The article analyzes the relationship between translating and teaching English language and translation to foreign students at a university where Italian is the lingua franca.

My personal experience includes both translating/interpreting and teaching English language and translation to Italian and foreign students within a course that is not specifically intended for translators/interpreters such as it could be in a professional school for training would-be translators/interpreters. We could define translation in our course as "pedagogic" translation, considering that its purpose is to teach a language. Curiously, at the university where I teach, Italian is the lingua franca and therefore it is either the source (SL) or the target language (TL) in translations. Teaching English is closely tied to teaching translation methods. Translation is a useful tool to learn grammar, syntax, and lexis in both SL and TL. The final text of a written translation is a new one, as Lefevere has underlined; translating is a sort of re-writing. In this sense, the translated work must "stand on its own." Since the text has its own identity, it must respect the rules which govern its language. When students translate, they unconsciously follow three steps: analysis, transfer, and restructuring.

Do translators need to be educated in the art and science of translation? Is it possible to train a translator in an academic setting? Is doing so worthwhile, from the translator's perspective or from that of a potential employer? The current state of affairs in the translation industry in the United States would suggest that academic training is valued but hardly considered essential. On the other hand, a translator with academic training often does find entering the market easier and can command higher salaries or rates, as well as possibly advance in a corporate setting more rapidly. Weighed against the time and money involved in getting academic training, however, the untrained translator may actually do better. So let's take a close look at the nature of training translators, consider what might make for a quality academic training environment, and assess the value of such training.

Genre-based writing instruction is part of the technical translation curriculum at the Budapest University of Technology and Economics. The course called Professional Documentation (PD) fulfills this function.

The main genre-related topics covered in the course are instructions, articles, reports, abstracts and proposals. This paper gives a detailed overview of two important genres: the abstract and the proposal.

It is not at all uncommon today for professional translators to be invited to teach a course at a university. Many translators, though flattered at being invited to teach, are hesitant to accept the position due to their lack of pedagogical knowledge. One particular problematic area is that of marking translations and making decisions on student competence. This paper presents the basic information professional translators need to know before they enter the classroom, and outlines possible testing strategies they might use to make their teaching experience enriching and valuable for themselves as well as their students.