“Can translation be taught” is a question that
haunts the minds and hearts of sincere translation
educators every time they front a classroom full of
students of varying abilities, interests and
achievement levels. What is the best methodology
for teaching translation? What theoretical framework is most suited to the
learning needs of such translation students? What are the best ways to develop
identified key competencies in translation students? These are some of the many
questions raised by the notion of translation teachability, which leaves many a
seasoned teacher frustrated by the misgivings of students, who are more often
than not already practising professionals, about the credibility of theoretical
models.
Capturing this sense of vulnerability, Jeannie M. Woods (2001) recounts in The