Channels, Fall 2020

Channels • 20 20 • Volume 5 • Number 1 Page 37 technical texts); 2) texts specifically directed at the SL, by definition not for translation (i.e., legal documents, local news); 3) texts simultaneously directed at the SL and not SL-focused (i.e., fine literature); and 4) texts specifically directed at the TL (information for foreign countries). With 1 and 4, a two-level communication act takes place; with text types two and three, a translation provides information about a source text. His typology is based on an analysis of the text location, the culture-specific elements are left out, and the typology focuses principally on an analysis of the content of texts. Although not initially, representatives of the Leipzig School speak about translation of texts and not sentences. As early as the mid 60’s, their attention was not only on the production of texts, but also underlined the importance of their reception and understanding. Consequently, the mental-cognitive aspect was brought into attention in addition to the communicative aspect. Linguistic Text B: The activity of translation has existed from time immemorial, namely out of the need to communicate between civilizations and cultures. Although interpretation and translation are ancient activities and services, which belong to the most important achievements of human civilization, translation studies only became established as an independent discipline in European universities in the middle of the 20th century, as it was previously considered a part of linguistic research due to its interdisciplinary character. The tumultuous development of modern translation studies raises multifaceted questions, as millions of pages are translated yearly, with that amount steadily increasing, even as considerable attention is given to foreign language learning. Translators and interpreters who are thoroughly academically trained and have particular competencies are required for the demanding activity of conveying language and culture between countries and regions. This article is aimed at pointing out the heterogenous and deficient training of professional translators in Europe, especially in southeastern Europe. The almost revolutionary technological developments in the field communications have changed the profession of the translator and interpreter and subsequently its training. Đurović quite rightly claims: “A fundamental prerequisite for the translator and interpreter is internet research competence, which serves as an immense source of obtaining information. The internet provides an inexhaustible pool of lexicons and terminology databanks, as well as parallel and reference texts.” The results of research in translation studies in recent decades have also altered the discipline and its teaching to a large degree. The job of translator is not a protected occupational title. Anyone who has command of a foreign language and can translate a text from a source language to a target language can call themselves a translator. To protect this occupational group, the translator can acquire certain degrees, licenses, and designations, such as “generally qualified translator” or “government approved translator.” In numerous countries, universities offer study tracks such as “Degree in Translation” and “Degree in Interpretation” or “M.A. Translation/Interpretation.” However, in some southeastern European countries, translation and interpretation are still incorporated into the curriculum of foreign language studies. The present article deals with the institutionalization of translation studies in