Over the past years, there has been growing academic interest in the field of Translation Studies concerning issues related to how translators should be trained/taught, or rather, how they should be educated. While proposals tended to be more prescriptive and normative in the 1960s and 1970s, recent times have witnessed more dynamic and contextualized approaches, some of which have opened up new avenues for research building on, for instance, subliminal or unconscious processes in translation. A long established tradition of translators’ education has sought to explore text analysis skills in an attempt to develop reading and text comprehension strategies that might lead novice translators to become aware of text specificities (from cohesive patterns and thematisation to genre and rhetorical patterns) both in the source and target text contexts (Baker, 1992; Hatim & Mason, 1992; Nord, 1991). Through an extensive work of analysis of translated texts, students are introduced to concepts of text linguistics and discourse analysis that are helpful to build an interpretation of the source text and devise an acceptable target text.
