Bionote of Prof. Nikolay Garbovskiy
Nikolay Garbovskiy (born in 1946 in Moscow) is the founder and director of the Higher School of Translation and Interpreting, Lomonosov Moscow State University (2005).
An interpreter, a translator and a translator trainer.
Graduated from the Military University of Foreign Languages (1970) and received his Higher Doctorate Degree in Philology (1989).
Vice-President of CIUTI (2012, 2015).
Laureate of the Lomonosov Prize for pedagogical activity (2004).
Distinguished Professor of Lomonosov Moscow State University (2001).
Honorary educationalist of higher professional education of the Russian Federation (2016).
Has also published over 150 articles and 15 books. His main research areas are translation theory, methodology and didactics.
He is also editor-in-chief of the "Bulletin of Moscow University. Series 22. Theory of Translation".
Member of the Editorial board of the Babel (a scholarly journal designed primarily for translators, interpreters and terminologists) (2015).
Plenary Speech by Prof. Nikolay Garbovskiy
Title: TRANSLATION DIDACTICS. WHAT ARE THE WAYS TO TRAIN A TRANSLATION TEACHER?
Abstract: The modern requirements for education are determined by the conditions of free labour market. A Bachelor in Linguistics may tackle such areas as translation and interpreting, teaching or journalism, management, etc. However the lack of professional skills and the necessity to adapt oneself to concrete professional activity retard his or her career growth and turn out to be economically unfavourable both for the specialist himself and for the employee.
In contemporary common educational environment there is not sufficient place for training a translation teacher, who is the central actor within the system of translators training.
Forming and training of educational staff within the domain of teaching translators are of primary importance. Translation teachers, even most successful and competent ones, are ineffect ‘didactic autodidacts’, people who were able to develop necessary competences by comprehending their own translation experience, making their own pedagogical experiments, conducting research, acquiring the experience of senior colleagues and studying the theory.
It is either the teachers of foreign languages, who do not always understand the difference between teaching languages and teaching translation, or professional translators and interpreters, who have rich experience in translation but are unacquainted with pedagogy, who deal with teaching translation. Both are not able to devise a harmonious and well-founded methodical system for training translators.
In order to form the required competences a certain ‘superstructure’ is necessary, which would make it possible to train both former professional translators and university foreign languages teachers teach translation.
Such as uperstructure might be in the form of international update course orspecialized university Master’s programme, in the course of which the experienced teachers of translation, who had discovered all the secrets of this craft, would convey their experience to the less experienced colleagues. This superstructure will promote a more successful adaptation to professional activity of those graduates of translation educational institutions, who find themselves university teachers of translation, seeking wider application of their skills and knowledge.
Forming and training of educational staff within the domain of teaching translators is the sphere in which the work of international professional and educational associations becomes vital.