Teaching legal translation requires the integration of a variety of mechanisms, e.g. identification of features inherent to translation competence required for its effective development and operation; realization of the importance of reflective (and self-reflective) skills which result in developing individual translation strategies and creativity; effective information mining skills; broadening knowledge of selected theoretical issues and knowledge of legal terms, and awareness of the market and profession-related demands.
The main focus of this presentation shall be laid on the development of translation competence in a specific context of teaching specialist (legal) translation. Existing componential models (such as PACTE, TransComp or EMT) aim at the consolidation of translation competence, yet a model that can be used effectively in translation teaching in general, and in teaching specialised (legal) translation in particular, is yet to be developed. A rationale to be followed is that competences as applied in a university environment should correspond to requirements observed and experienced on the professional translation market. Therefore, the EMT model seems to be the core model to rely on while designing and developing translation teaching programmes and curricula. Drawing on the achievements of the EMT model, this presentation is to offer an insight into a tentative proposal: a model of interactive legal translation competence that is more translation teaching-oriented, hence it is closer to the EMT categorisation. It aims to reflect what students really need and what they are expected of in terms of knowledge, skills and competences. It may be referred to as a start-up model for students and is also flexible enough to incorporate new items essential for the effective translation teaching process.