ABSTRACT
The study of translation and the training of professional translators is without question an integral part of the explosion of both intercultural relations and the transmission of scientific and technological knowledge; the need for a new approach to the process of teaching and learning is certainly felt in translator and interpreter training programs around the world as well. How best to bring student translators up to speed, in the literal sense of helping them to learn and to translate rapidly and effectively? How best to get them both to retain the linguistic and cultural knowledge and to master the learning and translation skills they will need to be effective professionals? At present the prevailing pedagogical assumptions in translator training programs are (1) that there is no substitute for practical experience-to learn how to translate one must translate, translate, translate-and (2) that there is no way to accelerate that process without damaging students’ ability to detect errors in their own work. Faster is generally better in the professional world, where faster translators-provided that they continue to translate accurately-earn more money; but it is generally not considered better in the pedagogical world, where faster learners are thought to be necessarily careless, sloppy, or superficial.
