Translation and/or translator skills as organising principles for curriculum development practice

One of the most apparent applications of some of the given competence models is as valid frameworks, the aim of which is to shape curriculum proposals in higher education —both to train professional translators or to apply translation skills to other more transferable training proposals. The purpose of this paper is not so much to shed light on the different competence models in place—curriculum products, curriculum designs—, but rather to focus on the means to ideally apply a given translation and/or translator competence model to higher education curricula. This paper follows an interdisciplinary approach where Curriculum Theory and Practice serve as filters for understanding how different translation and/or translator competence schemes can best respond to training contexts and needs.

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