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1、TheInterpreterandTranslatorTrainer4(1),2010,89-114TranslatorTrainingintheEuropeanHigherEducationAreaCurriculumDesignfortheBolognaProcess.ACaseStudyCeliaRiCoUniversidadEuropeadeMadrid,SpainAbstract.AllacrossEurope,universitiesarecurrentlyengagedinaprocessofcurric
2、ularreformtomeettherequirementsoftheBolognaDeclaration(1999)and,indoingso,createtheEuropeanHigherEducationAreaby2010.Aspartofthisreformprocess,Europeanhighereducationinstitutionsaimtoadopteasilycomparablecurricularstructures,establishacommonsystemofcredittransfe
3、r,promotestudentmobilityanddevelopsharedqual-ityassurancemethodologies.ThispaperexaminesanumberofpedagogicalprinciplesinspiredbytheBolognaagenda,includingthegrowingpervasivenessofstudent-centredmethodologiesthatencourageactivelearningandrelyonnewchannelsfortrain
4、er-traineeinteraction.Itisarguedthatthisnewpedagogicaltrendrunsparalleltorecentdevelopmentsintranslatortraining,suchassocialconstructivism(Kiraly2000)ortask-basedlearning(Hurtado1999,GonzálezDavies2004),whichalsorevolvearoundthestudentasthecentreofthelearningpro
5、cess.ThepaperthenfocusesonapilotadaptationexperiencewithintheSpanishhighereducationsystem:thereformofthetranslationdegreeprogrammeatUniversidadEuropeadeMadrid.ThisaccountbeginsbyplacingthechosencasestudywithinthewidercontextoflegislativereforminSpain;itthenmoves
6、ontooutlinethestepstakentoensurethatthereformedcurriculummeetstheinstitutionalrequirements,aswellastherationalefortheproposeddistributionofcurricularcontentswithinthenewdegreestructure.Theadvantagesofusingdigitalportfoliosasinstructionaltoolsunderpinningtheimple
7、mentationofkeyprinciplesintheBolognareformprocessarealsoexamined.Keywords:BolognaDeclaration,Highereducationreform,EuropeanHigherEducationArea,Digitalportfolio,Translationcompetence,Socio-constructivism.ISSN:1750-399X©St.JeromePublishing,Manchester90TranslatorTr
8、ainingintheEuropeanHigherEducationArea1.TheBolognaDeclarationanditsimplicationsforhighereducationreformInJune1999,29EuropeancountriessignedtheBolognaDeclaration,which
