Competence-based curriculum design for training translators

Research output: Contribution to journalReview articleResearchpeer-review

93 Citations (Scopus)


This article situates the concept of translation competence and its acquisition in the context of recent competence-based approaches to teaching and learning in general in higher education. It begins with the challenges posed by present-day curricula, the reform of university systems and corresponding changes in teaching requirements, in particular with reference to the European Higher Education Area. It then outlines the basic concepts of competence-based training, following Lasnier (2000), and proceeds to apply the concept specifically to translator training, building on the holistic and dynamic models of translation competence developed by the PACTE research group over recent years. The teaching and learning approach adopted is a translation task-based approach, organized in teaching units. Issues such as the establishment of objectives, task design, sequencing and assessment are all addressed. Finally, the entire approach is illustrated with a practical example. The course module chosen as an illustration is an introductory module to translation into students' A language or mother tongue, structured around six categories of competences, each with their own teaching and learning objectives and curricular content. © St. Jerome Publishing.
Original languageEnglish
Pages (from-to)163-195
JournalInterpreter and Translator Trainer
Publication statusPublished - 1 Jan 2007


  • Competence-based training
  • Curriculum design
  • Translation competence
  • Translation task-based approach
  • Translation teaching


Dive into the research topics of 'Competence-based curriculum design for training translators'. Together they form a unique fingerprint.

Cite this