Identity formation and transformation of Chinese university translator trainers

References

• Al-Batineh, M., and B. Loubna. 2017. “Translator Training in the Arab World: Are Curricula Aligned with the Language Industry?” The Interpreter and Translator Trainer 11 (2–3): 187–203. https://doi.org/10.1080/1750399X.2017.1350900.
   Web of Science ®Google Scholar
• Berthaud, S., and S. Mason. 2018. “Embedding Reflection Throughout the Postgraduate Translation Curriculum: Using Communities of Practice to Enhance Training.” The Interpreter and Translator Trainer 12 (4): 388–405. https://doi.org/10.1080/1750399X.2018.1538847.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2013. “Thematic Analysis.” In APA Handbook of Research Methods in Psychology, Research Designs: Volume 2, edited by H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, and K. J. Sher, 57–71. Washington: American Psychological Association.
   Google Scholar
• Bremner, N. 2021. “Learner-Centredness.” ELT Journal 75 (2): 213–215. https://doi.org/10.1093/elt/ccab002.
   Web of Science ®Google Scholar
• Clandinin, D. J., and F. M. Connelly. 2000. Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.
   Google Scholar
• Clandinin, D. J., and J. Huber. 2010. “Narrative Inquiry.” In International Encyclopaedia of Education, edited by P. Peterson, E. Baker, and B. McGaw, 436–441. Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01387-7.
   Google Scholar
• Craig, C. J. 2012. “Butterfly Under a Pin: An Emergent Teacher Image Amid Mandated Curriculum Reform.” The Journal of Educational Research 105 (2): 90–101. https://doi.org/10.1080/00220671.2010.519411.
   Web of Science ®Google Scholar
• Creswell, J. W. 2015. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 5th ed. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Cross, R. 2010. “Language Teaching as Sociocultural Activity: Rethinking Language Teaching Practice.” Modern Language Journal 94 (3): 434–452. https://doi.org/10.1111/j.1540–4781.2010.01058.x.
   Web of Science ®Google Scholar
• Cui, Q. 2019. “MTI Programs: Teaching and Learning.” In Restructuring Translation Education: Implications from China for the Rest of the World, edited by F. Yue, Y. Tao, H. Wang, Q. Cui, and B. Xu, 41–54. Singapore: Springer. https://doi.org/10.1007/978-981-13-3167-1_4.
   Google Scholar
• Danielewicz, J. 2001. Teaching Selves: Identity, Pedagogy, and Teacher Education. New York: SUNY Press.
   Google Scholar
• Day, R., and H. Conklin. 1992. “The Knowledge Base in ESL/EFL Teacher Education.” Paper presented at the 1992 TESOL Conference, Vancouver, Canada, March 3–8.
   Google Scholar
• Denzin, N. K., and Y. S. Lincoln. 2000. Handbook of Qualitative Research. 2nd ed. London: Sage.
   Google Scholar
• ELIS Research. 2022. European Language Industry Survey 2022. Accessed January 20, 2023. https://elis-survey.org/wp-content/uploads/2022/03/ELIS-2022-report.pdf.
   Google Scholar
• EMT Expert Group. 2013. EMT Translator Trainer Profile: Competences of the Trainer in Translation. Accessed January 10, 2023. https://de.scribd.com/document/246979198/Translator-Trainer-Profile-EMT.
   Google Scholar
• Feldman, A. 2002. “Multiple Perspectives for the Study of Teaching: Knowledge, Reason, Understanding, and Being.” Journal of Research in Science Teaching 39 (10): 1032–1055. https://doi.org/10.1002/tea.10051.
   Web of Science ®Google Scholar
• Gile, D. 1995. “Interpretation Research: A New Impetus?” Hermes: Journal of Linguistics 8 (14): 15–29. https://doi.org/10.7146/hjlcb.v8i14.25100.
   Google Scholar
• Hamachek, D. 1999. “Effective Teachers: What They Do, How They Do It, and the Importance of Self-Knowledge.” In The Role of Self in Teacher Development, edited by R. Lipka and T. Brinthaupt, 189–224. Albany, NY: State University of New York Press.
   Google Scholar
• He, H., and A. Mo. 2016. “A Survey of Practice-Oriented Teaching of BTI Majors [Fanyi Benke Zhuanye Shijian Jiaoxue Diaoyan Baogao].” Foreign Languages in China 2:4–11. https://doi.org/10.13564/j.cnki.issn.1672–9382.2016.02.002.
   Google Scholar
• Huang, Z., and J. Napier. 2015. “Perceptions of Teachers and Students on the Qualities of an Effective Translation Teacher.” The Journal of Language Teaching and Learning 5 (1):1–23.
   Google Scholar
• IMAC Group. 2022. “Language Services Market: Global Industry Trends, Share, Size, Growth, Opportunity and Forecast 2022-2027.” Accessed October 4, 2022. https://www.imarcgroup.com/language-services-market.
   Google Scholar
• Jiang, A. L., and L. J. Zhang. 2021. “Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform.” TESOL Quarterly 55 (1): 271–284. https://doi.org/10.1002/tesq.3017.
   Web of Science ®Google Scholar
• Kelly, D. 2005. A Handbook for Translator Trainers. Manchester, UK: St Jerome Publishing.
   Google Scholar
• Kelly, D. 2008. “Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis.” TTR: Traduction, terminologie, rédaction 21 (1): 99–125. https://doi.org/10.7202/029688ar.
   Google Scholar
• Kiraly, D. 1995. Pathways to Translation. Pedagogy and Process. Kent, OH: Kent State University Press.
   Google Scholar
• Kiraly, D. 2005. “Project-Based Learning: A Case for Situated Translation.” Meta: journal des traducteurs 50 (4): 1098–1111. https://doi.org/10.7202/012063ar.
   Web of Science ®Google Scholar
• Kiraly, D. 2012. “Growing a Project-Based Translation Pedagogy: A Fractal Perspective.” Meta: journal des traducteurs 57 (1): 82–95. https://doi.org/10.7202/1012742ar.
   Web of Science ®Google Scholar
• Kiraly, D. 2015. “Occasioning Translator Competence: Moving Beyond Social Constructivism Toward a Postmodern Alternative to Instructionism.” Translation & Interpreting Studies 10 (1): 8–32. https://doi.org/10.1075/tis.10.1.02kir.
   Web of Science ®Google Scholar
• Kiraly, D. 2016. “Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews?” In Towards Authentic Experiential Learning in Translator Education, edited by D. Kiraly, 53–66. Göttingen, Germany: V&R unipress/Mainz University Press. https://doi.org/10.14220/9783737004954.53.
   Google Scholar
• Lee, I. 2013. “Becoming a Writing Teacher: Using ‘Identity’ as an Analytic Lens to Understand EFL Writing Teachers’ Development.” Journal of Second Language Writing 22 (3): 330–345. https://doi.org/10.1016/j.jslw.2012.07.001.
   Web of Science ®Google Scholar
• Leontiev, A. A. 1981. “The Problem of Activity in Psychology.” In The Concept of Activity in Soviet Psychology, edited by J. V. Wertsch, 37–71. Armonk, NY: Sharpe.
   Google Scholar
• Li, X. 2018. “Teaching Beliefs and Learning Beliefs in Translator and Interpreter Education: An Exploratory Case Study.” The Interpreter and Translator Trainer 12 (2): 132–151. https://doi.org/10.1080/1750399X.2017.1359764.
   Web of Science ®Google Scholar
• Liang, W., and L. Mu. 2022. “Learning from University of Geneva’s Learning-Centred Training Model for Translation and Interpreting [Yixue Wei Zhongxin De Fanyi Jiaoshi Peixun Moshi—Jiyu Rineiwa Daxue Huiyi Kouyi Shizi Peixun Xiangmu De Qishi].” Chinese Translators’ Journal 6:53–60.
   Google Scholar
• Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Li, D., and C. Zhang. 2011. “Knowledge Structure and Training of Translation Teachers: An Exploratory Study of Doctoral Programmes of Translation Studies in Hong Kong.” Meta 56 (3): 693–712. https://doi.org/10.7202/1008340ar.
   Web of Science ®Google Scholar
• Massey, G. 2019. “Translation Teacher Training.” In The Routledge Handbook of Translation and Education, edited by S. Laviosa and M. González-Davies, 385–399. London: Routledge.
   Google Scholar
• Massey, G. 2021. “Learning to Bridge the Divide: Integrating Teacher and Organizational Development in Translator Education.” Journal of Translation Studies 1 (1): 109–140. https://doi.org/10.3726/JTS012021.7.
   Google Scholar
• Massey, G., and B. Brändli. 2019. “Collaborative Feedback Flows and How We Can Learn from Them: Investigating a Synergetic Learning Experience in Translator Education.” In Towards Authentic Experiential Learning in Translator Education, edited by D. Kiraly and G. Massey, 146–171. 2nd ed. Newcastle upon Tyne. UK: Cambridge Scholars Publishing.
   Google Scholar
• Massey, G., and M. Ehrensberger-Dow. 2013. “Evaluating Translation Processes: Opportunities and Challenges.” In New Prospects and Perspectives for Educating Language Mediators, edited by D. Kiraly, S. Hansen-Schirra, and K. Maksymski, 157–180. Tübingen, Germany: Narr Francke Attempto.
   Google Scholar
• Massey, G., D. Kiraly, and M. Ehrensberger-Dow. 2019. “Training the Translator Trainers: An Introduction.” The Interpreter and Translator Trainer 13 (3): 211–215. https://doi.org/10.1080/1750399X.2019.1647821.
   Web of Science ®Google Scholar
• Orlando, M. 2019. “Training and Educating Interpreter and Translator Trainers as Practitioners-Researchers-Teachers.” The Interpreter and Translator Trainer 13 (3): 216–232. https://doi.org/10.1080/1750399X.2019.1656407.
   Web of Science ®Google Scholar
• Patton, M. Q. 2015. Qualitative Evaluation and Research Methods. 4th ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Qin, L. 2015. A Study of Chinese-English Translation Teachers’ Pedagogical Competences. Beijing: China Minzu University Press.
   Google Scholar
• Qin, L., and K. Wang. 2018. “From Translator to Teacher: A Shifting Case Study [Cong Yizhe Dao Jiaoshi—Fanyi Jiaoshi Zhiye Shenfen Zhuanhua Anli Yanjiu].” Shanghai Journal of Translators 4:24–29.
   Google Scholar
• Runcieman, A. J. 2018. The Identity of the Professional Interpreter. Singapore: Springer. https://doi.org/10.1007/978-981-10-7823-1.
   Google Scholar
• Saldana, J. 2021. The Coding Manual for Qualitative Researchers. 4th ed. Thousand Oaks, California: SAGE.
   Google Scholar
• Singer, N. 2021. “How Committed are You to Becoming a Translator? Defining Translator Identity Statuses.” The Interpreter and Translator Trainer 16 (2): 141–157. https://doi.org/10.1080/1750399X.2021.1968158.
   Web of Science ®Google Scholar
• TAC (Translators Association of China). 2022. China’s Translation and Language Services Industry Report 2022. Accessed June 10, 2022. http://www.taconline.org.cn/index.php?m=content&c=index&a=show&catid=395&id=4165.
   Google Scholar
• Tan, Z. 2008. “Towards a Whole-Person Translator Education Approach in Translation Teaching on University Degree Programmes 1.” Meta 53 (3): 589–608. https://doi.org/10.7202/019241ar.
   Web of Science ®Google Scholar
• Tao, Y. 2016a. “Towards a Constructive Model in Training Professional Translators: A Case Study of MTI Education Program in China.” Babel 58 (3): 289–308. https://doi.org/10.1075/babel.58.3.03tao.
   Google Scholar
• Tao, Y. 2016b. “Translator Training and Education in China: Past, Present and Prospects.” The Interpreter and Translator Trainer 10 (2): 204–223. https://doi.org/10.1080/1750399X.2016.1204873.
   Web of Science ®Google Scholar
• Tao, Y. 2019. “Problems and Solutions: The Undergraduate Translator Education in Chinese Mainland.” In Restructuring Translation Education: Implications from China for the Rest of the World, edited by F. Yue, Y. Tao, H. Wang, Q. Cui, and B. Xu, 41–54. Singapore, Singapore: Springer. https://doi.org/10.1007/978-981-13-3167-1_3.
   Google Scholar
• Torres-Simón, E., and A. Pym. 2016. “The Professional Backgrounds of Translation Scholars. Report on a Survey.” Target 28 (1): 110–131. https://doi.org/10.1075/target.28.1.05tor.
   Web of Science ®Google Scholar
• Tsui, A. 2007. “Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher.” TESOL Quarterly 41 (4): 657–680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x.
   Web of Science ®Google Scholar
• Vienne, J. 1994. “Towards a Pedagogy of Translation in Situation.” Perspectives 2 (1): 51–59. https://doi.org/10.1080/0907676X.1994.9961222.
   Google Scholar
• Vinz, R. 1997. “Capturing a Moving Form: ‘Becoming’ as Teachers.” English Education 29 (2): 137–146.
   Google Scholar
• Wei, G. 2021. “Imagined Professional Identity: A Narrative Inquiry into a Chinese Teacher’s Perezhivaniya in Life.” Teaching and Teacher Education 102 (10): 33–37. https://doi.org/10.1016/j.tate.2021.103337.
   Google Scholar
• Weimer, M. 2013. Learner-Centred Teaching: Five Key Changes to Practice. San Francisco: John Wiley & Sons.
   Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge, England: Cambridge University Press.
   Google Scholar
• Wenger, E. 2000. “Communities of Practice and Social Learning Systems.” Organization 7 (2): 225–246. https://doi.org/10.1177/135050840072002.
   Web of Science ®Google Scholar
• Wu, D., L. J. Zhang, and L. Wei. 2019. “Developing Translator Competence: Understanding Trainers’ Beliefs and Training Practices.” The Interpreter and Translator Trainer 13 (3): 233–254. https://doi.org/10.1080/1750399X.2019.1656406.
   Web of Science ®Google Scholar
• Wu, D., L. J. Zhang, and L. Wei. 2021. “Becoming a Translation Teacher: A Longitudinal Case Study of a Novice Teacher’s Identity and Emotions.” Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34 (1): 311–338. https://doi.org/10.1075/resla.18040.wu.
   Google Scholar
• Xu, M., and X. You. 2021. “Translation Practice of Master of Translation and Interpreting (MTI) Teachers in China: An Interview-Based Study.” The Interpreter and Translator Trainer 15 (3): 343–359. https://doi.org/10.1080/1750399X.2021.1900711.
   Web of Science ®Google Scholar
• Yuan, R., M. Li, P. Peng, and X. Y. Qiu. 2022. “English-Medium Instruction (EMI) Teachers as ‘Curriculum Makers’ in Chinese Higher Education: A Textual Analysis.” Journal of Multilingual and Multicultural Development 1–16. Advance online publication. https://doi.org/10.1080/01434632.2022.2061268.
   Web of Science ®Google Scholar
• Yuan, R., and L. J. Zhang. 2020. “Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China.” TESOL Quarterly 54 (4): 870–899. https://doi.org/10.1002/tesq.561.
   Web of Science ®Google Scholar
• Yue, F., Y. Tao, H. Wang, Q. Cui, and B. Xu, eds. 2019. Restructuring Translation Education: Implications from China for the Rest of the World. Singapore: Springer. https://doi.org/10.1007/978-981-13-3167-1.
   Google Scholar