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Translation and Interpreting Training in Slovakia Comenius University in v Bratislava, Faculty of Arts Department of British and American Studies Translation and interpreting training in Slovakia STIMUL 2021 Translation and interpreting training in Slovakia Editors: Martin Djovčoš Pavol Šveda Contributors: Edita Gromová, Daniela Müglová, Alojz Keníž, Miroslava Gavurová, Zuzana Angelovičová, Marianna Bachledová, Martin Djovčoš, Pavol Šveda, Marketa Štefková, Lucia Paulínyová, Emília Perez, Marián Kabát, Mária Koscelníková This volume has been peer-reviewed by: Soňa Hodáková Matej Laš Cover design and technical support: Mgr. Lukáš Bendík Technical editor: Mgr. Milan Regec, PhD. STIMUL, editors and contributing authors, 2021 This work is published under Creative Commons CC BY-NC-SA 4.0 international license. This license requires that reusers give credit to the creator. It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, for noncommercial purposes only. If others modify or adapt the material, they must license the modified material under identical terms. More infor- mation about the license and the use of this work: https://creativecommons.org/licenses/by-nc-nd/4.0/ Publisher: STIMUL, Advisory and Publishing Centre Comenius University in Bratislava, Faculty of Arts, http://fphil.uniba.sk/stimul ISBN 978-80-8127-320-9 (PDF) ISBN 978-80-8127-321-6 (EPUB) TABLE OF CONTENTS PREFACE ..................................................................................................................................... 7 1 FOUNDATIONS AND TRADITIONS OF TRANSLATION AND INTERPRETING TRAINING IN SLOVAKIA ............................................................................................................................ 11 1.1 Changes in the traditional perception of the translation and interpreting profession ........... 11 1.2 Three perspectives on translation and interpreting training at Slovak universities: the past, present and future ........................................................................................................... 19 1.2.1 The past .................................................................................................................. 19 1.2.2 The genesis of methodological foundations in Slovak translation studies .................... 20 1.2.3 Translation and interpreting training ....................................................................... 21 1.3 Translation and interpreting training today ....................................................................... 25 1.4 Internal structure of the translation and interpreting programme ...................................... 31 1.5 The future of translation and interpreting training ............................................................ 33 1.6 Conclusion ...................................................................................................................... 34 2 TRAINING OF LITERARY TRANSLATION ............................................................................... 36 2.1 The origins and tradition of teaching literary translation ................................................... 36 2.1.1 The goals of teaching translation and interpreting according to Popovič ..................... 37 2.2 Current practice and requirements for graduates .............................................................. 38 2.2.1 Defining the role and mission of a translator of literary texts ..................................... 39 2.2.2 The stylistic and semiotic-communicative model of the translated text ....................... 41 2.2.3 Hypnosis of the original ........................................................................................... 42 2.3 A model of competence for translators of literary texts ...................................................... 43 2.3.1 A high level of reading culture .................................................................................. 44 2.3.2 Phases of translator training .................................................................................... 45 2.3.3 The two-level concept of teaching translation............................................................ 46 2.4 The personality of a teacher of literary translation ............................................................. 46 2.5 Conclusion ...................................................................................................................... 47 3 TRAINING OF THE TRANSLATION OF CHILDREN’S AND YOUNG ADULT LITERATURE .......... 48 3.1 Tradition and starting points for the teaching of the translation of children’s and young adult literature ......................................................................................................................... 48 3.2 Current form and scope of teaching children’s literature translation in Slovakia ................. 51 3.3 Competencies of the graduate .......................................................................................... 51 3.3.1 Thematic competence in children’s literature translation .......................................... 52 3.3.2 Linguistic competence of children’s literature translators .......................................... 59 3.3.3 Cultural competence in children’s literature translation ............................................ 74 3.4 Further methods and techniques in children’s literature translation ................................... 76 3.4.1 Translation of proper nouns ..................................................................................... 76 3.4.2 Translation of third language words ......................................................................... 79 3.4.3 Translation of intentional spelling and grammar errors ............................................. 79 3.5 children’s literature translation as a compromise between the translator and the editor ...... 81 3.6 Competences of children’s literature translation educators ................................................ 82 3.7 Conclusion – vision and direction of translation teaching for children and young adults ...... 83 4 THE INTEGRATED MODEL OF TEACHING SPECIALISED TRANSLATION: THE BASE AND METHODS ............................................................................................................................. 84 4.1 Current practice and graduate requirements ..................................................................... 84 4.2 Competences of a specialised translator ............................................................................ 85 4.3 The integrated model of teaching specialised translation (IMTST): definition, prerequisites and teaching methods ...................................................................................................... 87 4.3.1 Prerequisites ........................................................................................................... 87 4.3.2 Teaching methods ................................................................................................... 88 4.3.3 Reflective interpretation and text analysis in specialised translation .......................... 88 4.3.4 Working with CAT tools ........................................................................................... 90 4.3.5 Quality assessment .................................................................................................. 91 4.3.6 Terminological work ............................................................................................... 92 4.3.7 Project workflow ..................................................................................................... 93 4.3.8 Practice................................................................................................................... 94 4.3.9 The study of the translated subject............................................................................ 96 4.3.10 Translation praxeology and ethics ............................................................................ 97 4.4 IMTST teacher profile ...................................................................................................... 98 4.5 Conclusions and visions ................................................................................................... 99 5 THE CURRENT STATE AND FUTURE OF INTERPRETING TRAINING IN SLOVAKIA ...............100 5.1 The foundations and traditions of interpreting training in Slovakia .................................. 100 5.2 The current state and scope of interpreting training in Slovakia ....................................... 102 5.3 The future of interpreting training in Slovakia ................................................................. 107 5.4 Proposing an interpreting training model with respect to current conditions at Slovak universities ................................................................................................................... 109 5.4.1 The scope of basic interpreting training ................................................................... 111 5.4.2 The fundamentals of consecutive interpreting: its place and scope in the study programme ............................................................................................................ 111 5.4.3 The fundamentals of consecutive interpreting: educational goals and course content 112 5.4.4 The fundamentals of simultaneous interpreting: its place in the study programme and the scope of training ............................................................................................... 114 5.4.5
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