Integrating descriptive case study research in translation curricula

Academic curricula in translation and interpreting (studies) show significant differences in the position attributed to translation theory or translation research. Although the epithet ‘academic’ seems to presuppose a central position, the research character is sometimes limited to the application of TS terminology. The outline of the European Master’s in Translation for instance considers it particularly important for students to use the „conceptual tools provided by translation theory, text/discourse analysis and cultural analysis“. This paper presents a didactic practice that aims at integrating students’ own descriptive research and reflection on translation in a Master curriculum. The course begins with questioning traditional language-pair based definitions of translation and then attributes an important role to a factor that is often underestimated in the practice of translation didactics: the factor of doubt. Instead of putting concrete translation matters and problems beyond all spheres of doubt, it systematically encourages to raise doubts and they are given a function in the didactic translation process. Doubting is an important and fertile challenge for reflection on translation, it forms the first phase, even a precondition for critical reflection, for open mindedness, and for a sense of gradual and differentiated thinking. By questioning the scope of the definition of translation (referring to practices of adaptation, transfer, media translation etc.), students are challenged to conduct descriptive research on existing transfer facts in society and to apply relevant entries of the Handbook of Translation Studies to their research. A detailed evaluation of the students themselves indicates that they highly appreciate this approach and even connect it to their own translation practice.status: publishe