Alternative Settings in Translator Training: An Ergonomic Perspective

International audienceAs a discipline, translation studies have evolved in “turns”, each of them shedding light on perspectives and orientations built upon specific paradigms (see Snell-Hornby, 2006; Lavault-Olléon & Carré, 2012). So far, technology has given rise to “a wide range of fascinating phenomena that are reshaping translation practices and public perceptions” (Jiménez-Crespo, 2017:1). In order to adapt to the ever-changing needs of the translation industry and job market, training institutions are required to develop up-to-date curricula, and increase the use of both innovative and technology-based teaching methods. These often cause some ergonomic issues, especially as far as the “classroom” is concerned. Such issues include wrist and back pains (physical) and challenges to address the need to match training experiences with on-field professional realities (organisational), as students are most often trained in “artificial conditions” (Gile, 1995:9) . This paper aims at reviewing alternative settings in translator training. Drawing on a pilot study which involved over 130 professional translators and referencing the European Master’s in Translation (EMT) competence framework, we analyse pedagogical approaches inspired by ergonomic principles in a drive to train translators off the beaten track. We advocate for a more open, flexible and market-oriented approach to help solve the “fit-for-market” dilemma. This would prepare for the rise of transpreneurs – those business-minded professionals who could get a big share of the US$46-billion translation industry “cake” (GALA, 2018)