Toward a framework for understanding translation and interpreting teacher role identity

Area of Science:

• Linguistics
• Education
• Sociology

Background:

• Limited research exists on translation and interpreting (T&I) teacher identity development in higher education.
• T&I teachers in China face challenges integrating trainer/educator, researcher, and practitioner roles.
• A strong teacher identity is crucial for professional development engagement.

Purpose of the Study:

• To propose a Translation and Interpreting Teacher Role Identity (TITRI) framework.
• To investigate the development of T&I teacher role identities in China.
• To analyze the interaction of sub-roles (trainer/educator, researcher, practitioner) within the T&I teacher identity.

Main Methods:

• Development of a conceptual framework based on the Dynamic Systems Model of Role Identity (DSMRI).
• Analysis of the interplay between trainer/educator, researcher, and practitioner sub-roles.
• Focus on the Chinese higher education context for T&I teachers.

Main Results:

• The proposed TITRI framework illustrates how multiple role identities interact to form an overall T&I teacher identity.
• The Chinese higher education context appears to favor the researcher role over trainer/educator and practitioner roles.
• Understanding these dynamics is key to fostering a stronger T&I teacher identity.

Conclusions:

• The TITRI framework contributes to the limited body of research on T&I teacher identity.
• It offers insights into the professional career development of T&I teachers.
• The framework provides implications for Chinese universities to better support T&I teacher identity development.