teaching translation - problems and solutions

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12/23/ 2015 Teachi ng Transl ati on ht tp: //t r ansl ati onjournal .net/ j ournal /13educ.ht m 1/14  Volume 4, No. 3 July 2000  Constanza Gerding-Salas was born in Osorno (in the South of Chile, South America) forty-six years ago. Her first contact with languages was at the age of five, when her parents registered her at the "Deutsche Schule" in La Unión, a town that may have had some 20,000 inhabitants then. Foreign languages (a little bit of German and French and some English as well) never seemed to be too difficult for her while she was at school. For that reason, and because she had always liked teaching, she decided to enter Universidad Austral de Chile, Valdivia, as soon as she finished high school and she became an English teacher five years later. She moved to Santiago, the capital of Chile, where she worked for about ten years in a college which trained executive bilingual secretaries. There she first became acquainted with translation, mainly in the field of business writing. An act of God compelled Prof. Gerding-Salas to leave Chile in 1988. She moved to Stockholm, Sweden, where she spent the following four years. There she realized that translation was very useful for some of her fellow countrymen who, having lived in a non-Spanish-speaking for a long time, still didn't manage to cope with legal matters, bank documents, official forms, and so on. Once she was back in Chile, Prof. Gerding-Salas decided to dedicate herself to translation. She took regular courses on some practical translation aspects, such as translation  Teaching Translation Problems and Solutions  by Prof. Constanza Gerding-Salas Abstract The present article deals firstly with some theoretical reflections about the translational process and the various approaches to verge on texts to be translated. Then, a sequential work procedure carried out with undergraduate translation students is described. This methodology, consisting of a step-by-step, either sequential or successive procedure for workshops, which has proven quite successful in translator training at an undergraduate level. The educator is understood as a facilitator of the translation task: The lion's share of the transfer process is accomplished by the students both collectively and individually. The methodology proposed and the corresponding evaluation process are discussed, and the human profiles and the work facilities are defined. All the aspects presented and analyzed here respond to empirical matters.  Introduction very translation activity has one or more specific purposes and whichever they may be, the main aim

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