Pub Date : 2022-06-01DOI: 10.1080/1750399X.2022.2082813
Ruiyang Li
ABSTRACT In 2000, Kiraly published his monograph A Social Constructive Approach to Translator Education, which catapulted project-based translator training into prominence. Since then, many empirical studies have been conducted, all focusing on a single project. Despite cumulative evidence of the efficacy of this student-centred approach, we perceive the lack of a holistic view. Specifically, we wish to understand how authentic translation projects are researched and implemented across different scenarios. To this end, we pooled together 11 representative studies for a meta reflection. We first form a comprehensive base, by cross-examining the studies’ assignments, commissions, temporal and spatial features, workflow, terminology management, technology, scaffoldings, and research design. This is then utilized to scrutinize the critical features of authentic translation projects and to pinpoint some convergence and gaps.
{"title":"Convergence and gaps: a cross-case analysis of authentic translation projects implemented in translator education","authors":"Ruiyang Li","doi":"10.1080/1750399X.2022.2082813","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2082813","url":null,"abstract":"ABSTRACT In 2000, Kiraly published his monograph A Social Constructive Approach to Translator Education, which catapulted project-based translator training into prominence. Since then, many empirical studies have been conducted, all focusing on a single project. Despite cumulative evidence of the efficacy of this student-centred approach, we perceive the lack of a holistic view. Specifically, we wish to understand how authentic translation projects are researched and implemented across different scenarios. To this end, we pooled together 11 representative studies for a meta reflection. We first form a comprehensive base, by cross-examining the studies’ assignments, commissions, temporal and spatial features, workflow, terminology management, technology, scaffoldings, and research design. This is then utilized to scrutinize the critical features of authentic translation projects and to pinpoint some convergence and gaps.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"484 - 502"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47188580","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 : 2022-05-29DOI: 10.1080/1750399X.2022.2082103
Oktay Eser
ABSTRACT Subtitling in a community setting such as healthcare can satisfy the needs of culturally and linguistically diverse (CALD) members of the community. It consists of a variety of stages such as transcription, spotting, translation and review. This qualitative study utilising content analysis aims to measure the quality of transcriptions by students of translation and interpreting (T&I) in Turkey as well as speech recognition tools against that of a native speaker. The data was analysed manually. The findings show that in transcribing authentic content on healthcare, student translators experienced challenges including parts of speech and textuality due to the lack of expertise in healthcare translation, poor bilingual skills as well as the speaker’s pace and accent. Speech recognition tools produced better results than student translators, but occasionally had some discrepancies which can be attributed to such reasons as collocations and speaker-related issues. T&I students can be trained with the aid of speech recognition tools to make sure that transcriptions are done more effectively or post-editing skills are improved. Further studies can focus on students at varying levels of language or who have taken a course in AVT, on professional translators, or on other settings of community-based translation.
{"title":"The quality of translation students’ transcriptions for subtitling in healthcare settings","authors":"Oktay Eser","doi":"10.1080/1750399X.2022.2082103","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2082103","url":null,"abstract":"ABSTRACT Subtitling in a community setting such as healthcare can satisfy the needs of culturally and linguistically diverse (CALD) members of the community. It consists of a variety of stages such as transcription, spotting, translation and review. This qualitative study utilising content analysis aims to measure the quality of transcriptions by students of translation and interpreting (T&I) in Turkey as well as speech recognition tools against that of a native speaker. The data was analysed manually. The findings show that in transcribing authentic content on healthcare, student translators experienced challenges including parts of speech and textuality due to the lack of expertise in healthcare translation, poor bilingual skills as well as the speaker’s pace and accent. Speech recognition tools produced better results than student translators, but occasionally had some discrepancies which can be attributed to such reasons as collocations and speaker-related issues. T&I students can be trained with the aid of speech recognition tools to make sure that transcriptions are done more effectively or post-editing skills are improved. Further studies can focus on students at varying levels of language or who have taken a course in AVT, on professional translators, or on other settings of community-based translation.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"524 - 539"},"PeriodicalIF":1.5,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47177124","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 : 2022-03-20DOI: 10.1080/1750399X.2022.2051974
José Tomás Conde Ruano, Ana Tamayo
ABSTRACT This paper presents the perceived satisfaction of undergraduate students of translation and interpreting who have taken part in the creation of a multilingual, accessible and inclusive audio guide for the Faculty of Arts at the University of the Basque Country (UPV/EHU). A selection of students carried out the translation and proofreading of texts describing architectural spaces of the building, while others provided the recording in one of the languages of the audio guide (Spanish, Basque or English). Data on their satisfaction were collected through a questionnaire circulated in 2020. Results show that students involved in the project differed in their knowledge on accessibility and audio guides, but completed the project generally satisfied with the process and product. In addition, participants were aware of the benefits of such participation for their professional careers, for the institution as well as for the blind and people with low vision that may have need of this audio guide. The questionnaire served as the culmination of the students’ learning process and helped them reflect on the experience, which serves as an example of a learning process aiming to serve the community and easily exportable to other scenarios.
{"title":"Creation of an audio guide of the faculty of arts at the UPV/EHU: satisfaction of translation and interpreting students","authors":"José Tomás Conde Ruano, Ana Tamayo","doi":"10.1080/1750399X.2022.2051974","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2051974","url":null,"abstract":"ABSTRACT This paper presents the perceived satisfaction of undergraduate students of translation and interpreting who have taken part in the creation of a multilingual, accessible and inclusive audio guide for the Faculty of Arts at the University of the Basque Country (UPV/EHU). A selection of students carried out the translation and proofreading of texts describing architectural spaces of the building, while others provided the recording in one of the languages of the audio guide (Spanish, Basque or English). Data on their satisfaction were collected through a questionnaire circulated in 2020. Results show that students involved in the project differed in their knowledge on accessibility and audio guides, but completed the project generally satisfied with the process and product. In addition, participants were aware of the benefits of such participation for their professional careers, for the institution as well as for the blind and people with low vision that may have need of this audio guide. The questionnaire served as the culmination of the students’ learning process and helped them reflect on the experience, which serves as an example of a learning process aiming to serve the community and easily exportable to other scenarios.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"540 - 557"},"PeriodicalIF":1.5,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46714550","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 : 2022-02-14DOI: 10.1080/1750399X.2022.2036938
Yanmei Liu, Binghan Zheng
ABSTRACT This study investigates the comparability of three parallel translation tasks selected from a College English Test Band-6 (CET-6) and explores the major linguistic features contributing to translation difficulty. Data obtained from the participants’ subjective rating, eye-tracking, and performance evaluation were triangulated to measure the comparability of difficulty levels of parallel translation tasks. Data of word translation entropy, translation errors, and participants’ retrospective reports were correlated to examine the difficulty triggers. The results show that: (i) the text comparability was evidenced by eye-tracking indicators and performance measurements, but not supported by subjective ratings; (ii) the domain content words (DCWs) were reported by the participants as the major cause of translation difficulties and the unequal number of DCWs among the three tasks led to inconsistent ratings for the task difficulty. Our findings suggest that test-takers’ subjective perception and their cognitive skills deserve serious consideration by test designers, as these two factors can better demonstrate difficulty levels among parallel tasks. Our study postulates a new direction to establish a relationship between task characteristics and test validity, and provides suggestions for the CET-6 committee and other examination boards with practical methods to be able to compare the difficulty levels of parallel translation tasks.
{"title":"Comparability of difficulty levels of translation tasks in CET-6 parallel test forms: evidence from product and process-based data","authors":"Yanmei Liu, Binghan Zheng","doi":"10.1080/1750399X.2022.2036938","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2036938","url":null,"abstract":"ABSTRACT This study investigates the comparability of three parallel translation tasks selected from a College English Test Band-6 (CET-6) and explores the major linguistic features contributing to translation difficulty. Data obtained from the participants’ subjective rating, eye-tracking, and performance evaluation were triangulated to measure the comparability of difficulty levels of parallel translation tasks. Data of word translation entropy, translation errors, and participants’ retrospective reports were correlated to examine the difficulty triggers. The results show that: (i) the text comparability was evidenced by eye-tracking indicators and performance measurements, but not supported by subjective ratings; (ii) the domain content words (DCWs) were reported by the participants as the major cause of translation difficulties and the unequal number of DCWs among the three tasks led to inconsistent ratings for the task difficulty. Our findings suggest that test-takers’ subjective perception and their cognitive skills deserve serious consideration by test designers, as these two factors can better demonstrate difficulty levels among parallel tasks. Our study postulates a new direction to establish a relationship between task characteristics and test validity, and provides suggestions for the CET-6 committee and other examination boards with practical methods to be able to compare the difficulty levels of parallel translation tasks.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"428 - 447"},"PeriodicalIF":1.5,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509536","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 : 2022-01-24DOI: 10.1080/1750399X.2022.2030534
Mengna Zhou
ABSTRACT Translation ethics today is an area of growing concern, so is its education. In the new millennium, ethics has become an explicit and integrative component of translator education. Meanwhile, the objective of translation ethics education has shifted from preaching abstract, universalistic translator codes of ethics to training translation students’ ethical sensitivity and reflexive moral judgement (i.e., ethical decision-making). This study advances translation ethics education pivoted around students’ translational ethical decision-making competence (TEDC) by first providing a definition and a competence framework for TEDC and then sketching a competence-based education programme targeting translation students’ TEDC. In completing the tasks, this article draws theories and practices from cognitive psychology, where ethical decision-making has been studied extensively. On the one hand, it borrows the Neurocognitive Model of Ethical Decision-making to theorise the dual components of TEDC, i.e., competences of intuitive and rational ethical decision-making. On the other hand, it synthesises the relevant literature on intuition education and rationalist moral education to design a tentative TEDC-targeted translation ethics education programme. It argues that the proposed programme could be put to test in practice, and ethical decision-making holds the potential to become a productive entry point into translator ethics education.
{"title":"Educating translation ethics: a neurocognitive ethical decision-making approach","authors":"Mengna Zhou","doi":"10.1080/1750399X.2022.2030534","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2030534","url":null,"abstract":"ABSTRACT Translation ethics today is an area of growing concern, so is its education. In the new millennium, ethics has become an explicit and integrative component of translator education. Meanwhile, the objective of translation ethics education has shifted from preaching abstract, universalistic translator codes of ethics to training translation students’ ethical sensitivity and reflexive moral judgement (i.e., ethical decision-making). This study advances translation ethics education pivoted around students’ translational ethical decision-making competence (TEDC) by first providing a definition and a competence framework for TEDC and then sketching a competence-based education programme targeting translation students’ TEDC. In completing the tasks, this article draws theories and practices from cognitive psychology, where ethical decision-making has been studied extensively. On the one hand, it borrows the Neurocognitive Model of Ethical Decision-making to theorise the dual components of TEDC, i.e., competences of intuitive and rational ethical decision-making. On the other hand, it synthesises the relevant literature on intuition education and rationalist moral education to design a tentative TEDC-targeted translation ethics education programme. It argues that the proposed programme could be put to test in practice, and ethical decision-making holds the potential to become a productive entry point into translator ethics education.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"391 - 408"},"PeriodicalIF":1.5,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48475013","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 : 2021-12-30DOI: 10.1080/1750399X.2021.2004009
Ralph Krüger
ABSTRACT This paper intends to illustrate the didactic potential of Python-based Jupyter notebooks in teaching translation technology, machine translation in particular, to translation students. It discusses the basic makeup of Jupyter notebooks and shows how these notebooks can be set up for students who have had little to no prior exposure to the Python programming language. Then, the paper discusses the general didactic benefits of Jupyter notebooks for both students and lecturers in a translation studies context. It shows how students can interact with these notebooks, which translation technological and translation-oriented natural language processing (NLP) concepts can be taught using them and to what extent interaction with these notebooks can help students understand, in a very general way, some basic principles of (NLP-oriented) Python programming. Finally, the paper presents the results of a pilot study on the use of Jupyter notebooks in a machine translation course in an MA programme in specialised translation.
{"title":"Using Jupyter notebooks as didactic instruments in translation technology teaching","authors":"Ralph Krüger","doi":"10.1080/1750399X.2021.2004009","DOIUrl":"https://doi.org/10.1080/1750399X.2021.2004009","url":null,"abstract":"ABSTRACT This paper intends to illustrate the didactic potential of Python-based Jupyter notebooks in teaching translation technology, machine translation in particular, to translation students. It discusses the basic makeup of Jupyter notebooks and shows how these notebooks can be set up for students who have had little to no prior exposure to the Python programming language. Then, the paper discusses the general didactic benefits of Jupyter notebooks for both students and lecturers in a translation studies context. It shows how students can interact with these notebooks, which translation technological and translation-oriented natural language processing (NLP) concepts can be taught using them and to what extent interaction with these notebooks can help students understand, in a very general way, some basic principles of (NLP-oriented) Python programming. Finally, the paper presents the results of a pilot study on the use of Jupyter notebooks in a machine translation course in an MA programme in specialised translation.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"503 - 523"},"PeriodicalIF":1.5,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41380000","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 : 2021-12-23DOI: 10.1080/1750399X.2021.2001955
Mikhail Mikhailov
ABSTRACT Although machine translation software and CAT tools are commonly used both by professional translators and by those involved in the training of translators, the usefulness of electronic text corpora for these purposes is less widely known. Corpora of various types have become much easier to access during the last decade, and the main obstacle to their becoming a standard tool for translators is currently the inertia of both the industry and universities. Translator training in universities can play an important role in promoting new working methods. To study to what extent corpora are present in university translator training programmes, a survey was carried out. The responses show that corpora are indeed becoming part of curricula, at least in EU countries. However, the role of corpora in these programmes is often peripheral. For example, compiling Do-It-Yourself corpora – a very important skill for translators – is still taught in only a few university programmes. For the most part, corpora are used mainly as a research instrument rather than as a tool in practical translation work.
{"title":"Text corpora, professional translators and translator training","authors":"Mikhail Mikhailov","doi":"10.1080/1750399X.2021.2001955","DOIUrl":"https://doi.org/10.1080/1750399X.2021.2001955","url":null,"abstract":"ABSTRACT Although machine translation software and CAT tools are commonly used both by professional translators and by those involved in the training of translators, the usefulness of electronic text corpora for these purposes is less widely known. Corpora of various types have become much easier to access during the last decade, and the main obstacle to their becoming a standard tool for translators is currently the inertia of both the industry and universities. Translator training in universities can play an important role in promoting new working methods. To study to what extent corpora are present in university translator training programmes, a survey was carried out. The responses show that corpora are indeed becoming part of curricula, at least in EU countries. However, the role of corpora in these programmes is often peripheral. For example, compiling Do-It-Yourself corpora – a very important skill for translators – is still taught in only a few university programmes. For the most part, corpora are used mainly as a research instrument rather than as a tool in practical translation work.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"224 - 246"},"PeriodicalIF":1.5,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700959","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 : 2021-12-23DOI: 10.1080/1750399X.2021.2017706
Xiangdong Li
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.
{"title":"Identifying in-demand qualifications and competences for translation curriculum renewal: a content analysis of translation job ads","authors":"Xiangdong Li","doi":"10.1080/1750399X.2021.2017706","DOIUrl":"https://doi.org/10.1080/1750399X.2021.2017706","url":null,"abstract":"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.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"177 - 202"},"PeriodicalIF":1.5,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41464873","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 : 2021-11-19DOI: 10.1080/1750399X.2021.2001189
Pilar Ordóñez López, Rosa Agost
ABSTRACT The practical orientation of undergraduate translation and interpreting degrees in Spain means that less importance is given to theoretical modules, and it is often thought that students doubt the usefulness of these modules and are therefore reluctant to take them. Previous empirical researchhas shown that students are not as averse to theory as is often assumed; in fact, according to these studies, students rate its contribution to their training quite positively. In order to take a further step in the study of students’ views on translation theory, the present study adds a qualitative perspective to (in)validate the results obtained in previous research and explore them in greater depth. Students’ answers to open questions are analysed using Atlas.ti qualitative analysis software to assess how translation theory contributes to their training and identify the strengths and weaknesses of the translation theory module at Jaume I University (Castellón, Spain). Our findings show that fitting translation theory into the training and education of translators is a complex task and they also reveal that cognitive restructuring is needed to help students overcome their tendency to associate theory with complex, dense, difficult-to-grasp and, ultimately, useless concepts.
{"title":"Future translatorsʼ views on translation theory: a qualitative approach","authors":"Pilar Ordóñez López, Rosa Agost","doi":"10.1080/1750399X.2021.2001189","DOIUrl":"https://doi.org/10.1080/1750399X.2021.2001189","url":null,"abstract":"ABSTRACT The practical orientation of undergraduate translation and interpreting degrees in Spain means that less importance is given to theoretical modules, and it is often thought that students doubt the usefulness of these modules and are therefore reluctant to take them. Previous empirical researchhas shown that students are not as averse to theory as is often assumed; in fact, according to these studies, students rate its contribution to their training quite positively. In order to take a further step in the study of students’ views on translation theory, the present study adds a qualitative perspective to (in)validate the results obtained in previous research and explore them in greater depth. Students’ answers to open questions are analysed using Atlas.ti qualitative analysis software to assess how translation theory contributes to their training and identify the strengths and weaknesses of the translation theory module at Jaume I University (Castellón, Spain). Our findings show that fitting translation theory into the training and education of translators is a complex task and they also reveal that cognitive restructuring is needed to help students overcome their tendency to associate theory with complex, dense, difficult-to-grasp and, ultimately, useless concepts.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"158 - 176"},"PeriodicalIF":1.5,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47966856","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 : 2021-10-17DOI: 10.1080/1750399X.2021.1987085
Cristina Plaza-Lara
ABSTRACT Project management has been established as a way to organise work in the translation industry. Although research on translator competences has become a cornerstone of Translation Studies, scant attention has been paid to the competences of translation project managers (PMs). The aim of this paper is to present the results obtained from a curricular analysis, in order to provide a definition of competences in translation project management based on the academic perspective of the current members of the European Master’s in Translation (EMT) network. This research is preceded by four studies that the author has conducted on this topic. Her purpose is to gather the perspectives of the different stakeholders who should be participating in the definition of competences, i.e. the professional sector and the academic disciplines involved (namely translation and project management). This paper offers an insight into the academic perspective by analysing EMT courses announced for the academic year 2020–2021 in which project management is taught. The results obtained from the curricular analysis presented here will be integrated into the insights gained from the author’s previous research, in order to obtain a more complete picture of translation project managers’ competences.
{"title":"Competences of translation project managers from the academic perspective: analysis of EMT programmes","authors":"Cristina Plaza-Lara","doi":"10.1080/1750399X.2021.1987085","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1987085","url":null,"abstract":"ABSTRACT Project management has been established as a way to organise work in the translation industry. Although research on translator competences has become a cornerstone of Translation Studies, scant attention has been paid to the competences of translation project managers (PMs). The aim of this paper is to present the results obtained from a curricular analysis, in order to provide a definition of competences in translation project management based on the academic perspective of the current members of the European Master’s in Translation (EMT) network. This research is preceded by four studies that the author has conducted on this topic. Her purpose is to gather the perspectives of the different stakeholders who should be participating in the definition of competences, i.e. the professional sector and the academic disciplines involved (namely translation and project management). This paper offers an insight into the academic perspective by analysing EMT courses announced for the academic year 2020–2021 in which project management is taught. The results obtained from the curricular analysis presented here will be integrated into the insights gained from the author’s previous research, in order to obtain a more complete picture of translation project managers’ competences.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"203 - 223"},"PeriodicalIF":1.5,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786514","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}
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