Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting
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AuthorDíaz-Millón, Mar; Olvera Lobo, María Dolores; Rivera-Trigueros, Irene; Gutiérrez-Artacho, Juncal
Díaz-Millón, M., Rivera-Trigueros, I., Olvera-Lobo, M. D., & Gutiérrez-Artacho, J. (2020). Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting. In S. Palahicky (Ed.), Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 83-104). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-2943-0.ch005
Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting.