Curriculum Framework Document

The aim of the Promoting Intercultural Competence in Translators (PICT) Project is to facilitate the systematic inclusion of Intercultural Communication (IC) in translation programmes. The Curriculum Framework was designed to assist universities in producing their own syllabus for a stand-alone module or for systematic incorporation into other modules. The Framework emphasizes the core elements for a syllabus, at the same time maintaining a large degree of flexibility and adaptability to the specific academic environment.

Read more in the "PICT Curriculum Framework": PICT-CURRICULUM_ENGLISH.pdf

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1 dimension - theoretical 2 dimension – textual 3 dimension - interpersonal
1.1 Core concepts of the theory of intercultural communication (e.g. culture, identity, representations, etc.) 2.1 Comparative analysis of cultural issues from source and target audiences 3.1 Cultural awareness and empathy manifested in social exchange (e.g. when negotiating a translation brief with a member of the source culture)
1.2 Conceptual tools for analysing intercultural perspective (e.g. frameworks for cultural comparison, scales of cultural awareness etc.) 2.2 Comparative analysis of texts from an intercultural perspective – lexical and syntactic features, discourse patterns, visual resonance - and use of the analysis in the translation processes 3.2 Curiosity and pro-activeness in all forms of contact with other cultures (e.g. when interacting with colleagues or clients from the source culture)
1.3 Knowledge of the cultural context of translation (e.g. differences between professional translation practices in several countries, implications for translators, etc.) 2.3 Recognition of problems of non- equivalence and applying strategies to address them (e.g. explicitation, omission, substitution, etc.) 3.3 Sensitivity to affects and potential conflicts in communication (e.g. spoken, non-verbal etc.)
1.4 The links between intercultural communication theory and Translation Studies (e.g. cultural profiling and readership analysis, cultural subjectivity and translator’s personal visibility) 2.4 Recognition and management of the impact of the translator’s internalized culture and emotional reaction to elements of the source culture and text 3.4 Social positioning (e.g. deciding whether to conform, hybridize or deviate from the dominant social norms)

 

In designing the Curriculum Framework the diversity of context in terms of type of students, nature of teaching and learning, assessment, perception of the translator, role of IC were taken into account. The framework proposed in this document leaves open all of these aspects, concentrating purely on learning outcomes and levels of achievement against them, the hardest part of producing a syllabus. Institutions will then decide which learning outcomes to include in a stand-alone module in IC and which to integrate into other translation modules as a function of their own perception of IC. They will also themselves determine the learning style, duration and assessment mode although the teaching and assessment materials which will also be produced as part of the PICT project may help institutions decide how this is to be done.

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