"Translating" legal translation training theory into practice: the McGill University experience

In the fall of 2020, McGill University (Montreal, Canada) launched a graduate diploma that focused on legal translation. The Graduate Diploma in Legal Translation (GDLT) aims to train the next generation of legal translators and jurilinguists in Canada. One of the main pillars of the GDLT is the for...

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Bibliographic Details
Published inThe interpreter and translator trainer Vol. 18; no. 2; pp. 174 - 191
Main Authors Girard, Marie-Hélène, Peach, Noelle
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.04.2024
Taylor & Francis Ltd
Subjects
Core competencies
Educational objectives
Higher education
Interpersonal communication
Jurilinguistics
Learning outcomes
Legal language
Legal translation
Translation competences
Translation instruction
Translation methods and strategies
Translation training
Translators
Canada
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Summary:In the fall of 2020, McGill University (Montreal, Canada) launched a graduate diploma that focused on legal translation. The Graduate Diploma in Legal Translation (GDLT) aims to train the next generation of legal translators and jurilinguists in Canada. One of the main pillars of the GDLT is the formal and comprehensive interdisciplinary approach to legal translation competence development (Prieto Ramos 2011, 2015). Based on five core competences (strategic and methodological, communicative and textual, thematic and cultural, instrumental, and interpersonal and professional management), this approach is integrative and process-oriented with the aim of ensuring quality and adequacy in legal translation. McGill University used this approach as a roadmap to create the GDLT structure and plan of study. In this paper, we will offer an overview of McGill University's initiative, providing critical analysis of the approach proposed by Prieto Ramos and of its interpretation and application for training purposes at McGill University. Our curriculum mapping methodology involves aligning the course-level learning outcomes to the broader programme-level learning outcomes which coincide with the proposed five core competences. Findings on the degree of alignment and an argument for an enriched competence training approach will be discussed in this paper.
ISSN:1750-399X
1757-0417
DOI:10.1080/1750399X.2024.2344288