The ATA Chronicle - July/August 2019 - 15

FEATURE

BY JASON JOLLEY

work prospects-complete minors or
undergraduate certificates in translation.
A handful go on to complete master's
degrees in translation or translation
studies. At various points along the
way, these academic-track translatorsin-training begin the process of
professionalization, mixing paid jobs in
with class projects. While some end up
in careers unrelated to languages, others
join the ranks of the language services
industry, putting the quality of their
academic preparation to the test.
In my 2017 article, I pointed out
several weaknesses of traditional academic
translation programs, such as:

Designing a Competency-Based
Translator Training Program:
Progress, Challenges, and Next Steps
Here is an update on a collaborative effort to design a competency-based
translator training program. Read on to learn about the group's progress to
date, insights gained, challenges faced, and next steps.

T

his is an update on a project I
proposed in an article on this topic
published in the July-August 2017
issue of The ATA Chronicle.1 In that article,
I discussed two common pathways
into the profession: proficiency plus
circumstances and formal training.
Graduates of the "proficiency plus
circumstances" pathway are individuals
with advanced proficiency in two
languages-often bilingual immigrants
or heritage speakers-who at some point
decide to try their hand at translating or
interpreting. What begins as a couple
of favors or sporadic jobs develops into
www.atanet.org

regular freelance work, a new source of
income, and an expanding professional
network. Although "proficiency plus
circumstances" translators bypass formal
training, they nonetheless learn through
on-the-job experience and professional
development programs.
By contrast, graduates of the "formal
training" or academic pathway undergo
a good deal of classroom training. They
typically start out as college students
who decide to major in a foreign
language. Some of these students take a
few translation courses, while others-
perhaps concerned about post-college

■■

Including too many courses that have
nothing to do with translation or
translation-related issues.

■■

Overemphasizing theoretical aspects
and literary translation while neglecting
real-world domains (e.g., medicine, law,
business, and technology).

■■

Failing to recognize the skills candidates
already possess, or not granting credit
for prior learning.

I also summarized the basic elements of
competency-based education, including:
■■

Involving industry professionals in the
development of competencies to ensure
that what programs emphasize are up
to date.

■■

Using rigorous assessments to reliably
determine what candidates are able to do
in real-world contexts.

■■

Recognizing skills incoming candidates
have already mastered to reduce the time
it takes to complete the program.

I argued that a well-designed
competency-based translator training
program could be an effective and
affordable means of meeting the growing
need for qualified translators.
I concluded by asking that volunteers
who might be interested in collaborating
to design such a program contact me
directly. I was extremely pleased with
the response: more than 15 readers
came forward and offered to help. These
volunteers included an ATA Board
member, other university educators and
researchers, and several experienced
freelance translators.
American Translators Association

15
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The ATA Chronicle - July/August 2019

Table of Contents for the Digital Edition of The ATA Chronicle - July/August 2019
