La construcción de los saberes en la traducción : el caso de una universidad pública en México
Translation didactics has traditionally been studied from the perspectives of theorists and researchers, neglecting other important aspects such as the experiences of translation learners and teachers, the training of translation teachers, and the analysis of beliefs about teaching and learning (González-Davies, 2004; Li, 2018; Massey, Kiraly and Ehrensberger-Dow, 2019). In order to address this knowledge gap, the present research aims to explore the knowledge constructed by a group of 38 students and two professors from the BA in Modern Languages in English from the Faculty of Languages and Literature (FLL) at the Autonomous University of Querétaro (UAQ) during their experience of learning translation in a distance mode. The information was gathered through semi-structured interviews, class observations, and textual evidence of student learning. The data was then coded and classified with the help of Atlas. ti software. In order to limit the study, a priori categorization (Cisterna, 2005) was created at the beginning of the research, which included themes and sub-themes that were focused on while collecting, analyzing, and presenting the data. The research analysis and results show that the knowledge construction process between August and December 2020 had distinct characteristics due to the unprecedented circumstances caused by the SARS-CoV-2/COVID-19 pandemic. The training programs during this period incorporated traditional and constructivist approaches to facilitate the development and strengthening of translation knowledge through individual and collaborative training activities that were practical, dialogical, and reflective. The students have constructed nine types of knowledge, which can be classified into three categories. The first category includes two types of theoretical knowledge: knowledge about the history of translation and knowledge of translation concepts, strategies, and methodologies. The second category includes four types of practical knowledge: linguistic knowledge, bicultural knowledge, knowledge used to identify and solve translation problems, and knowledge used to detect and correct translation errors. The final category includes three types of social knowledge: professional norms and conventions knowledge, professional ethics knowledge, and collaborative work knowledge. The study found that the shift towards online teaching and learning positively and negatively affected the knowledge construction process in translation. The interviews and classroom observations revealed that some university students did not have ideal conditions to engage in the classes, ultimately affecting their ability to concentrate, pay attention to the subjects, and comprehend the material. As a result, this impacted the development and timely follow-up of the sessions.
Xalapa : Universiteit Antwerpen & Universidad Veracruzana , 2023
251 p.
Supervisor: Pilar Ortiz Lovillo, del, Maria [Supervisor]
Supervisor: Schrijver, Iris [Supervisor]
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Creation 09.11.2023
Last edited 10.11.2023
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