Mütercim-Tercümanlık Müfredatlarındaki Tamamlayıcı Derslerin Öğrenme Yetkinliği Kazandırmadaki Rolü Üzerine Bir İnceleme
Güldane Duygu TümerBilgi ve değer üretme yeni nesil üniversitelerin öne çıkan hedeflerinden biridir. Bu noktada, alana özgü akademik bilginin yanı sıra araştırma, sorgulama, eleştirel ve ilişkisel düşünme gerekli beceriler olarak ortaya çıkmaktadır. Dolayısıyla, bu becerileri kazandıran dersler, bilgi ve değer üretmek için gereken altyapının oluşturulması ve akademik bilgiyi uygulamada etkin şekilde kullanma becerisinin geliştirilmesi için elzemdir. Çeviri eğitimi açısından, yukarıda sözü edilen yetkinlikler temelde çok katmanlı beceriler bütünü olan ’çeviri edicini’ de desteklemektedir. Mütercim Tercümanlık programlarında araştırmaya, okumaya, sorgulamaya ve eleştirel düşünmeye dayalı ’tamamlayıcı dersler’ hem beklenen nitelikte öğrenme yetkinliğini hem de çeviri edincini desteklemektedir. Bu çalışma, Mütercim-Tercümanlık programlarında tamamlayıcı dersler olarak yer alan Güncel Gelişmeler ve Dil ve Kültür Edinci derslerinin söz konusu becerilere katkısını ortaya koymayı amaçlamaktadır. Bu doğrultuda, Manisa Celal Bayar Üniversitesi Mütercim Tercümanlık Bölümü müfredatında yer alan Güncel Gelişmeler ve İngilizce Dil ve Kültür Edinci dersleri konu kapsamında incelenmiştir. İlk olarak, çalışmanın kavramsal ve kuramsal çerçevesini oluşturan ‘bilgi okuryazarlığı’ ve ‘bilgi akıcılığı’ kavramları öğrenme yetkinliği ve çeviri edinci bağlamında ele alınmıştır. Ardından, ilgili derslerin tanımları ve işlevleri açıklanarak bir öğrenme yetkinliği olarak bilgi akıcılığı ve çeviri edinci açısından değerlendirilmiştir.
A Study on The Role of Complementary Courses in Translation and Interpreting Programs in Gaining Learning Competence
Güldane Duygu TümerProducing knowledge and value is one of the prominent goals of new generation universities. At this point, along with specific academic knowledge, research, inquiry, critical and relational thinking emerge as necessary skills to acquire the targeted qualifications. Therefore, courses providing these skills are essential for building the required infrastructure to produce knowledge and value and for developing the ability to use academic knowledge effectively in practice. In terms of translation education, the above-mentioned skills also support ’translation competence’, which is essentially a multi-layered set of skills. ’Complementary courses’ in Translation and Interpreting programs based on research, reading, questioning and critical thinking support both learning and translation competencies. This study aims to reveal the contribution of Current Developments and Language and Cultural Competence courses, which are complementary in Translation and Interpreting programs, to above-mentioned skills. Accordingly, the Current Developments and English Language and Cultural Competence courses in the curriculum of Translation and Interpreting Department in Manisa Celal Bayar University are examined within the scope of the study. First, the concepts of ‘information literacy’ and ‘information fluency’, which constitute the conceptual and theoretical framework of the study are discussed in the context of learning competence and translation competence. Then, the definitions and functions of the specified courses in the curriculum are explained and evaluated in terms of information fluency as a learning competence and translation competence.
In an age of information overload and of the explosion of technological advancement, the access, usage, evaluation, and transmission of information have, of necessity, become important issues. In this sense, information literacy and information fluency, which can be explained as the basic competencies of knowing how to reach information and use it in the most efficient way to solve problems, are required both in personal and professional lives. Although both concepts are often used interchangeably, information fluency can be considered as an upper concept covering information literacy, critical thinking, and the competencies of using information technologies. Therefore, digital literacy, the ability to use both information and communication technologies, is regarded an important component of information fluency. Also, the incessant and mass production of information forces individuals to follow the most recent and decent information, making lifelong learning a must.
The rapid flow of information and easy access thanks to digital developments make it difficult, even confusing, to select the correct and reliable information to make sound decisions. Therefore, these two concepts have become crucial issues to be addressed in academia. Third Generation Universities, the new higher education model whose main objectives are to raise experts and entrepreneurs who can produce knowledge and value, and carry out interdisciplinary work, attach great importance to providing students with these two competencies. Accordingly, while building and reviewing their curricula, departments now include courses which aim to develop information literacy and information fluency.
Within this frame, incorporating courses which introduce information fluency competence into the curricula of translation and interpreting programs is essential to keep up with the requirements of the new understanding of higher education, the basics of which are also defined in the Bologna Process. At this point, in addition to courses providing the academic knowledge peculiar to the relevant field, courses which provide research, inquiry, critical and relational thinking emerge as a necessity for gaining the targeted learning competence. They are also essential both for building the necessary infrastructure to produce knowledge and for developing the ability to use academic knowledge in practice effectively. In translation and interpreting programs, the courses that we call ‘complementary courses’ are planned to provide research, reading, questioning and critical thinking, which are necessary competencies to develop information fluency. From the point of view of academic translation education, the skills mentioned above support ‘translation competence’ which is a multi-layered set of skills.
The aim of this study is to reveal the contribution of complementary courses in Translation and Interpreting programs to information fluency as a learning competence and translation competence. Current Developments and English Language and Cultural Competence courses serve as a model for complementary courses in Translation and Interpreting programs. The study analyses the contribution of the ‘Current Developments’ and ‘English Language and Culture Competence’ courses in the curriculum of Manisa Celal Bayar University, Department of English Translation and Interpreting, to the development of information fluency and translation competence.
The study consists of the definition and application contents of the above-mentioned courses. In the analysis, first, learning competence was discussed within the framework of information literacy and information fluency in relation to translation competence. The function of the courses in the curriculum was evaluated within these competencies. Then, within the scope of the corpus, the definitions of the courses and their application contents were explained. In this direction, their achievements and their functions in the curriculum were evaluated in the context of contributing to learning competence, particularly to information fluency and translation competence.At the end of the study, we reached the conclusion that complementary courses improve students’ learning competence and support the development of translation competence, which the students need in their professional careers.
