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Translation Studies in China pp 111–133Cite as

The Development of Translation and Interpreting Curriculum in China’s Mainland: A Historical Overview

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Part of the book series: New Frontiers in Translation Studies ((NFTS))

Abstract

Translation and interpreting teaching is a complex process that involves goals, objectives, curriculum, teaching materials, teaching methodology, testing, teachers and students. In-depth studies of how translation and interpreting are taught can set the course for continuous improvement in translation itself. This paper looks at the translation and interpreting curriculum development in China’s mainland over the past 70 years and divides it into four types: (1) Language-based curriculum. (2) Skill-based curriculum. (3) Translation-competence-based curriculum. (4) Translator-competence-based curriculum. The historical development of translation and interpreting curriculum indicates that curriculum is growing more mature and systematic with the development of translation studies and translation teaching in China, reflecting that teaching philosophy is changing from behaviorism to constructivism and humanism. Future trends of translation and interpreting curriculum in China will have more integration of translation technology, more cooperation with enterprises and translation companies, and more relevant research on curriculum design.

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  1. Fudan University, 220 Handan Road, Yangpu District, Shanghai, 200433, China

    Youlan Tao

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  1. School of English Studies, Shanghai International Studies University, Shanghai, China

    Ziman Han

  2. Center for Translation Studies, SOAS, University of London, London, UK

    Defeng Li

  3. Center for Studies of Translation, Interpreting and Cognition, University of Macau, Taipa, Macau SAR

    Defeng Li

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Tao, Y. (2019). The Development of Translation and Interpreting Curriculum in China’s Mainland: A Historical Overview. In: Han, Z., Li, D. (eds) Translation Studies in China. New Frontiers in Translation Studies. Springer, Singapore. https://doi.org/10.1007/978-981-13-7592-7_7

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  • DOI: https://doi.org/10.1007/978-981-13-7592-7_7

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