In search for a privileged space of Translation Studies in the undergraduate student training

Abstract

Historically anchored in the remnants of the grammar-translation method, translation practice has always been understood as a deviation from the path to fluency in the process of learning a foreign language. However, translation has never been and should not be taken as a teaching methodology, but as a tool in the process of foreign language knowledge and use. Thus, discussing translation in the Languages course, which deals with reading and writing as part of the process of language acquisition, is essential not only for updating the curriculum of the course itself, but also for the continuing education of the undergraduate student-teacher. This is supported by the fact students are usually called to translate without knowing methodologies, theories, history and other specificities that constitute translation as a professional practice as they focus on educational theory and practices only. Therefore, this paper aims to discuss the undergraduate student’s view about translation studies as a subject within the Languages undergraduate course and how their perspective changes throughout its practice and research. We expect these reflections provoke a realistic understanding about the need to have translation studies as an essential part of any teacher-training course being it an undergraduate or a graduate one.