Integrating 21st Century Skills into Translation Classroom from Students' Perspective
Keywords:21st-century skills, translation training, P21 framework, students’ perspective, PACTE's Model
First coined in the 1980s and instantly redefined ever since, the term "21st-century skills" has transformed education around the world. In their effort to best prepare students to become successful global citizens, teachers have integrated the teaching of 21st-century skills into their classrooms. However, research into how students perceive and incorporate these skills in their learning of such subjects as translation is not as so rigorous. Therefore, this study is aimed at bridging this gap. The research was conducted based on the Partnership for 21st Century Skills (P21) framework. A combination of survey questionnaires from 80 university juniors studying Translation 2 at Van Lang University and 10 interviews with them helped provide data for analysis. The results showed that among the skill sets (P21, 2013), most students gave preference to collaboration, critical thinking, and Information and Communication Technologies (ICT) literacy. They also shed some light on what hindered them from developing certain skills in their translation learning. The research, finally, suggests some possible adaptations in syllabus design and teaching approaches that can boost students' 21st-century skills while nurturing future qualified translators.
st-century skills framework illustration]. (2019). Battelleforkids. http://www.battelleforkids.org/networks/p21/frameworks-resources
Acioly-Regnier, N., Koroleva, D., Mikhaleva, L., & Régnier, J. (2015). Translation Competence as a Complex Multidimensional Aspect. Procedia- Social and Behavioral Sciences, 200 (2015), 142-148. http://doi:10.1016/j.sbspro.2015.08.035
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Coban, F. (2015). Analysis and training of the required abilities and skills in translation in the light of translation models and general theories of translation studies. Procedia - Social and Behavioral Sciences, 197(2015), 707 – 714. http://doi:10.1016/j.sbspro.2015.07.074
Göpferich, S. (2009). Towards a model of translation competence and its acquisition: The longitudinal study TransComp. In S. Göpferich, A. L. Jakobsen, & I. M. Mees (Eds.), Behind the mind: Methods, models & results in translation process research (pp. 11-38). CSL – Copenhagen Studies in Language.
Hinyard, L., Toomey, E., Eliot, K., Breitbach, A., (2019). Student perceptions of collaboration skills in an interprofessional context: Development and initial validation of the self-assessed collaboration skills instrument. Evaluation & the Health Professions, 42(4), 450-472. http://doi:10.1177/0163278717752438
Ivanova, K. (2016). Translation and ICT competence in the globalized world. Procedia - Social and Behavioral Sciences, 231(2016),129 – 134. http://doi:10.1016/j.sbspro.2016.09.081
Kelly, D. (2005). A handbook for translator trainers: A guide to reflective practice. Manchester: St. Jerome.
Kennedy, T., & Sundberg, C. W. (2020). 21st-century skills. In B. Akpan, & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory (pp. 479-496). Cham: Springer International Publishing.
Ly, C., K., (2022). English-majored students’ perceptions of the translation course at Ho Chi Minh City University of Food Industry. International Journal of TESOL & Education, 2(3), http://doi.org/10.54855/ijte.22235
Martin, A. (2008). Digital literacy and the digital society. In C. Lankshear, & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (vol. 30), (pp. 151–176). New York: Peter Lang.
Miller, A. L. (2009). Cognitive processes associated with creativity: Scale development and validation (Doctoral dissertation, Ball State University). Retrieved from https://cardinalscholar.bsu.edu/bitstream/handle/123456789/193389/Amiller_2009-2_BODY.pdf?sequence=1&isAllowed=y
Newmark, P. (1988). A Textbook of Translation. Prentice Hall International.
Nguyen, B.V., & Ngo, T.C.T. (2021). Using the internet for self-study to improve translation for English-majored seniors at Van Lang University. International Journal of TESOL & Education, 1(2), http://eoi.citefactor.org/10.11250/ijte.01.02.007
Nguyen, H.T., & Chu, P. Q. (2021). Estimating University Students’ Acceptance of Technological Tools for Studying English through the UTAUT Model, International Journal of TESOL & Education, 1(3), http://eoi.citefactor.org/10.11250/ijte.01.03.012
Nguyen, H.T.T. (2020). Enhancing students’ problem identification in translation teaching in an English language program. VNU Journal of Foreign Studies, 36(2020), 63-79.
OECD. (2018). The future of education and skills. Education 2030. Paris: OECD. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
P21Skills. (2013). 21st-century student outcomes and support systems. Retrieved January 2016 from http://www.p21.org/our-work/p21-framework
Pacte (2003). Building a Translation Competence Model, in Alves, F. (ed.) Triangulating Translation: Perspectives in Process Oriented Research. Amsterdam: John Benjamins, p. 43-66.
Pardede, P. (2020). Integrating the 4Cs into EFL Integrated Skills Learning. Journal of English Teaching, 6(1), 71-85.
Pham, T., K., C., & Truong, T., T., N. (2019). Common errors committed by linguistic students when translating from English into Vietnamese. Journal of Science and Technology, Hung Vuong University, 17(4), 90-100.
Phan, U. T., Nguyen, H. T., & Nguyen, L. H. (2022). Some common errors in Vietnamese-English translation of English-major juniors at Tay Do University, Vietnam. European Journal of English Language Teaching, 7(2), 118-152. http://dx.doi.org/10.46827/ejel.v7i2.4226
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated for learning strategies questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–814.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M., & M¨akitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.1177/0163278717752438
Valtonen, T., Hoang, N., Sointu, E., Naykki, P., Virtanen, A., Poysa-Tarhonen, J., …Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116(2021), 106643. https://doi.org/10.1016/j.chb.2020.106643
Young T.J. (2016). Questionnaires and Surveys. In Zhu Hua, Ed. Research Methods in Intercultural Communication: A Practical Guide. Oxford: Wiley, pp.165-180.
How to Cite
Copyright (c) 2022 Tran Thi Mai
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.