Validating a didactic model for the development of intercultural competence in translation

Abstract

In addition to the study of the different languages they work with, translation professionals must learn about the beliefs, customs, institutions and moral foundations characteristic of the countries whose languages they study. Hence, cultural knowledge represents a key element in translator training. This study presents the main results of the implementation of a strategy based on a didactic model that facilitates the development of intercultural competence in inverse translation in the Bachelor's Degree in English with French as a Second Language at the University of Holguín. In order to assess the relevance and feasibility of the proposal, the following methods were used: action research and case studies. The analysis of the methods applied made it possible to recognize favorable criteria that demonstrate their scientific validity. The application of these methods allowed verifying their feasibility, taking into account the high level of performance of the students involved and their degree of satisfaction with the teaching-learning process. As a result, it was highlighted the novelty of the strategy followed to work with the texts and contents in such a way that their performance and cultural knowledge progressed and went through the different stages and levels of development.

Keywords: Inverse translation, Intercultural competence, Action research, Case studies.