Author(s)

Gengshen Hu, Martina Paul Chaligha

School of International Studies, Zhengzhou University, Zhengzhou, China.

Eco-Translatology is the current trend in translation theory in China and abroad. However, there is a lack of comprehensive exploration of how Eco-Translatology can be incorporated into translation teaching methodologies and practices. This study aims to bridge this gap by investigating new modes and practices in translation teaching from an Eco-Translatology perspective. It seeks to explore how eco-principles and eco-reasons can be integrated into translation curricula, teaching materials, and classroom activities. The theory considers the integrity of the translational teaching ecosystem, focusing on the role of the “Eco-life Unity” principle and the concept of translator-centeredness to enlighten learners in translation. The study adopted a qualitative and transdisciplinary approach to comprehensively explore the field of Eco-Translatology and its new insights on translation teaching. The findings confirm that incorporating ecological principles and concepts can enhance teaching reforms and offer new skills for translation teaching and learning practice. It also introduces new ecological ideas for translation teachers and students, with the goal of fostering a more inclusive, connected, and culturally aware society. The study demonstrated new avenues for exploring eco-principles and ideas in the field of translation instruction. Ultimately, this project helps cultivate eco-translators who will inform the global community on the practicability of Eco-translation in translation teaching.

Eco-Translatology, Teaching Environment, Eco-Life Unity, Translator-Centeredness, Translation Teaching, Teachers and Student Role, Translation Studies

Hu, G. and Chaligha, M. (2024) Translation Teaching: Exploring New Modes and Practices from an Eco-Translatology Perspective. Open Access Library Journal, 11, 1-15. doi: 10.4236/oalib.1111418.