Title: The place of translator education in higher education today: trends and tensions
Abstract: Translator and interpreter education at university level has gradually evolved to become part of mainstream higher education since the middle of the twentieth century, although it is possible still to detect a tension between desire to be mainstream and insistence on our otherness or difference as a discipline. This tension is manifest in many different ways: difficulties and criticisms of research evaluation systems and standards; difficulties in appropriate staffing and in staff training; fitting into academic structures to name but three. In recent years the discipline in Europe has in many situations struggled to adapt to the European Higher Education Area (Bologna Process). And yet, our discipline had been pioneering in many of the tendencies which are at the heart of the EHEA: competence-based curricular design; student-centred methodologies; work placements as part of the curriculum; international mobility as part of the curriculum; multilingualism and multiculturalism as a core value; close cooperation between university, profession and industry; international cooperation. I shall address these tensions in general as a starting point for an analysis of the current state of our discipline in its institutional settings.
Short bio: Dorothy Kelly is professor of Translation at the University of Granada where she is also currently Vice Rector for Internationalization, a post she has held since 2008. In this capacity, she is also Chair of the Executive Board of the Coimbra Group of Universities. Her major research interests are translator education, curricular design, intercultural competence and directionality.