Transforming the Traditional Approach to Translation Teaching Strategies
DOI:
https://doi.org/10.18485/bells.2016.8.11Keywords:
translation, non-literary translation, teaching translation, Jacques Derrida, deconstruction, transformationAbstract
The paper presents a different approach to teaching translation where the teacher is seen as a facilitator of the translation task: the lion’s share of the transfer of knowledge is accomplished by the student. This approach has been used for teaching non-literary translation, translation assessment and cultural translation for four years now with the third-year students at the English Department of the University of Belgrade. Such an approach involves a mixture of translationoriented reading comprehension strategies, problem-solving of linguistic, semantic and cultural dilemmas, managing “untranslatability” (i.e. what is being lost in translation), disentangling ambiguities. In theory, this approach leans on Jacques Derrida’s deconstructive idea that translation always involves transformation. It is his concept that “the text can cross a border and continue, transformed”.
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