Popovska, Solzica

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Popovska, Solzica
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Popovska, Solzica
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solzica_popovska@yahoo.com

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    Item type:Publication,
    Introducing Emotional Intelligence in the Translation Classroom
    (Frank & Timme: Berlin, Germany, 2020)
    Sazdovska-Pigulovska, Milena
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    Emotional Intelligence for Translation and Interpreting Students
    (ERL Journal – The Emotional Dimension of Language and of Linguistic Education, 2023-2(10), Poland,, 2023)
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    Sazdovska-Pigulovska, Milena
    Inter- and intra-personal competencies have been recognized as important generic competencies included in the standards for translation and interpreting professions, issued by the national authorities worldwide These competencies actually comprise the so-called emotional intelligence skills. This is the reason why the authors of this paper, who have been teaching at the Translation and Interpreting Department from Skopje at the “Ss. Cyril and Methodius” University for more than a decade, have recognized the possibility to use language learning to enhance the awareness of the importance of emotional intelligence both for students’ professional and personal development. In addition, students also need positive emotions in the classroom because the future translators and interpreters have stressful experiences on a daily basis as the rate of development of the most relevant competencies for their future professions is continuously assessed by their teachers. This paper presents the results of the implementation of activities that affect emotional intelligence with the subject content activities of an academic course in Cultural Studies, thus fostering both subject and generic competencies relevant for translation and interpreting students We shall discuss the students’ results of the pre course and post course Leadership Toolkit: Emotional Intelligence questionnaire on their EI skills as well as the results from two relevant questionnaires prepared for the purpose of this paper research, on the effects of the emotional activities implemented at the translation and interpreting courses and answered anonymously by the fourth-year students who attended the Course in the summer semester 2023. In order to check the relevance of the implemented EI activities in the Cultural Studies we use the Six Seconds EI Model.
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    Fostering Emotional Intelligence as a Generic Competence in Translation and Interpreting Students: Overall Results of the Project in Skopje
    (Frank & Timme: Berlin, Germany, 2020)
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    Sazdovska-Pigulovska, Milena
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    Stachl-Peier, Ursula
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    Pagano, Delia
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    Item type:Publication,
    Beliefs About Translator Competence and Training Practices: Teachers’ and Students’ Perspectives.
    (University of Nis, 2025)
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    Sazdovska-Pigulovska, Milena
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    There has been some research at the intersection of beliefs and translation (as a form of applied language knowledge) in recent times. Investigations have focused on translators’, students’ and teachers’ beliefs about different aspects of translation, including translation as a product, a process or a subject of teaching and learning. The topics of interest have ranged from translators’ beliefs about the professional world of translators (Katan 2009), the impact of translators’ beliefs on translation quality (Araghizade 2016, Yousefi 2017), teachers’ and students’ beliefs on the nature of knowledge and learning (Li 2017), teachers’ practices and beliefs about inclusion in the English language classroom (Al Siyabi et al. 2024), teachers’ and students’ beliefs about translator competence and training practices (Wu et al. 2019), to teachers’ beliefs on the role of machine translation in translator education (Hellmich and Vinall 2021, Rico and Pastor 2022). This paper aims to add to this body of knowledge by exploring teachers’ and students' beliefs about translator competence and training practices in the Macedonian context. The purpose of this paper is to identify and compare the beliefs held by translation students and their teachers with reference to translator competencies as well as to explore the way in which these are addressed in existing training practices. The study presented in this paper is conducted among students and teachers at the Department of Translation and Interpreting at the “Blaze Koneski” Faculty of Philology in Skopje, Republic of North Macedonia, using a mixed method approach following Wu et al. (2019). The paper addresses three research questions: what teachers and students believe are the components of translation competence, how much they think these are addressed in current training practices and the similarities and differences between the beliefs of both groups. The results of the study have pedagogical implications. They help teachers become aware of their own beliefs about the importance of the different subcomponents of translation competence and whether these are reflected in their teaching practice. The results also help increase teachers’ awareness of the translation students’ beliefs about translation competence as well as their perception of the teaching methods. Finally, the results show if there are any mismatches between the beliefs of the two groups that need to be addressed in future practice and research.