Trajektorie oraz potrzeby edukacyjne tłumaczy przysięgłych w Polsce – raport z badań jakościowych
DOI:
https://doi.org/10.34864/heteroglossia.issn.2084-1302.nr18.art9Słowa kluczowe:
translator studies, field theory, Bourdieu, translator’s competence, translator’s educationAbstrakt
This article fulfils a twofold aim: firstly, it attempts to present the sociology of translation and the possibilities of its application in Polish translation studies; secondly, it reports on the qualitative study involving certified translators of the English language in Poland. The focus of the report is placed on their educational trajectories and the needs that they voiced during the study. In the introductory part of the article, an argument for the sociology of translation is made. This part offers a brief overview of translation theories (starting as early as the 1970s), inclining towards an interdisciplinary approach involving sociology, a manifest of the sociology of translation, and an identification of main themes present in translation sociology. Then, the field theory by Pierre Bourdieu is discussed, which is one of the main theories advocated by the representatives of translation sociology. The study on Polish certified translators was based on qualitative methods (in-depth interviews); the results were interpreted using the concept of an understanding interview offered by Jean-Claude Kaufmann and the field theory. The overall aim of the study was to explore the social space of certified translators and identify any manifestations of the translational field; however, this article dives into the issues related to the educational trajectories of the interviewed translators and their educational needs that emerged during our conversations. The report from the study informs on three main themes: their assessment of the formal education they received; the importance of the master-apprentice relationship in the profession; and the competences (and related issues) necessary to work with law enforcement agencies, which are their primary client. The collected data suggests that formal education does not fulfill the needs of certified translators. While that gap may be closed by informal education, such as internships at other translator’s agencies, many do not have access to this form of training. Furthermore, translators struggle to gain competences necessary to work with law enforcement agencies, which may result in their reluctance and apprehension to cooperate with them.
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