Enhancing Intercultural Communication and Understanding Team

This paper reflects on a team translation project on Aboriginal culture designed to enhance university students’ intercultural communication competence and understanding through engaging in an interactive team translation project funded by the Australia-China Council. A selected group of Chinese speaking translation students participated in the project and two English books on Australian Aboriginal history and culture were translated to Chinese from August 2011 to May 2012. The two bilingual books were published by Aboriginal Studies Press in May 2013. After the one-year translation project was completed, the author conducted a survey and audio-taped interviews about the participants’ translation experience. Using social constructivist theory (SCT), the author coded the data, conducted critical analysis of the contents, and categorised the themes. It was found that the participants not only improved their translation skills through combining theories with practices, but also got better knowledge of Australian Aboriginal cultural tradition and history than before. Having understood cross-linguistic differences, they combined translation theory with practice and raised their intercultural awareness after going through various organized learning activities centring on the translation project. Such an interaction-based student engagement learning approach helped student translators achieve meaningful communication and learner autonomy through individual reflections, group discussions, and seminars. Finally the pedagogical implications of the team translation project were discussed.

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加强跨文化交际,以小组为单位翻译论文,通过参与互动式小组翻译,提高大学生的跨文化交际能力和理解力。由澳大利亚-中国理事资助的项目一个选定的讲中文的翻译学生学习小组参加了该项目,从2011的8月到2012年5月由原住民研究出版社出版。为期一年的翻译项目完成后,作者对参加者的翻译经历进行了调查和录音采访。运用社会建构主义理论,对数据进行编码,对内容进行批判性分析,并对主题进行分类。结果发现,参加者不仅通过理论与实践的结合提高了翻译技巧,而且对澳大利亚原住民的文化传统和历史也比以前有了更好的了解。在理解了跨语言差异之后,他们把翻译理论与实践结合起来,通过以翻译项目为中心的各种有组织的学习活动,提高了他们的跨文化意识。这种基于交互的学生参与学习方法通过个人反思、小组讨论和研讨会帮助学生翻译者实现有意义的交流和学习者自主。最后,对团队翻译项目的教学含义进行了讨论,请参阅附件以了解更多细节。