Translator Training Research Articles

Linguistic variation in mediated diplomatic communication: a full multi-dimensional analysis of interpreted language in Chinese Regular Press Conferences

The integration of corpus linguistics within translation studies has revolutionised our understanding of mediated language. This study endeavours to advance this burgeoning field by employing a full multi-dimensional analysis to investigate linguistic variation in interpreted language within the specialised context of diplomatic discourse. Specifically, the research examines the co-occurring patterns of linguistic features in interpreted diplomatic language vis-à-vis its non-interpreted counterpart. Employing a multivariate statistical technique, this investigation conducted a factor analysis of 113 linguistic variables, yielding five distinct linguistic dimensions: (1) Involved vs. Informational Production, (2) Objective vs. Addressee-focused Narration, (3) Literate-Oral Continuum, (4) Information Elaboration, and (5) Narrative vs. Non-narrative Concerns. The resulting patterns demonstrate that interpreted diplomatic language tends to be more informative, objective, less elaborated, non-narrative, and aligns more closely with formal registers compared to its non-interpreted counterpart, although both navigate the literate-oral continuum. This study delineates the prevailing co-occurrence patterns in interpreted and non-interpreted diplomatic languages and seeks to elucidate the potential factors shaping these linguistic variations by situating these patterns within the context of diplomatic communication. In doing so, it contributes to a nuanced understanding of how specialised contexts influence mediated language use. The findings have significant implications for corpus-based interpreting studies, shedding light on the multi-dimensional nature of interpreted language and informing the development of targeted pedagogical approaches for diplomatic interpreter training.

RELAX (REducing Levels of AnXiety): a study protocol for a parallel two-arm randomised controlled trial evaluating a web-based early intervention for pregnant women with high levels of repetitive negative thinking to prevent escalating anxiety during pregnancy and after birth

BackgroundPerinatal anxiety is common: up to 40% of pregnant women and new mothers experience high levels of anxiety. Given its prevalence, interventions that are low-intensity, highly accessible and cost-efficient, and target modifiable risk factors for anxiety are needed. Repetitive negative thinking (RNT)—such as worrying about ways things will go wrong in the future or ruminating about past negative events—is a risk factor for the development of anxiety. RNT is maintained by the tendency to generate negative interpretations of ambiguous situations.MethodsA parallel two-arm randomised controlled trial will assess the efficacy of adding interpretation training (RELAX) to usual maternity care. Participants (N = 268) will be randomised to (i) 12 sessions of online interpretation training (RELAX) plus usual care, or (ii) usual care alone. We will assess anxiety, depression, RNT, and work and social adjustment at baseline, plus 4, 8 and 36 weeks later.DiscussionShould the intervention result in lower levels of anxiety than usual care, it could be an accessible, cost-effective way to help women who are vulnerable to experiencing anxiety in the perinatal period.Trial registrationISRCTN 12754931. Registered 25th May 2023, prior to recruitment.

Preparing Translators for the Age of Generative AI: Revising Educational Curricula to Prioritize Essential Skills in an AI-Dominated Landscape

The recent ability of machines to generate text and images that are fluent, coherent, and culturally nuanced is already causing major upheavals in the translation sector. Machine translation tools have exploded in number, sophistication, and quality, and the profession of human translator needs to adapt to work within this new environment and avoid being replaced by it. This paper examines the major changes that have taken place, and which could take place in the near future, and suggests ways of revising translator-training curricula to adapt to these challenges. This is essential at a time when the profession is undergoing profound changes and when all translators and future translators need to be prepared for new skills in the field of post-editing, machine-reading, machine-cultures and multidisciplinarity. After outlining the challenges that AI is causing to the profession and to the norms and values of the translation sector in its current state, the author suggests that translator training should adapt to the new reality of the profession and not to what it used to be. The profession is undergoing profound changes, and all translators and future translators need to find new skills and knowledge in order to continue to work with AI. The article concludes with recommendations on how to design AI-friendly translation programmes that can train students for the post-AI era.

Translation and localization of food menus on mobile delivery apps in the United Arab Emirates: a multimodal and reception study

ABSTRACT This study investigates the quality of menu translation and localization on food delivery apps and its impact on the user experience. A corpus of food menus was collected from the Talabat app and analyzed from a multimodal perspective adopting Li’s (2019) framework and using NVivo qualitative data analysis software. A coding framework was created in NVivo to systematically identify translation and localization strategies, and issues related to images of food items. Additionally, an online survey targeting app users was utilized to gather data on preferences and the impact of menu translation and localization on user experience, satisfaction, and purchasing decisions. The analysis revealed that the meaning of food menus involves several layers, including semiotic and textual means, which necessitate approaching their translation from a multimodal perspective. Dish names were mostly transliterated into English and accompanied by an acceptable and clear description of dish information in English. The survey results also revealed that translation quality has a great role in shaping user experience, satisfaction, trust, and expenditure. The findings of this study will be of value to translators, translation trainers, restaurant owners, and food delivery app developers.

Bridging the Language Gap in Healthcare: Implementing a Qualified Medical Interpreter Program for Lesser-Spoken Languages

Linguistic inequity drives systemic disparities in healthcare for non-native English speakers. This study evaluates a project to train and provide qualified medical interpreters (QMI) to assist volunteer and safety-net clinics and community-based organizations in supporting healthcare for immigrants and refugees. We provided scholarships to bilingual community members to take a medical interpreter training course and developed a workforce for those who passed the training course. We focused on lesser-spoken foreign languages such as Arabic, Amharic, Pashto, Dari, and Burmese. Those who passed the course participated in a semi-structured interview to learn about their experiences in the training program, as well as barriers and facilitators to becoming a QMI. To date, 23 people have passed the training and are part of the QMI workforce program that has provided 94 h of interpreter services over four months, serving 66 individual patients. The evaluation showed that community members have interest in becoming QMIs and many have the required language proficiency to enroll and pass training. Finding full-time employment for less spoken languages has proven to be challenging.

Challenges of Translating Idiomatic Expressions: A Cross-Linguistic Analysis at a University in Hanoi, Vietnam

This study investigates the challenges students face when translating idiomatic expressions between English and Vietnamese and explores how linguistic and cultural factors influence the translation process. Utilizing a combination of translation task analysis and focus group discussions, the research reveals that students frequently rely on literal translations, resulting in inaccurate or nonsensical outcomes due to their inability to grasp the figurative meanings of idioms. Cultural mismatches, particularly the absence of equivalent expressions in Vietnamese, further complicate translation efforts, leading to significant misunderstandings. Additionally, linguistic barriers, such as syntactic differences between English and Vietnamese, hinder students' ability to produce natural and accurate translations of idiomatic expressions. The findings emphasize the critical role of cultural knowledge and syntactic flexibility in effective idiomatic translation. To address these challenges, the study recommends that translation training programs place greater emphasis on idiomatic understanding and cross-cultural competence. This study contributes to the growing body of literature on idiomatic translation by highlighting the interplay of linguistic and cultural factors and suggesting strategies to enhance translation accuracy.

Recruitment Strategies To Improve Gender Equity in Clinical and Translational Research Training in Ethiopia.

Women from sub-Saharan Africa, including Ethiopia, are underrepresented in biomedical research due in part to limited access to high-quality research training and mentorship. Tuberculosis (TB) is a major public health problem in Ethiopia, with a limited number of female Ethiopian scientists engaged in TB-related research. To improve access to TB-related research training among junior women scientists, our NIH Fogarty International Center-funded D43 program released an all-women request for applications (RFA), which substantially increased the number of women applying for research training and the number of women trained in our program. The impact of the all-women cohort was also bolstered by prominent female representation in mentor teams, program leadership, and program alumnae. Sustained increases in applications from women were seen in subsequent RFAs that included both women and men. Targeted leadership, mentorship, and recruitment efforts were effective in promoting improved gender equity in biomedical research training.

Évolution des rôles sociaux des traducteurs et son impact sur la recherche et sur la formation universitaire

The article discusses the evolution of translator training through the experience of both a trainer and professional translator. It examines the historical and scientific perspectives of social roles and functions of translators. These serve as a starting point for analysing the current state of translation and its future. The profession of translation is currently in the process of change due to rapid technological and social advancements. The translators-to-be must possess new skills to adapt to these changes. To achieve this, universities should adapt their teaching methods and content to enable learners to cope with the new technical, social and communicational developments. These should equip translators-to-be with the necessary skills to meet the demands of today and tomorrow’s markets. Revision of the field history, past and contemporary research as well as practical professional experience provided in this article point to the training needs that must be fulfilled to meet the requirements of our time.

Oral interpretation skills among English-majored graduates: A case of those from a university in Vietnam

It is undoubtedly believed that the ability to deliver effective presentations in English is not merely an academic requirement but also a vital skill for success in the professional world. Students who excel in delivering presentations often demonstrate higher levels of critical thinking, research ability, and overall academic achievement. Unfortunately, delivering presentations in English poses a significant challenge for many students, particulary those in non-native English-speaking countries like Viet Nam. Via a mixed-methods approach, the current study investigates the oral consecutive interpretation skills of English-majored graduates from Thu Dau Mot University (TDMU), finding out the challenges faced by these students in oral interpretation, focusing on four key stages: listening and understanding, notetaking, decoding notes, and expressing and reformulating. In the quantitative process, 150 graduates completed a survey questionnaire, providing broad data for statistical analysis. The qualitative process involved direct observations and semistructured interviews with 10 graduates. The observations in real-world settings utilized a structured checklist to assess four critical phases of consecutive interpretation: listening and understanding, note-taking, decoding notes, and reformulating and expressing. Key findings indicate that graduates face significant challenges in each phase. In the listening and understanding phase, difficulties include maintaining focus and comprehending complex content. Note-taking challenges involve developing effective techniques and balancing listening with writing. The note-decoding phase reveals issues with accurately reconstructing messages under time pressure. In the reformulating and expressing phase, graduates struggle with delivering fluent and coherent interpretations, especially under stress. The study highlights the importance of cognitive and memory skills, effective notetaking, stress management, and public speaking abilities in successful interpretation. This research underscores the need for a practical approach to interpreter training that addresses both technical and psychological aspects.

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

The Future of the Translation Profession in the Era of Artificial Intelligence. Survey Results from Polish Translators, Translation Trainers, and Students of Translation

Technological advancements in computer science have led to the progressive change of the translation profession. In particular, this concerns machine translation, which has fundamentally changed the role of the translator. AI-driven tools, such as neural machine translation systems, have significantly improved translation speed and accuracy, with the translator role resembling that of an editor or proofreader. While translators have viewed the technological progress as a threat to their jobs, machine translation comes with some persistent issues, such as bias or inaccuracies stemming from insufficient context understanding and cultural nuances. Accordingly, the question of the future of human translation is more complex than it may initially appear. This paper presents the results of a pilot study on the perception of the future of the translation profession in the era of artificial intelligence.

Oscillatory features of German–English sentence processing: Evidence from an EEG study

Aims and objectives: In this study, we investigated the neural oscillatory patterns occurring during sentence-level overt bilingual processing tasks on 46 German–English bilinguals with the intention of finding out if there were task-specific oscillations for this language pair. Methodology: Four tasks, including Language 2 (L2) listening, Language 1 (L1) speaking, L2 shadowing (i.e., repeating a segment of an utterance), and backward interpreting (i.e., orally translating L2 sentences to L1), were implemented with the technique of electroencephalography (EEG). Data and analysis: Data included demographic indices, neural oscillation metrics, and oral production scores from participants. Static spectral analysis, time–frequency analysis, principal components analysis, cross-frequency coupling, and inferential statistics were applied to the data. Findings: The sensory task and articulatory tasks differed greatly in the delta–theta band and the beta–gamma band in terms of time–frequency dynamics. Analyses also revealed variations in a frontal/prefrontal theta component and a distinct gamma component across the four tasks. Moreover, we found a right fronto-temporal theta–gamma coupling unique to backward interpreting. Originality: The task-wise comparison experiment paradigm has rarely been implemented in neuroimaging research on language, especially so in EEG research on bilingualism. Significance: The findings provide novel insights for the understanding of language conversion mechanism and may benefit the training of professional interpreters.

12242 Enhancing Continuous Glucose Monitor Utilization In Lower Economic Community Hospital Outpatient Clinics: A Quality Improvement Initiative

Abstract Disclosure: V. Mehta: None. S. Deshpande: None. M. Nieman: None. K. Pereira: None. B. Agrawal: None. S.R. Russell: None. Continuous glucose monitors (CGM) measure the blood glucose level (BGL) and have been used for better glucose control, especially in patients requiring insulin. Primary care physicians (PCP) manage diabetic patients on a large scale in the US, especially in rural settings, and data shows that CGMs are prescribed less in PCP settings than in endocrine clinics. Our study aimed to understand internal medicine (IM) residents' knowledge about CGMs and their application in a community hospital outpatient clinic serving lower-economic populations and demonstrates how a clinical pharmacist (PharmD) led educational intervention successfully increased the adoption of CGMs. A survey was done using a form with multiple-choice questions. 50 residents participated and responded anonymously. Data was analyzed by calculating percentages based on answers, providing understanding of their perspectives on CGMs. 78% knew about and correctly identified CGM. When asked to name indications of CGM, answers varied and included uncontrolled diabetes (34%), insulin-dependent diabetes (34%), elderly and non-compliant patients (14%), any diabetic (12%), and others. Only 14% reported to have had formal training in use and interpretation of CGMs, 70% had prescribed, 34% knew how to apply the device, and 42% knew how to interpret the BGL. More than 95% self-reported having either poor/beginner or fair knowledge about the usage, application, and interpretation, whereas more than 80% professed to need more training to be more confident about prescribing the device. After the survey, our PharmD conducted session demonstrating the indications, types, usage, application, and interpretation of CGM. Following this, an impactful increase in patients who were appropriately prescribed and received CGM was observed. Technologies used in medicine have increased, CGM, being one of them. More than 100 million Americans have prediabetes or diabetes, with more than 10 million using insulin. Hence, access to CGM is crucial for patients for better management. Despite the benefits, many factors play a role in limiting their use, including prescription, cost, insurance coverage, social factors, willingness of the patients, discomfort, and decreased knowledge. Non-compliance, difficulty in application and picking the device from pharmacy was also observed in our clinic. A study by Sherrill et al. on use of CGMs (2014-2020) showed that use of CGM increased almost ten times in 2020 (v/s2014); most patients were younger, employed, and had better insurance coverage.With advances in technology, easier and more efficient devices are available to assess patients' glycemic control. Pharmacists play key role in ensuring continued education among practitioners and trainees. Continued efforts to increase awareness is required to ensure that latest advances are adequately incorporated into graduate medical education. Presentation: 6/3/2024

Personalized translator training in the era of digital intelligence: Opportunities, challenges, and prospects

This study investigates the transformative effects of digital intelligence on translator education through a theoretical and exploratory approach, employing both bibliometric and content analysis to derive its findings. It systematically examines the evolution of translator training methodologies through the integration of AI, ChatGPT, large language models (LLMs), and 5G, providing a comprehensive framework for understanding these changes. Key findings reveal that personalized learning, supported by digital tools, significantly enhances student engagement and skill acquisition. However, challenges such as ensuring data quality, mitigating excessive dependence on technology, and maintaining ethical standards persist. The study underscores the critical necessity of developing advanced training platforms and strategies that foster effective teacher-student interactions and uphold academic integrity. Furthermore, it emphasizes the importance of continuous innovation in educational practices to equip future translators for the demands of a digital and highly connected world. These insights offer valuable guidance for educators and policymakers in crafting curricula that are both forward-thinking and resilient.

Improve Two‐year Interpreter Training Programs for Educational Interpreters

Improve Two‐year Interpreter Training Programs for Educational Interpreters

Research in interpreter and translator education (1955-2022): a state-of-the-art review

ABSTRACT It has been over 60 years since interpreter and translator trainers began to generate and disseminate knowledge in the 1950s. Although there have been reviews of 10 to 15 years of research, no attempts have been made to review the literature published over the past six decades for an overall landscape of knowledge creation in T&I education. This study attempts to conduct a state-of-the-art review of 68 years of research in the field to identify the existing research themes, research designs, their evolution over time, and the difference in themes between translator and interpreter training research and between translation studies (TS) and non-TS journals. Deductive content analysis was performed to analyse 1171 articles sampled through a heterogeneous purposive strategy from TS and non-TS journals published between 1955 and 2022. The results can inform scholars of existing research themes, research designs, their evolution, and differences in themes between interpreter and translator training research and between journals of different disciplinary categories, providing them with a sense of research context to justify new research.

Towards Integrating Emotional Intelligence in the Interpreter’s Toolkit: Emotions’ Management Training of Translation Graduate Students in KSA

Emotional Intelligence (henceforth, EI) is a critical but often an overlooked component in interpreter training, particularly in the context of Saudi Arabia (KSA) training curricula. This paper examines the integration of EI into the training toolkit for interpreters in KSA, focusing on the recognition and management of emotions. This study, conducted in a Saudi University, investigates the crucial role of EI in interpreter training. A mixed-method approach employing the EQ-i self-assessment, a self-developed questionnaire, and interviews with graduate interpreting students and trainers reveals a gap between the recognition of EI's importance and its actual integration into training programs. While the EQ-i data suggests a baseline level of EI in participants, current programs prioritize language proficiency over EI development. This disconnect necessitates a paradigm shift – a move towards an integrated training model that emphasizes both linguistic skills and crucial interpersonal skills like empathy, cultural competence, and stress management, all key aspects of EI. The study recommends faculty training on EI principles and integration methods, curriculum development with experiential learning activities, and collaboration with EI experts. The paper puts focus on the necessity for interpreter training programs in KSA universities in order to equip future interpreters with the comprehensive skill set to excel in their emotionally complex profession. Further research is necessary to explore culturally appropriate EI assessment tools and the long-term impact of such training on interpreter performance and career development.

Effective Scientific Presentations Across Formats: A Modern Guide for Science Trainees and Researchers

This paper presents a comprehensive tutorial on delivering effective scientific presentations in the modern era, addressing a landscape altered by the COVID-19 pandemic. The shift to virtual and hybrid formats has fundamentally changed the norms of how scientific findings are shared, creating new challenges and opportunities for presenters. Drawing from over a decade of experience teaching and refining presentation skills, we address a soft-skill gap in clinical and translational science training. The tutorial outlines four key topics: (1) identifying your scientific story, (2) using effective slide design, (3) presenting data, and (4) delivering your presentation. These lessons, developed through extensive seminars and individual coaching at various academic institutions, enable researchers to enhance communication and audience engagement across presentation formats. Our approach, informed by cognitive processing and data visualization principles, has adapted to the new reality of virtual and hybrid presentations. This work contributes practical insights for optimizing presentation skills in this changed communication landscape. By offering actionable recommendations derived from real-world experience, this tutorial provides valuable guidance for science trainees, junior faculty, and established researchers across disciplines. It aims to equip readers with the necessary tools to deliver compelling scientific presentations in any format, advancing effective academic discourse in an era where virtual and hybrid presentations have become the norm.

INTEGRATING MULTIMODAL ADAPTATION INTO TRANSLATOR TRAINING: A THEORETICAL RATIONALE

With evolving multimedia communication, traditional translation studies focusing on fidelity are being transformed by the need for multimodal and intersemiotic approaches. Extending this discussion to translator training, this study argues for the necessity of teaching adaptation skills in the training of future translators in line with the needs of the multimedia age. By viewing translation as a process of re-creation, the study stresses the often-overlooked creative potential of translation. At this point, the inclusion of adaptations in translator training offers the opportunity to experience the inherent creative potential of translation and emphasizes the intersemiotic dimension. The paper first offers a theoretical justification for this approach, then discusses methods of implementation as well as potential benefits. Integrating adaptation into translator training can be approached theoretically, analytically, and practically. It offers advantages such as broadening the scope of translation beyond language, bridging the gap between training and market needs, and enhancing interdisciplinary knowledge.

On the Relationship Between University Translator Training Programs and the Translation Market Requirements: The Case of English Translation Graduates and Postgraduates of Imam Reza International University

The training of specialized human resources and the utilization of their expertise represent the primary concerns of universities and the higher education system. The efficacy of translator training programs has been increasingly scrutinized, with a particular emphasis on the explicit delineation of the link between their curricula and the market in which their graduates are ultimately employed. The objective of the present study was to ascertain the relationship between the university translator training programs at Imam Reza International University and the requirements of the translation market, with specific focus on the occupational status of translation graduates, and their attitudes towards the academic training, over the past 20 years. The study was mixed-methods with the online survey completed by 100 graduates by convenience sampling technique. Subsequently, through a snowballing approach, 23 graduates were selected for the semi-structured interview. Data analysis was performed in SPSS version 27; then, the data of interviews were analyzed based on the grounded theory in MAXQDA version 2020. The findings suggest that the majority of graduates perceive themselves to be inadequately prepared to enter the workforce. This sentiment is attributed to the absence of practical coursework, including innovative translation techniques and marketing skills aligned with the demands of the contemporary translation industry. So, there is a need for greater interaction between training and the market. The findings also indicated that modern translation technology and updated resources are not used to meet the market’s need. Inviting employers and entrepreneurs to talk in the classes, holding specialized workshops, and having work placement components in the curriculum can be effective in creating a foundation for students' subsequent employment.