Juggling the development of translator competence and academic assessment

In this chapter we will outline how, over the last 33 years at the Translation and Interpreting Faculty of the University of Granada, we have blended different aspects of translation pedagogy to improve Translator Competence (TC) development and created a method of assessment, which will measure this development within an overarching framework, designed to lead trainees towards expertise. Like other translator trainers worldwide, we owe a debt of gratitude to the many authors who have dedicated their time and energy to advancing translation pedagogy. Since Nida (1964), Newmark (1981), Reiss (1976), Snell-Hornby (1988) and many others entered the uncharted waters of translator training we have come a long way. A milestone in translation pedagogy has been, without a doubt, the appearance of the principal translator competence (TC) models (for an overview see Göpferich 2019), to the vast array of studies on different aspects of TC.