytical framework serves as a valuable tool for students to delve into the intricacies of texts and understand their specific features. While there are other theoretical tools available for text analysis, our preference lies with Nord’s intra- and extratextual analysis.

One of the key aspects of the course is terminology mining and verification. Students apply their knowledge from the bachelor’s-level course Specialized Terminology to identify and validate terminology relevant to specialized texts. This enables them to develop a solid understanding of the subject matter and anticipate potential translation challenges that may arise.

Moreover, students are introduced to the practical use of Computer-Assisted Translation (CAT) tools during the course. Specifically, two commonly employed CAT tools, MemoQ and Trados, are utilized as part of the translation process. Students learn how to leverage these tools effectively, exploring their functionalities and utilizing features that facilitate translation efficiency and consistency. By integrating the utilization of CAT tools, students gain hands-on experience in employing technology to enhance their translation workflow. This practical training equips them with the skills required in professional translation settings, where CAT tools are widely used to improve productivity and maintain consistency across translation projects.

In Specialized Translation 2, the organization and structure of the course differ significantly from both typical seminars and Specialized Translation 1. The aim of Specialized Translation 2 is to simulate a translation agency environment, providing students with hands-on experience of working in a professional setting.

To create this simulation, students are assigned specific job positions within translation teams. Each team consists of approximately 15 to 20 students and is composed of five key roles: a Project Manager (PM), terminologists, translators, editors, and copyeditor. Over the course of 13 weeks, students work on three different translation projects, with each project involving the translation of a single text. The responsibilities and activities of each job position within the translation teams are as follows:

1. Project Manager (PM): The PM is responsible for organizing and coordinating translation projects. They create a timetable that takes into account the time requirements of each job position. The PM also divides the text into manageable parts for translation and oversees the overall progress of the translation process.

2. Terminologists: Terminologists play a crucial role in analyzing the original text. They conduct intra- and extratextual analyses to gain a comprehensive understanding of the text and its specialized terminology. The terminologists compile glossaries using tools such as Excel and search for parallel texts as reference material. They also need to be prepared to explain any terms to the rest of the team during the translation process.

3. Translators: The translators import the glossaries compiled by the terminologists into CAT tools such as MemoQ. They then begin the process of translating the assigned portions of the text, utilizing the provided glossaries and other reference materials. Once the translation is completed, the translators export the translated text and send it back to the Project Manager.

4. Editors: The PM forwards the translated text to the editors. The editors thoroughly review and revise the translated text, ensuring accuracy, fluency, and adherence to the intended meaning of the original text. They focus on improving the overall quality of the translation and addressing any linguistic or stylistic issues.

5. Copyeditor: The copyeditor’s role is to perform a comprehensive check of the entire translated document. They meticulously review the text, correcting any grammatical or stylistic errors and ensuring proper formatting. If significant errors are identified that cannot be addressed by the copyeditor, they notify the Project Manager, who then sends the text back to the responsible team member for revision.

It is not possible to accurately determine or standardize the size of a group, as we have groups formed according to the combinations of programs of study. In the field of translation and interpreting, for example, we provide study programs: English language and culture, German language and culture, French language and culture, Russian language and culture, Slovak language and culture, etc. Students study a combination of two study programs, that is, a combination of two foreign languages. The size of a group, therefore depends on the number of students in each combination. Sometimes, a group consists only of students who, for example, study English and German, there may be around 20 students. Sometimes there are students of English and French and students of English and Russian in the group. There may also be around 20-25 students in total. Based on that, we then form a project team.

Students are asked to translate texts from different fields, e.g. medicine, economics, natural sciences, history, law, etc. Each text is analyzed, characterized according to its genre, and ambiguities making translation problematic are specified and clarified. A detailed analysis is performed by terminologists. After the translation is handed in, I, as the teacher and the client of the translation, check the entire project, i.e. both the translation and the assessment reports. In addition, I cooperate with an expert in the field of the text to check the translation as well. I have to admit that sometimes it is a problem to find someone because people are busy, and they do not want to do it for free. The university cannot pay them for such services. So far, I have always managed to find an expert to work with. Students are very grateful for such feedback from real practice.

This collaborative and structured approach to translation within the simulated translation agency environment allows students to gain practical experience in the various roles involved in a professional translation project. It enhances their understanding of the collaborative nature of the translation process and exposes them to the challenges and intricacies of working as a team to produce high-quality translations.

After the successful copyediting stage, the Project Manager (PM) performs a quality control check by randomly reviewing a portion of the translated text. Communication among team members is conducted solely through the PM, ensuring a centralized and efficient flow of information.

Upon completion of the translation project, all team members are required to write a team evaluation report, which is submitted to the PM. The team evaluation report serves as an opportunity for team members to reflect on their collaborative experience, assess the teamwork dynamics, and highlight any issues that arose during the process. The PM, in turn, evaluates the teamwork, addresses any challenges encountered, provides advice on process improvement, shares personal insights gained from the project, and assesses overall satisfaction with other team members’ contributions.

Once the team evaluation reports are submitted, the PM assembles the entire project as instructed by the teacher. The completed documents, including the translated text, team evaluation reports, and any other relevant materials, are then sent to the teacher for assessment.

The teacher evaluates the work of individual team members, considering their contributions to the project, as well as the overall translation quality. The assessment takes into account the effectiveness of the teamwork, the accuracy and fluency of the translations, adherence to specialized terminology, and overall attention to detail. By following this structured evaluation process, students gain valuable feedback on their individual performance and the collective outcome of their translation projects. It fosters a comprehensive assessment of both teamwork and translation quality, ensuring a thorough evaluation of the student’s work.

The specific number of students assigned to each position within a team will depend on factors such as the total number of students in the course, the number of teams formed, and the optimal distribution of workload among team members. These factors may vary from semester to semester or based on the discretion of the course instructor or program coordinator.

3.1 Advantages and disadvantages of the model

1. Real work experience: The model simulates the work environment of a translation agency, providing students with a valuable opportunity to gain practical experience and familiarize themselves with the roles and responsibilities found in professional settings. This enhances their readiness for the translation industry.

2. CAT tool proficiency: The model relies on the use of CAT tools, specifically MemoQ , throughout the translation process. By working extensively with CAT tools, students develop proficiency in their usage, improving their efficiency, productivity, and familiarity with industry-standard translation technology.

3. Enhanced analytical skills: Through the model, students strengthen their analytical skills, which are essential for effective translation. They learn to analyze texts, utilize terminological databases, and explore parallel texts. This helps them apply various translation strategies and evaluate the quality of their translations and the performance of each team member.

4. Exposure to different job positions: As students progress through the projects, they rotate through various job positions within the translation teams. This exposure allows them to gain firsthand experience and insights into each role, fostering a comprehensive understanding of the different tasks and responsibilities involved in a translation project.

5. Development of soft skills: Alongside translation competence, the model emphasizes the development of soft skills. Students enhance their communication, teamwork, conflict resolution, evaluation, and critical thinking abilities. They also cultivate qualities such as self-esteem, empathy, discipline, self-control, curiosity, and assertiveness, which are crucial for success in the twenty-first century professional landscape.

Indeed, there are some limitations and challenges associated with the model of specialized translation:

1. Incomplete exposure to positions: Due to the limited duration of a semester, it may not be possible for students to experience all the different positions within a translation team. This limitation restricts their understanding of the roles and responsibilities associated with each position, potentially limiting their overall perspective and skill development.

2. Individual preferences and independence: Not all students may be inclined toward collaborative teamwork. Some students may prefer to work independently and may not fully engage in the team dynamic. This can affect their level of trust in the quality of the output from previous positions and lead to an inclination to verify everything independently, which can impact productivity and adherence to deadlines.

3. Time constraints: The model’s implementation within a semester timeframe imposes time constraints on each translation project. Students may face challenges in managing their workload effectively, especially if they encounter difficulties or setbacks during the translation process. Meeting project deadlines and maintaining the desired quality may become a challenge within limited timeframes.

4. Evolving nature of the translation market: The model may need to adapt and evolve to keep pace with the dynamic nature of the translation industry. As the market requirements and practices change, it becomes important to update the model to align with the evolving needs of the industry. Failure to adapt the model may result in a mismatch between students’ skills and market demands.

5. Varied teaching approaches: The model’s effectiveness may vary depending on the individual teaching style and emphasis placed on skill development by different instructors. Each teacher may prioritize different skills or aspects of the model, leading to potential inconsistencies in students’ learning experiences and skill development.

While the model may have some limitations, it serves as a valuable starting point for students to become aware of the demands and requirements of professional translation practice. It provides a foundation for students to reflect on their strengths, weaknesses, and areas for improvement, fostering a proactive approach to their ongoing skill development. Adaptations and continuous updates to the model can help address its limitations and ensure its relevance in an ever-changing translation landscape.

4. A changed paradigm of teacher-student interaction

In the proposed model, the teacher-student relationship and the dynamics within the educational process are diversified compared to traditional approaches. The teacher assumes multiple roles, surpassing the traditional intermediary and controller functions. The role of the controller [18] is connected solely to the traditional teaching methods and the traditional role of a teacher. In our model, the teacher acts more as a guide. They become a guide, facilitator, organizer, and manager of the entire teaching process while also acting as a tutor.

As a facilitator, the teacher recognizes and considers students’ individual goals, needs, and abilities. They create an environment that fosters the achievement of these goals and provides motivation for students. By taking on this role, the teacher leads students toward independence and autonomy in their learning journey.

The role of the teacher as an organizer/manager is considered both crucial and challenging. Effective organization is necessary to ensure that students are well-informed about their responsibilities and expectations. The teacher designs the curriculum, structures the learning activities, and manages the translation projects and teams. Clear guidelines and instructions are provided to students, enabling them to understand what is expected of them and to engage fully in the self-teaching process or team-based work.

In the context of Specialized Translation 2, students can take on the role of investigator, researcher, or student discoverers. This emphasizes their active participation and encourages them to explore and delve into the translation process and related tasks. The teacher supports and guides students in these roles, helping them develop critical thinking, problem-solving skills, and a deeper understanding of specialized translation.

Overall, effective organization and clear communication between the teacher and students is vital for achieving the goals and tasks of this teaching model. The teacher’s ability to facilitate, guide, and organize the learning process allows students to be deeply involved in their own learning, promoting self-directed learning, and fostering a sense of ownership and responsibility for their academic and professional development.

Figure 1 shows the changed roles between students and teachers.

Figure 1.

The teacher–student relationship and the process of developing individual roles (diagram by Vladimír Biloveský, based on Homolová [14].

5. Academia, translator, market

Indeed, despite the advancements in technology and the evolving demands of the translation market, it is important to recognize that translators are still human beings with unique skills and qualities. The training provided by universities should aim to cultivate not just technical proficiency, but also the development of independent, creative, analytical, and critical thinking skills among future translators.

The concept of a “homo translator” creatively elaborated by Rakšányiová [19], highlights the ideal qualities and capabilities that translators should possess. This includes being able to think critically and analytically when faced with translation challenges, being technologically proficient to effectively utilize translation tools and resources, and being capable of working collaboratively in teams.

However, it is important to acknowledge that the current translation market may not always align with this ideal. The dominance of “homo oeconomicus,” the economic-driven translator, may prioritize efficiency and market demands over the broader skills and qualities associated with a homo translator. This serves as a reminder to be mindful of the potential distortions in the market and to strive for a balanced approach that values both technical proficiency and the broader skill set required for successful translation. The market distorts our naive ideas about the victory of education and wisdom over stupidity [20].

Ultimately, the goal of university training for future translators should be to equip them with a well-rounded skill set that combines technical expertise, critical thinking, creativity, teamwork, and adaptability. This approach will better prepare translators to navigate the complexities of the translation profession and contribute effectively to the evolving needs of the industry.

Indeed, the work of a translator can be seen as a complex intellectual craft that requires a wide range of competencies and skills. Translators must possess not only linguistic proficiency and subject matter expertise but also critical thinking, analytical skills, cultural understanding, and the ability to effectively communicate in both the source and target languages.

The analogy of a mosaic is fitting, as a translator’s capabilities are formed through a combination of various skills and experiences. Each aspect of their expertise contributes to the overall quality and effectiveness of their translations. Just as each pebble in a mosaic has its unique quality and significance, the diverse competencies of a translator come together to create a comprehensive and valuable skill set [20].

Moreover, the work of a translator is not merely a mechanical process of transferring words from one language to another. It requires interpretation, adaptation, and the ability to capture nuances and cultural subtleties. Translators often face complex linguistic and cultural challenges that demand creative problem-solving and a deep understanding of the context in which the translation is intended.

Furthermore, interpersonal skills play a crucial role in the translator’s work, including effective communication with clients, collaboration with colleagues, and the ability to understand and meet the needs of diverse audiences. Recognizing the intellectual nature of the translator’s craft highlights the importance of continuous professional development, ongoing learning, and the pursuit of excellence in the field. By nurturing and refining their intellectual abilities and interpersonal skills, translators can enhance the quality of their work and contribute to the advancement of the translation profession as a whole.

6. Translation and interpreting center

Students of translation and interpreting are obligated to pass the course “translation/interpreting practice” – they have to put in 150 hours of work in the field. They can apply for internships at various institutions and participate in paid or unpaid internships. Sometimes it is difficult for them to get an internship and therefore, in 2012, we established the Translation and Interpreting Centre (TaIC) at our faculty. The center is well established in the translation market, providing translation and interpreting services, and thus students can try out the whole simulated model in real translation practice. As in Specialized Translation 2, students at the TaIC also work in project teams. The makeup of the translation team depends on the size of the text to be translated. When translating shorter texts, the team consists only of a translator and an editor; in the case of longer texts (i.e. monographs) the team makeup is adjusted to specific needs. When interpreting, students are always accompanied by at least one professional interpreter – usually also teachers of interpreting. In this way, students acquire valuable experience, and high-quality interpreting is ensured.

Translations into foreign languages are much more common in the TaIC. Therefore, a native speaker is an essential component of a high-quality translation. The TaIC cooperates with several external copyeditors (native speakers), who, in addition to copyediting students’ translations, also record their errors using the “track changes” function in MS Word. Therefore, they also provide students with helpful feedback. Quality control of translations into the native language is provided by professional translators. The TaIC Project managers are responsible for communication with clients, copyeditors, and students and also provide the last quality check of the translation – thus achieving multilevel quality control.

The TaIC is based on STN EN ISO 17100 [21].

7. Conclusion

The presented model of specialized translation teaching acknowledges the importance of interpersonal skills in the development of translation competence. By incorporating the development of interpersonal skills alongside translation competence, the model aims to shape the translator’s personality and equip them with the necessary abilities to meet the demands of the evolving translation market.

Translation competence and soft skills cannot be rigidly defined due to their variable nature, influenced by factors such as the translator, the translation market, and employer expectations. However, the model takes into account the needs of employers who value teamwork, self-reflection, evaluation of colleagues, and the development of interpersonal skills in translators. Understanding translation competence, the translation process and the translator as a creative individual is a complex and dynamic process. The variables involved in these processes are constantly evolving, requiring ongoing translational research, improvement of teaching methods, and the exploration of new inspirations. This continuous pursuit of improvement aims to enhance the quality of translator training and nurture the concept of a homo translator.

By emphasizing the development of both translation competence and interpersonal skills, the model strives to prepare translators who are not only technically proficient but also adaptable, communicative, and capable of thriving in collaborative environments. This holistic approach to translator training contributes to the overall growth and advancement of the translation profession in response to the changing demands of the twenty-first century translation market.

Acknowledgments

I would like to thank my awesome former PhD students Marianna Bachledová, Zuzana Angelovičová (Kraviarová) and Matej Laš who helped me with the formulation of the model, its application in the pedagogical process, and with its continuous improvement.