Changes in the 1990s

Due to changes in foreign policy and educational policy in the 1990s, both the social needs for translator training and the opportunities available at universities and colleges have undergone radical changes.

As a result of Hungary’s strengthening international relations and attempts at integration into the European Union, the demand for linguistic mediators and professionals with foreign language negotiation skills increased considerably com­

pared to the previous 20 years, and it became evident that traditional training institutions cannot cope with this task in the traditional manner.

There were also radical changes in the structure of higher education in Hun­

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gary: new universities and colleges were created, three-year English and German foreign-language teacher training courses were launched, Russian language departments ceased or almost ceased to exist, new applied linguistics depart­

ments were established, etc. These changes affected all the three forms of transla­

tor training mentioned earlier, so we shall review these in the following.

4.2.1 Changes in postgraduate training 4.2.1.1. Renewal of the ELTE programmes

The transition of Hungary into a democracy and market economy at the end of the eighties and early nineties gave rise to new needs that called for a complete overhaul of the existing training programmes in the Interpreter and Translator Training Centre of Eövös Loránd University (ITT C, ELTE).

The first developments took place in 1995-96 within the framework of a large- scale World Bank project (Catching up with Higher Education in Europe), which provided both the technical assistance and the infrastructure needed to upgrade translator training. A computer-assisted translation course was added to the training programme, held in a newly-equipped computer laboratory. Interpreter training was improved by introducing advanced note-taking techniques for con­

secutive interpreting, and a course for simultaneous was also introduced; more systematic terminology research was started, and links were established with cen­

tres of excellence in research and training. Several textbooks and other teaching material have also been produced as part of this project, including General intro­

duction to the theory and practice of interpreting; Interpreting skills development; Note­

taking practice EN-HUy DE-HUy R-HU); Coursebook and recorded speeches for simul­

taneous interpreting; Public speaking for interpreters; Business basics; Legal and business translations; Translations into English.

Due to the complete overhaul of the programme and the new infrastructure, the quality of training improved considerably, and by 1996 it was up to interna­

tional standards. The Postgraduate Course in Translation and Interpreting (with legal and business specialisation) was accredited in Hungary in 2000.

4.2.1.2. Advanced courses with European specialisation

From the 1990s, there was a growing demand for qualified translators and inter­

preters who were also familiar with the topics related to Hungary’s integration into Europe, and with the procedures followed in and language used by the Euro­

pean institutions. Addressing those needs, the Centre developed a new translation and conference interpreting course with European specialisation. These one-year specialised training courses were intended primarily for graduates who have already completed the combined T/I course in translation and consecutive inter­

preting. The Y-shaped structure of the training enabled them to have a combined foundation course first and then opt for an advanced course with European spe­

cialisation, either in translation or in conference interpreting.

The project for the development of the new courses received full support from European institutions (SCIC, Translation Service of the European Commission

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4. Teaching translation and translator training in Hungary

and European Parliament). The TAIEX Office of the European Union provided funding for a new conference laboratory (six booths with conference equipment) and a resource centre, in order to provide the necessary infrastructure for the conference interpreter course. Technical assistance was provided by two leading training schools (ESIT-Sorbonne Nouvelle and the University of Westminster) on the basis of a cooperation protocol signed in 1998.

The Postgraduate Translation and Conference Interpreting Course with EU Spe­

cialisation was accredited in Hungary in 2000.

4.2.1.3. European Masters in Conference Interpreting

In 1998, the Centre was accepted as a full member in the Partnership for Euro­

pean Masters in Conference Interpreting, established for helping the integration of new languages in the EU, and for quality assurance and dissemination in the training of conference interpreters in Europe. A core curriculum, uniform course requirements, and a joint Certificate of European Masters in Conference Interpreting has been established and introduced by all members.

Quality assurance was further strengthened by student and staff mobility, funded jointly by SCIC and European Parliament, who are also represented in the international jury at the final exams. After the completion of the project, the universities decided to form a Consortium and to keep on working together on joint projects (Technical Services Supporting Conference Interpreting, Distance Learning y Interpreting into Language (B’). The ceremonial signing of the Consortium Agreement by the rectors of the 15 universities took place in May 2001, in Brussels.

4.2.1.4. Translation with European Specialisation

The development of the Postgraduate Course in Translation with European Specialisation received a fresh impetus when cooperation with the University of Westminster was extended to the training of translators as part of the Hungarian- British Joint Research Programme (1999-2002). The academic year 2001/2002 provided further opportunities for increasing staff mobility and the Centre also held a conference on terminology research, with the participation of guest speak­

ers from ETI, Geneva, the University of Westminster, representatives of leading Hungarian translation agencies, and terminologists and jurist-linguists working in the Translation Coordination Unit of the Ministry of Justice. The advanced trans­

lation course was introduced in September 2002.

4.2.1.5. Postgraduate courses at ELTE

Currently, the Interpreter and Translator Training Centre is running the following courses.

• One-year postgraduate courses in translation and interpreting in four lan­

guage combinations: English, German, French and Spanish -» Hungarian, offering a Diploma in Translation and/or Interpreting with legal and business specialisation.

• One-year conference interpreter courses with European specialisation, in AB and ABC language combinations, offering a Diploma in Conference Inter­

preting with European Specialisation and a European Masters Certificate in Conference Interpreting.

• One-year translation courses with European specialisation, in AB and ABC lan­

guage combinations, offering a Diploma in Translation with European Spe­

cialisation.

In the 90s, postgraduate training courses in translation and interpreting were also launched by three other universities: the Budapest Technical University, the Post­

graduate Centre of the University of Pécs and the University of Szeged.

4.2.2. Changes in special language translator training

The traditional form of special language translator training seemed to lose impor- tance in the 1990s. One of the reasons was that with Russian losing its impor­

tance, the need for the Russian translator training programme decreased consid­

erably. What is more, in some specialities it completely ceased to exist. The other reason was that the aim of special language translator training was never merely the training of professional translators, but always had the hidden purpose of training professionals with a very good command of foreign languages. This pur­

pose, however, could not be disguised any more and it could not be retained a sec­

ondary aim offered only to a few of the whole student body.

However, the institutions that have been running special language translator courses (listed in 4.1.2) do not wish to give them up. On the contrary, other higher educational institutions (e.g., the University of Veszprém) also want to start new special language translator training programmes. Besides the prospect of European integration there is another reason why special language translation training has become so popular. Many Hungarian universities performed a forced reduction in staff in the mid 90s. Personnel was cut down and foreign language courses were made optional for students, although they are obliged to pass a state-recognised foreign language examination before they are allowed to sit for their final examination. This obviously made life for foreign language depart­

ments and institutes very hard, and the need for reforming die traditional model became clear. Launching new special language translation training programmes offered a means to save some full-time staff.

The new developments in special language translator training programmes included a change in language combinations offered and a shift of emphasis from written skills to oral aspects of language mediation. As regards the shift from Russian to English, German, and in some places French programmes, the transi­

tion was quickly achieved. The inclusion of spoken skills (e.g., presentation skills, negotiation skills) into the dominantly writing-oriented programmes, though, caused major problems.

4. Teaching translation and translator training in Hungary

4.2.3. Changes at faculties of humanities and teacher training colleges

The need for change was even more marked at faculties of humanities and teacher training colleges. At faculties of humanities it seemed most natural to specialise in translation and interpretation after completing the main tier. Such courses are offered, as special courses for the time being at the University of Szeged and Pécs.

At Eötvös Loránd University in the Comparative Literary Studies Depart­

ment the traditional literary translation seminars were reorganised as an Inde­

pendent Literary Translation Programme offering both theory and practice. The programme is very popular with students, thanks to the work of Irén Kiss, Andrea Papp and Anikó Sohár. This programme has assistance from outstanding transla­

tors such as István Bart, Tibor Bartos, János Benyhe, István Géher, Miklós Györffy, László Lator, András Soproni, etc.

Teacher training colleges and language teacher training centres which wanted to offer additional knowledge and qualifications to their students also launched translator training courses. Translator training courses were started at Bessenyei György Teacher Training College in Russian, English, French and German, at Berzsenyi Dániel College in Szombathely in English, and at Miskolc University, for the students of the three-year language teacher training course, in English and German.

In document TRANSLATION LANGUAGES (Pldal 145-149)