Soutenance de thèse de doctorat en éducation de M. Fouad El Karnichi

Fouad el Karnichi

 

 

Monsieur Fouad El Karnichi, sous la direction de la professeure Lynn Thomas et du professeur François Larose a soutenu avec succès le mercredi 24 mai 2017 sa thèse de doctorat en éducation.

Titre de la thèse

Exploring Pedagogical and Curricular Practices in Translation Programs in Qatar: Towards the Development of a Localized Competency-Based Approach

Résumé

The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation) and the MA programs in translation studies  at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of translation have highlighted the ongoing curriculum and pedagogical issues at the regional level. Many university programs in the Gulf region prefer to import foreign curriculum packages rather than invest in creating localized programs (Badry & Willoughly, 2015); hence, there is a need for programs relevant to the local and regional communities and contexts (Taibi, 2016). This could only be done through ground exploratory research to identify the problems and address them through a consensus process between  the various stakeholders: academia, society and the porofession.

This doctoral thesis is a result of  an exploratory and desriptive study  carried out on the two exiting translation pograms in Qatar (a postgraduate program at the tanslation and interpreting institute at Hamdam Bin Khalifa University; and an undergrduate program at Qatar University) to identify the type of pedagogical and curricular practices in these institutions and align them with the  findings from the practices in the translation  and interpreting professions as well as translation professionals’ perceptions in the state of Qatar.

The present study has  focused on the following objectives: 1) the identification and description of the professional translator profile in the Qatari context; 2) the identification of  the pedagogical (teaching and learning) practices used in translation programs at Arabic universities in the Gulf region, such as Qatar; 3) knowledge required according to the opinions of professionals working in the field, and the competencies that these profesionals believe should be developed in a translation program; and 4) a description of the necessary conditions to integrate such professional requirements in these types of professionally-oriented programs.

The findings obtained from the study suggest that a knowledge of the working environments of translators and the required knowledge, skills and abilities to exercise the translation profession is crucial to a translation instructor as well as to a translation or interpreting curriculum developer. Such an awareness would result in the transfer of a different meaning of translation and translator status in society than the one it carries at present in Qatar. Also, there is a need to update the pedagogical and curriculum practices within a university context in Qatar to further integrate professionally oriented types of content, and adopt innovative pedagogies to educate multilingual service providers in the country. Although participants claimed that they are willing to integrate dynamic teaching practices, at the same time they also declared that they would keep the same curricular practices privileged by the institutions. The Interviewees from the profession reported the poor students’ performance in an internship in the lcoal context. Other interviewed practicing translators – who graduated from one of the translation programs in Qatar- suggested that the current modes of instruction need to be revised and that more situated, project and problem-based types of activities need to be implemented in the classroom.

The results may be useful for teaching staff, instructors, administrators, and the management to improve and reconsider their existing curriculum and pedagogical practices within a university-based program by including the integration of research-based professional practices in the initial design of courses. The positive and consensus-based partnership between academic instances and the professional practitioners is a key solution in this regard. The addition or deletion of courses in a program and the focus on the importance of textbooks without diagnosing the social and community needs, as well the lack of a clear framework to assess faculty or instructor competency and eligibility to educate and train translators, has led to quality issues in existing programs.

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Composition du jury

Direction: Lynn Thomas, Professeure au département de pédagogie, Faculté d’éducation, Université de Sherbrooke
Co-direction: François Larose, Professeur au département d’enseignement au préscolaire et au primaire, Faculté d’éducation, Université de Sherbrooke
Membre interne: Vincent Grenon, Professeur au département d’enseignement au préscolaire et au primaire, Faculté d’éducation, Université de Sherbrooke
Membre externe: Alvaro Echeverri, Professeur au département de linguistique et de traduction, Faculté des arts et des sciences, université de Montréal
Membre externe: Abdul Gabbar AL-Sharafi, Professor in English language and Literature Department, College of Arts and Social Sciences, SULTAN QABOOS UNIVERSITY, Oman