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E-grāmata: Education, Translation and Global Market Pressures: Curriculum Design in China and the UK

  • Formāts: PDF+DRM
  • Izdošanas datums: 07-Mar-2018
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811082078
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Education, Translation and Global Market Pressures: Curriculum Design in China and the UKPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 07-Mar-2018
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811082078
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This book investigates the market-driven transformation of the higher education sector and the response given by the translation programmes in the UK and China, two vastly different social and economic contexts. It provides an in-depth look at six selected case studies, critically analysing how social, economic, and political factors have affect curriculum designs in different translation programmes. This innovative volume contributes to the development of knowledge in an important area of translation studies and opens a new way for providing both cross-national and cross-disciplinary perspectives in analysing the curricula of translation programmes.

1 Translation Studies in Higher Education Systems: The UK and China
1(40)
1.1 Introduction
1(1)
1.2 Abstract and Situation: The Relationship Between Academia and Profession
2(13)
1.2.1 The Roles of Universities in History
2(1)
1.2.2 The Changing Roles of Universities Under Neoliberalism
3(4)
1.2.3 Balancing Academic and Professional Pedagogies
7(2)
1.2.4 Balancing Academic and Professional Pedagogies in Translation Programmes
9(6)
1.3 The Development of Translation Studies as a Discipline in the West and China
15(10)
1.3.1 Translation Studies Recognised in the Academic Field in the West and China
15(4)
1.3.2 An Overview of Translation Programmes in the UK and China
19(6)
1.4 Case Study: The Selection of Translation Programmes in the Book
25(6)
1.4.1 Method of the Book: Case Study
25(4)
1.4.2 The Selection of the Case Programmes in the UK and China
29(2)
1.5 Summary
31(10)
Bibliography
33(8)
2 Teaching Translation in the UK and China
41(40)
2.1 Introduction
41(1)
2.2 The Foundations and Principles of Curriculum Design
41(14)
2.2.1 Definitions of Curriculum
42(1)
2.2.2 Factors Influencing Curriculum Design
43(7)
2.2.3 Factors Influencing Curriculum Design: Translation Courses
50(2)
2.2.4 Outcome-Based Curriculum: Developing Translation Competences
52(3)
2.3 Content-Based Curriculum: Major Approaches to Teaching Translation
55(4)
2.4 A Review of Research on Translation Teaching in China
59(2)
2.5 Market Standards for Translator Training
61(14)
2.5.1 The European Master's in Translation (EMT)
62(3)
2.5.2 National Occupational Standards for Translators in the UK and China
65(3)
2.5.3 Market Entry Requirement: Accreditation Tests of Professional Translators
68(5)
2.5.4 A Combined Model of Professional Standards for Translators
73(2)
2.6 Summary
75(6)
Bibliography
76(5)
3 Analysis of Current Curricula in Translation Programmes in the UK
81(40)
3.1 Introduction
81(2)
3.2 Course Aims and Learning Outcomes of Case Studies in the UK
83(10)
3.3 Module Content of Case Studies in the UK: What, How and Why
93(20)
3.3.1 Credit-Based Course Structure: An Overview
93(2)
3.3.2 Course Structure at Each Case Study: Allocation of Modules
95(5)
3.3.3 Specific Capabilities of Becoming a Translator: Reflected in Module Content
100(13)
3.4 Professionally or Theoretically Oriented Approach to Translation Teaching
113(3)
3.5 Summary
116(5)
Bibliography
118(3)
4 Analysis of Current Curricula in the Chinese MTI Programme
121(36)
4.1 Introduction
121(1)
4.2 Introduction to the Postgraduate Professional Degree
122(1)
4.2.1 Master of Translation and Interpreting in China
122(1)
4.3 Course Aims and Objectives of the MTI Programme: From General to Specific
123(7)
4.3.1 Aims and Objectives of the MTI Programme Suggested in The Official Guiding Plan
124(1)
4.3.2 Course Aims and Objectives of the Three Case Studies in China
125(5)
4.4 Module Content of the MTI Programme: From General to Specific
130(22)
4.4.1 Modules Recommended by The Official Guiding Plan
130(2)
4.4.2 Course Components Explained in the Three Case Studies
132(7)
4.4.3 Specific Competences of Becoming a Translator: Reflected in Module Content
139(5)
4.4.4 Enhance Students' Employability via Internships and Professional Engagement
144(7)
4.4.5 The Principle of `Same Aim but Divergent Curricula'
151(1)
4.5 Summary
152(5)
Bibliography
154(3)
5 Context and Comparison of Translation Programmes in China and the UK: Market Forces, Global Positions and Curriculum Content
157(78)
5.1 Introduction
157(1)
5.2 Higher Education in the Context of Neo-liberal Globalisation: The UK and China
158(16)
5.2.1 The Implementation of Neo-liberal Ideals
158(1)
5.2.2 Impacts of Neoliberalism on UK Universities
159(8)
5.2.3 Impacts of Neoliberalism on Chinese Universities
167(7)
5.3 The Tension Between Education and Training
174(5)
5.4 Facing the Market: How Does the Design and Delivery of Translation Programme Respond?
179(40)
5.4.1 Comparison of Course Aims
180(9)
5.4.2 Comparison of Module Content
189(6)
5.4.3 Comparison of the Ethos of Teaching
195(17)
5.4.4 Comparison of Education Resources
212(7)
5.5 Summary
219(16)
Bibliography
225(10)
Conclusion 235(4)
Appendices 239
Wan Hu is a Lecturer in Translation and Interpreting Studies at Central University of Finance and Economics in Beijing, China. She did her postgraduate study at the University of Nottingham, gaining a MA in Chinese/English Translation and Interpreting and a PhD in Translation Studies. Her research interests include translator and interpreter training, curriculum design and development, and news translation. 
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