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Teaching and learning legal translation
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Abstract:
Legal translation has been in great demand in the last decade around the world owing to globalization and increased contact and exchange between peoples and states. Naturally, there has been an increased need for legal translators for various purposes, but there has been little research on legal translator training. It is a fact that translating law between any languages is not a straightforward affair. It is commonly acknowledged that legal translation is complex, and it requires special skills, knowledge, and experience on the part of the translator to produce such translation. This essay focuses on legal translation education and the key aspects of the teaching and learning of legal translation. It discusses and defines the key aspects in legal translator training, mapping out the parameters of this new field of translation practice and research. The essay highlights the development of legal translator competence as the core objective of such training programs by identifying and describing the skill base of the legal translator and legal translation competence and proficiency. The author hopes that the discussion will draw more attention to this emerging area of curriculum development and educational research in translation studies. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1515/sem-2014-0022
http://hdl.handle.net/10072/64925
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| 42 |
Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
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Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
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| 44 |
The language(s) of HE: EMI and/or ELF and/or Multilingualism?
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| 45 |
Micro-language planning for multilingual education: Agency in local contexts
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| 46 |
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
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| 47 |
Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
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| 48 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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| 49 |
Macro-language planning for multilingual education: Focus on programmes and provision
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| 50 |
Lingua francas as languages of education: implications for other languages
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| 51 |
How much input do you need to learn the most frequent 9,000 words?
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| 52 |
Language teaching for European citizenship: insights for teacher education
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| 53 |
Scaffolding essay writing skills for accounting students: a collaboration
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| 55 |
Oral communication skills for development for Pharmacy students: a shared space
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| 56 |
Learning from OzCLO, the Australian Computational and Linguistics Olympiad
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| 57 |
Bilingual language sample analysis: Considerations and technological advances
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| 58 |
Lexical-semantic representation in bilingual aphasia: Findings from semantic priming and cognate repetition priming
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| 59 |
Impact of Rhythm on Vietnamese Adult EFL Learners Intelligibility in Term of Mid-level Tone
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| 60 |
The functions of self-initiated self-repair in the second language Chinese classroom
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