Dialog als Prinzip

The proposed book deals with the organisation and control of teaching interpreting against the background of the European structure of higher education, which has brought a new perspective on teaching and learning. From the point of view of education sociology this also implies strengthening students` individual potential for self- determination on a number of levels, especially in view of the present increase in social mobility. The curricula of the translation studies courses presented here suggest that universities not only have the function of imparting specialised knowledge, but also of solving social problems. Translatorial action in an intercultural context necessarily involves dialogue with society. The main thrust of the book is to identify the necessary conditions for successful transcultural communication. The first part discusses social power relations and suggests categories of interpreting, which also serve to identify the specific nature of modern dialogue interpreting. The discussion also involves analysing the communicative goals of all the communication partners and focuses on the factors which contribute to successful transcultural action as well as discussing how the required competences can be acquired. This provides the basis for specifying didactic strategies tailored to individual forms of interpreting, incorporating and adapting approaches from other disciplines, especially practical theatre studies in the context of interpreter training The transdisciplinary elements are not simply used in a cumulative fashion, but are complementary to each other. From the participant`s perspective they can be regarded as dialogically structured life contexts and from the observer`s perspective as a system. This idea is illustrated in more detail with methods taken from the Theatre of the Oppressed. Examples from interpreting teaching show how this approach can be implemented in practice. As well as providing a discussion of fundamental theoretical and didactical questions relevant to Translation Studies, this also serves to develop an interdisciplinary didactic model which simulates translatorial reality and illustrates processes and strategies which (can) take place in real life. The main aim in the development of this didactic model is to incorporate and accommodate current socio-political developments and insights from Translation Theory in a critical and constructive didactic approach. The success of the education process in a given community depends on the contextual conditions in which it takes place. The examples given show that conditions may be created which, on the basis of a dialogical approach, make it possible to avoid undue influences during the act of translation and to work in a professional and adequate way. Such teaching is not conceived as a monologue but as one half of a dialogue. The goal of this didactic model is to promote independent work and problem-solving strategies and critical thought processes as well as the identification of relevant interfaces. This helps develop creative potential and self-confident behaviour. It also conveys realistic knowledge of professional reality and thus also of the real socio-political and professional parameters involved. This knowledge constitutes a starting point and basis for the process of self-determined action. This takes place in the context of a creative didactic policy which identifies didactic goals, provides a clear sequence of contents, specifies appropriate methods and examines their practical adequacy and ultimately serves not only individual translators and interpreters, but society as a whole.