Translation Curriculum Research Articles

Novice Translators’ Troubles and the Need for Innovative Translation Curricula: Lebanese Context.

This paper provides an overview of the curricula in translation programs at the undergraduate level in Lebanon and the need to update these curricula in alignment with the continuously evolving market. Globalization is very common in both the translation market and the educational sector, especially with the COVID-19 pandemic, which has imposed the need to update these curricula and investigate to which extent the courses offered in some Lebanese universities equip students with what is needed in the changing translation ecosystem, taking into account the new competence-based training trends in the translation market. Surveys and interviews were conducted with students, teachers, and owners of translation companies to shed light on the obstacles novice translators face when they first embark on their professional journey. What does the market expect from novice translators? What is missing in translation curricula? And to what extent does this curriculum answer the needs of the translation changing market? It is found that there is a need for some Lebanese universities to reconsider their curricula, mainly focusing on technology and aligning curriculum content with market needs

Innovation and Exploration of Computer-Aided New Media Translation Course Teaching Mode under the Ecological Environment.

In order to analyze the innovation of computer new media-aided translation course teaching mode under the ecological environment, this paper introduces the CorpTrans system, which analyzes the practical effect of computer-aided translation system applied in the course teaching, verifies the role of the system in computer-aided translation course teaching, and plays an important role in improving students' translation ability. At the same time, starting with the development trend of new media environment, the CorpTrans system is used to innovate the teaching mode of computer-aided translation course. The teaching ecology of the comprehensive new media translation curriculum consists of the interaction between the ecological subject of teaching and the ecological environment of teaching. Through the efforts of both teachers and students, high-quality computer-aided translation courses will contribute to cultivating compound translation talents. The innovation of teaching mode needs to be realized by this system, so as to better meet the requirements of improving the teaching level of translation courses.

Методические основы обучения переводу аудиовизуальных интернет-мемов

The study focuses on teaching the translation of audiovisual memes: comic image/video and text combinations that tend to go viral on the Internet. The key features of a meme are a comic effect resulting from surprise, disrupted expectations, the clash between the text and the video; “viral” expansion across the Internet and other social media. Mastering the skills required to translate such audiovisual content is essential since memes are highly popular on the Internet with all age groups, there are numerous allusions references to the popular memes in the mass media, fiction, movies, and TV series. Teaching audiovisual meme translation shall consist of analyzing the meme properties, building meme comprehension and metacognitive analysis skills, and mastering specific approaches and techniques for meme representation in the source and target languages. An emphasis should be placed on developing the ability to adequately reconstruct meme ecosystems in the source language and find their analogs in the target language as well as the skills required to identify archetypical narratives in the source language and build them in the target language. It is shown that memes have some similarities to set expressions and proverbs. The meme translation curriculum shall build the ability to find and translate set expressions and proverbs in audiovisual works. It is also shown that translation teachers should have specialized training in teaching the translation of memes as a special type of audiovisual content. It can be implemented in the format of short seminars/webinars, or within the teacher further education framework.

Identifying in-demand qualifications and competences for translation curriculum renewal: a content analysis of translation job ads

ABSTRACT Content analysis of job ads has been used to inform curriculum renewal in many disciplines, but it is not commonplace in Translation Studies. This paper aims to identify qualifications and competences in the translation market through content analysis of translation job ads in China. Four hundred and twenty-nine job ads were collected from the two largest and most popular job search portals in China and coded against a translator competence framework with the assistance of NVivo 11.0. The results suggest that, while prior experience is underscored by employers, a specialised degree in translation, certified status and high-level education are not sought by employers. The most in-demand competences are linguistic competence in working languages, psycho-physiological competence, interpersonal competence, extra-linguistic knowledge, and instrumental competence. Implications are discussed in terms of promotion and marketing, incorporation of field-based experience into classroom learning, pedagogical innovation, curriculum renewal, and admission interviews. This study may inform the evaluation and modification of the translation curriculum for better education and market alignment and guide students in professional development and lifelong learning.

Integrating collaborative localization into professional translator training

Non-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and evaluate an online collaborative localization project as an example of NPT. Drawing on quantitative and qualitative methods, the findings show that the trainees had a positive attitude towards NPT practices and were highly satisfied with the inclusion of NPT in the localization curriculum.

Distance Learning Challenges in Translation Teaching: Mediation Competence Development

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

Exploring Professionals' Views Regarding The Alignment Of Master Translation Curriculum With The Market Requirements In Algeria

Exploring Professionals' Views Regarding The Alignment Of Master Translation Curriculum With The Market Requirements In Algeria

From translation market to translation curriculum: psychosocial and physical ergonomics in Turkey

ABSTRACT The present study aims to address the lack of nation-wide exploration of ergonomics of translation in Turkey and to build psychosocial and physical ergonomics awareness among translation students. Our research design encapsulated two projects. An initial project, a nation-wide survey, provided an overview of the situation in Turkey in relation to ergonomics of translation. The second project, conducted within the framework of a course designed to build ergonomic awareness, was a multi-method action research project involving interviews, direct observations and project-based learning. In the first phase of the project, the 20 senior students enrolled in the course administered a survey to 250 translators as part of a field research project, also involving semi-structured interviews during workplace visits. In the second phase, students completed a translation project, simulating a real market situation and exposing them to the challenges of organisational ergonomics. Our study highlights a lack of common standards and awareness in the field of ergonomics in Turkey. It revealed that students’ reports reflected clear benefits from direct interactions with the market actors and the observation of ergonomic conditions in the field. The insights from such a course can equip students with the knowledge and skills required for professional life.

An Innovative Online Knowledge Translation Curriculum in Graduate Education.

There is increased acknowledgment of the importance of knowledge translation (KT) in the role of graduate-prepared healthcare practitioners, such as nurses, as change agents in the mobilization of evidence-based knowledge. The offering of flexible educational programming online and hybrid course delivery in higher education is a response to insufficient didactic methods for providing graduate students with the competencies to facilitate KT. To describe the development, implementation, and evaluation of a cohort-based, online, innovative KT curriculum using a theoretical approach to KT called the Knowledge-As-Action Framework, which focuses on the knower, knowledge, and context as being inseparable. This process strategically engages with stakeholders to link practice concerns with existing realities, thus providing the best available knowledge to inform KT action in complex healthcare contexts. The Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development in Nursing Education guided the cohort-based online KT course process. The development, implementation, and evaluation involved (a) an environmental scan, (b) a literature review, (c) faculty development, (d) curriculum design of two 10-week courses, and (e) a summation of the concurrent participatory evaluation of the two courses, including faculty and student responses. The Knowledge-As-Action Framework is comprised of six interrelated dimensions as part of a "kite" metaphor, with the underlying premise that if any one of the dimensions results in an imbalance, the KT process may be grounded. Evaluation revealed (a) intentionality of the core processes of curriculum work; (b) effectiveness of indicators for evaluating the KT courses; (c) leadership should be added as a learning domain for KT; (d) the Knowledge-As-Action Framework provided an integrated, philosophical, and evidence-based approach to KT; (e) cohort model facilitated a community of inquiry; and (f) the formalized structured approach of the courses with ongoing supervision and mentoring allowed for timely completion. Teaching and learning in an online cohort model created a community of inquiry and facilitated experiential learning. The active engagement of students with their practice-based stakeholders promoted change in clinical settings and enhanced students' professional development to lead change.

Teaching Arabic Machine Translation to EFL Student Translators: A Case Study of Omani Translation Undergraduates

The present paper describes a machine translation (MT) course taught to undergraduate students in the Department of English Language and Literature at Dhofar University in Oman. The course is one of the major requirements for BA in Translation. Fifteen EFL translation students who were in their third year of study were enrolled in the course. The author presents both the theoretical and practical parts of the course. In the theoretical part, the topics covered in the course are outlined. As for the practical part, it focuses on the translation students’ post-editing of online MT output. This is beneficial to the students as free online MT systems can potentially be used as a means for improving student translators’ training and EFL learning. This is achieved through subjecting MT output to analysis or post-editing by the students so that they can focus on the differences between the source and target languages. With this goal in mind, assignments were given to the students to post-edit the Arabic and English MT output of three free online MT systems (Systran, Babylon and Google Translate), discuss the linguistic problems that they spot for each system and choose the one that has the fewest number of errors. The results show that the students, with varying degrees of success, have managed to identify some linguistic errors with the MT output for each MT system and thus produced a better human translation. The paper concludes that there is a need to incorporate MT courses in translation departments in the Arab world, as integrating technology into translation curricula will have great effect on student translators’ training for their future career as professional translators.

Rules of Engagement: Implementing Student-Centered Learning in Breast Imaging.

In response to changing learner needs, our institution launched a new translational curriculum wherein basic sciences and clinical skills were integrated, longitudinal patient care experiences provided, and earlier opportunities in specialty fields introduced to better inform residency program decisions. Medical students taking the breast imaging elective were enrolled in a breast imaging immersive experience designed to meet the School of Medicine's core competencies. In focusing the elective on a narrow range of specialized topics and skills, we labeled this experience the Breast Imaging Boot Camp. Outcome data from March 6, 2017, to April 26, 2019, have been analyzed for this report. The modifications made to the elective include: e-mailing a detailed orientation document to students prior to the start of the rotation; assigning students to diagnostic, procedural, and screening roles; the attendance of students at introductory radiology symposia; students' weekly attendance at institutional multidisciplinary and divisional breast radiologic-pathologic correlation conferences; student self-study assignments using faculty-vetted resources; student participation in breast biopsy simulation and small parts ultrasound laboratories; the development of a student-centric radiology educational website; and student-directed publishing of digital case files. Medical student feedback and course analytics indicated superior course evaluation scores reinforced by narrative feedback. In website domain utilization data, the breast file domain is the most viewed subspecialty domain. The Breast Imaging Boot Camp is a successful curriculum. Its novelty lies in both its integrated approach to medical student core competencies and its clinician educators' use of today's student-favored teaching tools.

Inverse (A-B/C) translation education in Spain under the EHEA

ABSTRACTThe purpose of this paper is to provide a review on the state of the art of translator education into B/C languages in the Spanish post-Bologna university system. During the last ten years, Translation Studies in Spain have witnessed the implementation of new programmes adapted to the European Higher Education Area (EHEA). Universities have gained autonomy to design their translation curricula, which has led to significant differences between programmes. This could not but affect approaches to translation into B/C languages, whose role in translator education has long been considered a sensitive issue. Results from an analysis of working languages and A-B/C translation course units embedded in undergraduate and postgraduate (Master) curricula show that a large number of translator-education units no longer offer the ‘inverse’ translation direction. This perception is felt more strongly in Master programmes despite translation out of the A language has been listed in a number of translation competence models. More importantly, it is a competence considered important or essential in the local and European employment markets, especially in translation environments where English has a place.

중국 대학 한국어 관련 학과의 통·번역 교육과정에 대한 비판적 고찰

본 연구는 중국 대학에 있는 한국어 관련 학과의 통·번역 교육과정의 현황을 비판적으로 검토하고, 이후 통역과 번역 교육과정이 전문화되기 위해서 개선안을 제시하는 데에 목적이 있다. 먼저, 중국에 한국어 관련학과가 가장 많은 산동성을 주요 분석 대상으로 선택하여, 산동성, 내 16개 대학교의 한국어 통·번역 수업 개설 현황을 조사하였다. 그 현황을 비판적으로 검토하고 통·번역 교육과정의 체계화, 통·번역 교재의 다양화, 통·번역 교수법의 질적 수준 향상 등의 세 가지의 방향으로 중국 대학교 한국어 관련학과의 통·번역 교육과정의 개선 방안을 제시하였다. 향후 중국의 학부 한국어 학과에서 내실 있는 통·번역 교육과정으로 질적인 변화가 일어나기를 기대한다.

Breaking Barriers to Utilization of the Assessment of Motor and Process Skills (AMPS)

Abstract Date Presented 04/06/19 The AMPS is a valid and reliable measure of occupational performance. However, use of this measure can be met with barriers. In this study, therapists with AMPS certification participated in a multimodal knowledge translation curriculum. Participants completed a pre- and postsurvey. Study results support use of a multimodal curriculum to assist with overcoming barriers and increasing utilization of the AMPS. This framework could be applied to other assessments for increased clinical use. Primary Author and Speaker: Bridget Hahn Additional Authors and Speakers: Piper Hansen Contributing Authors: Anders Kottorp, Heidi Fischer

Needs Analysis of English Department Students in Translating Text for Completing the Final Project at State Polytechnic of Padang

This study discusses aboutNeeds Analysis of English Department Students in Translating Text for Completing The Final Project at State Polytechnic of Padang. The purpose of this research specifically is to find out what are the needs related to the students difficulties when they are translating text, and what are the best procedure, strategy or method used to translate any kinds of text . The data are collected from English department students who are taking translation for their final project. This study can give a contribution for developing translation curriculum at English Department State Polytechnic of Padang.The data collection methods use questionnaires, observations, and interviews. These methods are important to get information about the the difficulties experience during translating text, students skills that need to be improved, and other additional information. By conducting this needs analysis study, the lecturers will know what the proper method or material that needs to be applied in teaching learning process. It also can be used to develop teaching and learning material. Moreover, these identificationscan be used to find and revise the previous course content in translation. Therefore, it is hoped that the students could be helped when they are writing their final project about this topic.This research starts by designing the needs analysis questionnaires for the students, the ex students, and the related parties. Then, it is tested to find out the validity and reliability. After getting the validity and reliability data, the questionnaire is distributed to the students, ex students, and teachers or industry. The result shows that there are three kinds of needs which have to be fulfilled in order to improve students skills in translating text for the final project, they are: objectives needs, learning needs and the learner’s needs.

Research on Literature Translation Curriculum Reform Based on Workshop Model

Research on Literature Translation Curriculum Reform Based on Workshop Model

Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training

ABSTRACTThe translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades. These changes might explain why there is often a gap between translator training and professional translation practice. In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice. Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the University of Portsmouth, UK. On the MATS, reflection – for all participants involved – influences all aspects of the course, thereby developing an adaptable CoP that sets both learners and trainers up with the tools for successful adaptation for their professional life.

An integrated curricular design for computer-assisted translation tools: developing technical expertise

ABSTRACTIncreasing project complexity and a high level of specialization in the language industry have resulted in a demand for translation professionals with sophisticated technical skills. This has made computer-assisted translation (CAT) tools indispensable for translators in order to meet project requirements. With a rapidly changing industry environment, the traditional translation curriculum needs to be refined so as to incorporate additional translator competences that bridge the gap between the classroom and emerging industry practices. This article presents an introductory graduate-level course with the following highlights: (a) a curricular design with modules on project setup, terminology management, translation memory systems, post-editing, and software localisation; (b) refined learning outcomes for the CAT classroom in order to accelerate the acquisition of technical skills; (c) implementation of virtual reality simulation (VRS) and task-based learning as teaching methodologies; and (d) a portfolio assessment that enhances critical thinking. The learning outcomes for the course have been assessed in a pilot graduate class that was taught at the University of North Carolina at Charlotte (Charlotte, USA). The results from direct assessment of the outcomes are discussed in this article, and the overall rationale for the approach adopted for curriculum design is justified.

ПІДГОТОВКА ГРОМАДСЬКИХ ПЕРЕКЛАДАЧІВ В УКРАЇНІ

The article deals with a specific type of interpreting which gained prominence among the scholars during the recent decades. Community interpreting is found more in community-based than organizational situations. It is a particularly vital service in communities with large numbers of ethnic minorities and foreigners, enabling those representatives to access services where, due to the language barrier, they would otherwise find it difficult. Situations where such interpreters are necessary typically include medical, educational, housing, social security and legal areas. Community interpreting is described in relation to its core teaching aspects (context, mode and medium-bound ones). The authors offer their insight into the national specifics of teaching and performing community interpreting in Ukraine. For this purpose, the interpreting and translation curriculum of the Institute of Philology by Taras Shevchenko National University of Kyiv was taken as the benchmark. Attention is riveted to the reflection on the unequal distribution of community interpreting-oriented courses in the University curriculum. The authors also outline the training methodology for the community interpreting competence and skills. Aim. The aim of this paper is to ascertain the CI status as an independent discipline within the framework of the Ukrainian higher education, reveal the national specifics of CI services delivery in Ukraine reflecting on the unequal distribution of CI-related courses in the University curriculum, and outline the training methodology for the CI competence and skills. Methodology. This research is a mixed-method qualitative study based on the analysis of the interpreting and translation curriculum of the Institute of Philology by Taras Shevchenko National University of Kyiv. Quantitative methods were used to illustrate our theoretical findings wherever applicable. An attempted contrastive description delineates the current CI teaching status in Ukraine and other countries where CI is viewed as an independent course; professional certification and licensing are equally provided. Results. Effective teaching CI at the higher educational institutions presupposes a multi-task attention-sharing activity, as it has context-, medium-, and mode-bound aspects, which should find their equal representation in the curriculum. Moreover, every aspect comes with its own set of KSAs (Knowledge, Skills, and Abilities) to be further integrated into the teaching process. Value/Originality. Continued (temporary and permanent) migrant flow, multilingualism and cultural plurality demand the imminent emergence of CI profession in Ukraine as a need for a bridge between a mainstream culture served by the official language and various ethnic groups is acutely felt nowadays; thus raising an issue of professional training and accreditation which has never been properly addressed. Studies of interpreter-mediated activities in Ukraine are absent as well precluding any possible estimations of their quality. An important cultural outcropping of CI development is a possibility of healing an ontological chasm which exists between the Russian and Ukrainian-speaking residents of various Ukrainian regions. Conclusions. CI training flourishes through a collaboration of the national educational establishments with their EU, British and US counterparts, engaging in a collective CI syllabus creation, implementing an independent CI specialization (major), in tune with the emerging national aspirations to become wholly integrated, human right advocating and culturally cognizant global players.

Précis-writing as a form of speed training for translation students

ABSTRACTTranslators are required to work under time pressure, and employers seek graduates who can integrate seamlessly into the professional work environment. However, conventional translator training does not emphasize speed training. Translation is a complex activity with a high cognitive load. This paper explores the introduction of speed training using monolingual text summarization exercises where translation students are encouraged to sharpen their decision-making skills without having to deal with language transfer. Because précis-writing skills have particular relevance for translator training, a ten-week experiment was designed around a series of exercises where 21 students in the third year of a BA in Translation program had to summarize texts on a very short deadline. The resulting summaries were analyzed and feedback was provided. Students’ progress was charted over the course of the semester, and they were surveyed about their experience at three different points – beginning, middle and end – during the experiment. Results suggest that it is possible to beneficially incorporate some form of speed training into the broader translation curriculum with a view to helping students to acquire the types of transversal skills sought after by employers. Moreover, these speed training exercises can serve to reinforce other aspects of the translation curriculum.