Translator Training and Intercultural Competence

The object of this paper is to clarify what ‘intercultural competence’ actually entails for those learning to translate at university level, and will refer to a number of classroom activities that can successfully support the trainees during the learning. Learning competences have been studied for over 50 years, and have recently been amplified through the ‘Dublin Descriptors’ as a result of university reform. Also, intercultural competences have been studied widely in the world of work. Yet, though the same competences are now deemed essential for translators there is little information on the sub-competences involved. Here, it is suggested that during the university first cycle, the cognitive learning competences could include first an understanding of self and other (cultural locatedness), then translation of culturebound terms with a clear denotative reference, followed by connotative terms (linguaculture). At this level, students would also learn how to apply relatively fixed communication patterns, having learned about preferred cultural writing styles and orientations. It is argued here that “self reflexive” thinking, should only be expected during the second cycle. Students at this level can more easily understand that text meaning (and style) is negotiable according to context. Here, students also become more competent in the other metacognitive learning styles, and are more able to mindshift, change perceptual position and mediate. This will only be fully possible, however, when they are able to move away from the search for text-bound formal equivalence and learn to take risks (low uncertainty avoidance). It is asserted here that, to a large extent, this, and the other competences discussed, can be taught as part of translator training.