Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237325
Shan Chen, Yanhong Liu
ABSTRACT While there has been increased scholarly interest in the translator trainer’s competence, the translator trainer’s professional identity, that is, how they conceptualise their work and roles in daily teaching practice, remains an unexplored area. This multiple-case study aims to fill this gap by examining four university translator trainers’ constructions of professional identities in the Chinese context. A purposeful sample of four translator trainers was recruited from three Chinese universities. Two rounds of in-depth semi-structured interviews were conducted along with the collection of lecture slides, syllabi and observed teaching sessions. Subsequently, an inductive thematic analysis was applied to data, and three dimensions embedded in teachers’ accounts – temporality, sociality and place – were scrutinised. The analysis of the data revealed five key identity themes among the translator trainers: the curriculum maker, the praxis initiator, the learning facilitator, the advocate for translation technologies, and the broker between the translation market and training programmes. The study also identified changes in pedagogical roles and relationships with translation technologies within their identity discourse. This study is concluded with implications for translator trainers’ professional development.
{"title":"Identity formation and transformation of Chinese university translator trainers","authors":"Shan Chen, Yanhong Liu","doi":"10.1080/1750399X.2023.2237325","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237325","url":null,"abstract":"ABSTRACT While there has been increased scholarly interest in the translator trainer’s competence, the translator trainer’s professional identity, that is, how they conceptualise their work and roles in daily teaching practice, remains an unexplored area. This multiple-case study aims to fill this gap by examining four university translator trainers’ constructions of professional identities in the Chinese context. A purposeful sample of four translator trainers was recruited from three Chinese universities. Two rounds of in-depth semi-structured interviews were conducted along with the collection of lecture slides, syllabi and observed teaching sessions. Subsequently, an inductive thematic analysis was applied to data, and three dimensions embedded in teachers’ accounts – temporality, sociality and place – were scrutinised. The analysis of the data revealed five key identity themes among the translator trainers: the curriculum maker, the praxis initiator, the learning facilitator, the advocate for translation technologies, and the broker between the translation market and training programmes. The study also identified changes in pedagogical roles and relationships with translation technologies within their identity discourse. This study is concluded with implications for translator trainers’ professional development.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47813522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237322
Mar Díaz-Millón, Irene Rivera-Trigueros, Juncal Gutiérrez-Artacho
ABSTRACT The new contexts in higher education, shifting from face-to-face to online scenarios, encourage the application of disruptive methodologies adapted to distance learning. Translation and interpreting (T&I) programmes ideally foster the acquisition of competencies such as self-study, which graduates need to enter a largely freelance and assignment-based labour market. The aim of this study is to describe a micro-learning-based experience delivered at the undergraduate programme in T&I at the University of Granada (Spain), as well as to analyse student satisfaction with the experience. To meet this aim, a survey was conducted among 61 students to evaluate their satisfaction with the course, with distance learning and with the micro-learning methodology on a 1–5 Likert scale. The data were analysed by means of frequency, correlations and stepwise forward regression analysis. The results showed that students were notably satisfied with the methodology proposed but dissatisfied with environmental and interaction issues.
{"title":"Student satisfaction with a micro-learning approach in distance translation and interpreting training: an empirical investigation","authors":"Mar Díaz-Millón, Irene Rivera-Trigueros, Juncal Gutiérrez-Artacho","doi":"10.1080/1750399X.2023.2237322","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237322","url":null,"abstract":"ABSTRACT The new contexts in higher education, shifting from face-to-face to online scenarios, encourage the application of disruptive methodologies adapted to distance learning. Translation and interpreting (T&I) programmes ideally foster the acquisition of competencies such as self-study, which graduates need to enter a largely freelance and assignment-based labour market. The aim of this study is to describe a micro-learning-based experience delivered at the undergraduate programme in T&I at the University of Granada (Spain), as well as to analyse student satisfaction with the experience. To meet this aim, a survey was conducted among 61 students to evaluate their satisfaction with the course, with distance learning and with the micro-learning methodology on a 1–5 Likert scale. The data were analysed by means of frequency, correlations and stepwise forward regression analysis. The results showed that students were notably satisfied with the methodology proposed but dissatisfied with environmental and interaction issues.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43969865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237330
Roser Sánchez-Castany
ABSTRACT In recent years, the language industry has undergone a technological revolution, and professionals are increasingly required to have strong technological knowledge and expertise. Undergraduate translation programmes have tried to adapt to these changing market demands, albeit at a much slower pace. However, there still seems to be a significant gap between the increasingly challenging technological demands of the translation market and training in translation technologies (TT) in university degree courses. A previous empirical study investigating the presence of technology in undergraduate translation module syllabi showed that there is little integration of TT into translation modules. This paper presents a follow-up study, the primary goal of which is to comprehensively describe this situation with the testimonies of a cohort of translation trainers in Spanish higher-education institutions at undergraduate level. We expect to contribute to the field by reporting on the challenges experienced by trainers who are trying to integrate technologies into their practical translation modules. Findings show that there is little integration of TT into the teaching methodology of translation modules. This is due, in most cases, to factors that are beyond trainers’ control.
{"title":"Integrating technologies in translation teaching: a study on trainers’ perceptions","authors":"Roser Sánchez-Castany","doi":"10.1080/1750399X.2023.2237330","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237330","url":null,"abstract":"ABSTRACT In recent years, the language industry has undergone a technological revolution, and professionals are increasingly required to have strong technological knowledge and expertise. Undergraduate translation programmes have tried to adapt to these changing market demands, albeit at a much slower pace. However, there still seems to be a significant gap between the increasingly challenging technological demands of the translation market and training in translation technologies (TT) in university degree courses. A previous empirical study investigating the presence of technology in undergraduate translation module syllabi showed that there is little integration of TT into translation modules. This paper presents a follow-up study, the primary goal of which is to comprehensively describe this situation with the testimonies of a cohort of translation trainers in Spanish higher-education institutions at undergraduate level. We expect to contribute to the field by reporting on the challenges experienced by trainers who are trying to integrate technologies into their practical translation modules. Findings show that there is little integration of TT into the teaching methodology of translation modules. This is due, in most cases, to factors that are beyond trainers’ control.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46240580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237328
Maureen Ehrensberger-Dow, Alice Delorme Benites, Caroline Lehr
ABSTRACT Recent developments in machine translation (MT) might have led some people to believe that soon professional translation will not be needed, but most translator trainers are aware of the high demand for the quality that MT systems cannot deliver without human intervention. It is thus important that professional translators, trainers and their students appreciate when and how MT can best be deployed, even if they do not use it much themselves. This can be accomplished by enhancing their MT literacy, which encompasses an understanding of the basics, risks and benefits of the technology. Trainers can prepare their students to provide advice to clients who might be interested in using MT for their multilingual content but do not have the expertise to judge when it would be enough to meet their needs. Drawing on the example of knowledge dissemination in higher education, this article presents survey results that suggest MT is being used far more widely than previously assumed. We highlight some of the risks associated with uninformed use of this technology, discuss how they can be mitigated by translation professionals with consulting competence, and outline some training scenarios which could contribute to developing societal AI literacy in general.
{"title":"A new role for translators and trainers: MT literacy consultants","authors":"Maureen Ehrensberger-Dow, Alice Delorme Benites, Caroline Lehr","doi":"10.1080/1750399X.2023.2237328","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237328","url":null,"abstract":"ABSTRACT Recent developments in machine translation (MT) might have led some people to believe that soon professional translation will not be needed, but most translator trainers are aware of the high demand for the quality that MT systems cannot deliver without human intervention. It is thus important that professional translators, trainers and their students appreciate when and how MT can best be deployed, even if they do not use it much themselves. This can be accomplished by enhancing their MT literacy, which encompasses an understanding of the basics, risks and benefits of the technology. Trainers can prepare their students to provide advice to clients who might be interested in using MT for their multilingual content but do not have the expertise to judge when it would be enough to meet their needs. Drawing on the example of knowledge dissemination in higher education, this article presents survey results that suggest MT is being used far more widely than previously assumed. We highlight some of the risks associated with uninformed use of this technology, discuss how they can be mitigated by translation professionals with consulting competence, and outline some training scenarios which could contribute to developing societal AI literacy in general.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48927480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237324
Lanping Li, Qinran Dang, K. Zhao
ABSTRACT There has long been a disconnect between the labour market for translators and translator education. Most research on this disconnect focuses on either industry or education in isolation, leaving the problem unsolved. To address this gap, this study examines both industrial and educational perspectives on transdisciplinarity in translators’ domain competence through an epistemological lens. Three types of data are collected: translation-related job ads, curriculum plans of Master of Translation and Interpretation (MTI) programmes, and semi-structured interviews with teachers-cum-translators. The findings, derived from data mining and textometric analyses of targeted job ads together with content analyses of both curriculum plans and interviews, show a shared epistemological understanding in industry and education of new forms of knowledge pertaining to domain-specific translation tasks. Alongside this shared understanding, we highlight misalignment between market needs for and training on knowledge about cross-boundary collaborations, and we explore the transdisciplinary domain competence required to cope with a complex-market reality using a common language shared with stakeholders. The implications for a transdisciplinary approach to translator education are also discussed.
{"title":"Embracing transdisciplinarity to prepare for the future: revisiting the gap between the labour market and translator education","authors":"Lanping Li, Qinran Dang, K. Zhao","doi":"10.1080/1750399X.2023.2237324","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237324","url":null,"abstract":"ABSTRACT There has long been a disconnect between the labour market for translators and translator education. Most research on this disconnect focuses on either industry or education in isolation, leaving the problem unsolved. To address this gap, this study examines both industrial and educational perspectives on transdisciplinarity in translators’ domain competence through an epistemological lens. Three types of data are collected: translation-related job ads, curriculum plans of Master of Translation and Interpretation (MTI) programmes, and semi-structured interviews with teachers-cum-translators. The findings, derived from data mining and textometric analyses of targeted job ads together with content analyses of both curriculum plans and interviews, show a shared epistemological understanding in industry and education of new forms of knowledge pertaining to domain-specific translation tasks. Alongside this shared understanding, we highlight misalignment between market needs for and training on knowledge about cross-boundary collaborations, and we explore the transdisciplinary domain competence required to cope with a complex-market reality using a common language shared with stakeholders. The implications for a transdisciplinary approach to translator education are also discussed.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43254105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1750399X.2023.2237327
JC Penet, María Fernández-Parra
ABSTRACT Human emotions are profoundly social and this becomes particularly salient in the translation profession, where translators often need to withstand close scrutiny of their work by fellow translators, revisers, project managers, clients, etc. The emotions arising from those relationships can be remarkably diverse, from mild to intense, from negative to positive. Similar emotions arise amongst our students when we ask them to engage with authentic, project-based learning. Simulated Translation Bureaus (STBs), for instance, mimic the stresses and strains of the real workplace and therefore generate similarly strong emotions. How can we help our students manage these? Could emotional intelligence be a new dimension to introduce into translator training programmes around the world? According to Trait Emotional Intelligence theory (Trait EI), we cannot ‘enhance’ our students’ personalities, but knowing what kind of personality they have, and the behavioural dispositions they are prone to, may help them to develop coping strategies in the face of adversity. This paper explores the usefulness of Trait EI theory in translator education by applying it to students enrolled on STBs at Newcastle and Swansea universities.
{"title":"Dealing with students’ emotions: exploring trait EI theory in translator education","authors":"JC Penet, María Fernández-Parra","doi":"10.1080/1750399X.2023.2237327","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2237327","url":null,"abstract":"ABSTRACT Human emotions are profoundly social and this becomes particularly salient in the translation profession, where translators often need to withstand close scrutiny of their work by fellow translators, revisers, project managers, clients, etc. The emotions arising from those relationships can be remarkably diverse, from mild to intense, from negative to positive. Similar emotions arise amongst our students when we ask them to engage with authentic, project-based learning. Simulated Translation Bureaus (STBs), for instance, mimic the stresses and strains of the real workplace and therefore generate similarly strong emotions. How can we help our students manage these? Could emotional intelligence be a new dimension to introduce into translator training programmes around the world? According to Trait Emotional Intelligence theory (Trait EI), we cannot ‘enhance’ our students’ personalities, but knowing what kind of personality they have, and the behavioural dispositions they are prone to, may help them to develop coping strategies in the face of adversity. This paper explores the usefulness of Trait EI theory in translator education by applying it to students enrolled on STBs at Newcastle and Swansea universities.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48049173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/1750399x.2023.2207070
Lu Cao, Stephen Doherty, James F. Lee
{"title":"The process and product of translation revision: empirical data from student translators using eye tracking and screen recording","authors":"Lu Cao, Stephen Doherty, James F. Lee","doi":"10.1080/1750399x.2023.2207070","DOIUrl":"https://doi.org/10.1080/1750399x.2023.2207070","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/1750399x.2023.2206718
Télesphore Ngarambe, Gaspard Habarurema
{"title":"From ‘market disorder’ to maturity: modelling the professionalisation of conference interpreting in Rwanda","authors":"Télesphore Ngarambe, Gaspard Habarurema","doi":"10.1080/1750399x.2023.2206718","DOIUrl":"https://doi.org/10.1080/1750399x.2023.2206718","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44990441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/1750399x.2023.2207062
Enrique Cerezo Herrero
{"title":"Training prospective translators and interpreters in foreign languages: an exploratory study","authors":"Enrique Cerezo Herrero","doi":"10.1080/1750399x.2023.2207062","DOIUrl":"https://doi.org/10.1080/1750399x.2023.2207062","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46900241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/1750399x.2023.2207132
Mar Díaz-Millón
{"title":"What do experts think about transcreation training? A Delphi method approach","authors":"Mar Díaz-Millón","doi":"10.1080/1750399x.2023.2207132","DOIUrl":"https://doi.org/10.1080/1750399x.2023.2207132","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44130299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：