한영번역 수업 개선을 위한 시도로서 팀 티칭 사례 모색
A study of team-teaching in a Korean-English translation classroom
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This study explores methods for implementing team-teaching in Korean-English translation classrooms in South Korea. Team-teaching refers to the practice of two teachers working together regularly to assist students in learning. This approach is particularly beneficial for translator training in South Korea, where non-native English-speaking Korean teachers often need to teach English translation. Despite the well-documented advantages of team-teaching, research on this approach is rare in translation studies. Taking an interdisciplinary approach, this study employs Friend, Reising and Cook’s (1993) co-teaching model, originally developed in field of English education, and incorporates Park’s (2018, 2020) work on revision from translation studies. The outcomes of the study are twofold. First, the study proposes a team-teaching strategy featuring a “one-teach and one-assist” structure, where a Korean teacher leads instruction and a native English teacher provides revisions of students’ translations. Second, the study applies this strategy to a graduate-level translation program in South Korea, producing satisfactory results as indicated by a post-semester student survey.
Abstract
This study explores methods for implementing team-teaching in Korean-English translation classrooms in South Korea. Team-teaching refers to the practice of two teachers working together regularly to assist students in learning. This approach is particularly beneficial for translator training in South Korea, where non-native English-speaking Korean teachers often need to teach English translation. Despite the well-documented advantages of team-teaching, research on this approach is rare in translation studies. Taking an interdisciplinary approach, this study employs Friend, Reising and Cook’s (1993) co-teaching model, originally developed in field of English education, and incorporates Park’s (2018, 2020) work on revision from translation studies. The outcomes of the study are twofold. First, the study proposes a team-teaching strategy featuring a “one-teach and one-assist” structure, where a Korean teacher leads instruction and a native English teacher provides revisions of students’ translations. Second, the study applies this strategy to a graduate-level translation program in South Korea, producing satisfactory results as indicated by a post-semester student survey.
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