Literary translation usually brings linguistic, textual, cultural, and pragmatic problems into perspective. As a knowledge-transfer process, it also demands a set of skills as the translator intends to convey, to some extent, the literary subtleties of the original. Graduate students attending a MA seminar of Translation of Literary Texts are frequently asked to undertake the process of translating a selection of excerpts of a variety of literary texts, to acknowledge difficulties and set up strategies for achieving their work. One of the most rewarding tools available to literary translators is working with the author, which is not always feasible in real-life activity and even more unlikely in Literary Translation classes. This report presents the practice of virtual exchange by describing the experience of matching Creative Writing students with students attending a Translation of Literary Texts seminar. Online collaboration gave Literary Translation students a sense of real-life experience by having the opportunity to communicate and work with the author, translating unpublished and untranslated texts. It was not only an opportunity of participating in a collaborative international project by means of virtual exchange, but also an opportunity of translating with the author.
{"title":"Translation of literary texts and online collaboration: Breaking barriers through virtual exchange","authors":"Maria da Conceição Emiliano Castel-Branco","doi":"10.21827/jve.7.41018","DOIUrl":"https://doi.org/10.21827/jve.7.41018","url":null,"abstract":"Literary translation usually brings linguistic, textual, cultural, and pragmatic problems into perspective. As a knowledge-transfer process, it also demands a set of skills as the translator intends to convey, to some extent, the literary subtleties of the original. Graduate students attending a MA seminar of Translation of Literary Texts are frequently asked to undertake the process of translating a selection of excerpts of a variety of literary texts, to acknowledge difficulties and set up strategies for achieving their work. One of the most rewarding tools available to literary translators is working with the author, which is not always feasible in real-life activity and even more unlikely in Literary Translation classes. This report presents the practice of virtual exchange by describing the experience of matching Creative Writing students with students attending a Translation of Literary Texts seminar. Online collaboration gave Literary Translation students a sense of real-life experience by having the opportunity to communicate and work with the author, translating unpublished and untranslated texts. It was not only an opportunity of participating in a collaborative international project by means of virtual exchange, but also an opportunity of translating with the author.","PeriodicalId":502903,"journal":{"name":"Journal of Virtual Exchange","volume":"40 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers’ efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.
本文讨论了虚拟交流（VE）在促进国内国际化（IaH）方法发展方面的潜力。为此，在 COVID-19/post-pandemic 情景下，在全球南部的两所大学（一所在巴西，另一所在土耳其）之间开展了 GAZUFES VE 项目。研究的理论框架是将 VE 作为高等教育和英语师范教育国际化的战略。研究采用定性方法，通过内容分析来分析从反思报告、访谈、日志和项目信息提供者（参与 GAZUFES 项目的两所院校的职前英语教师、研究人员、教师培训人员和国际关系办公室（IRO）工作人员）那里收集到的数据。分析结果表明，GAZUFES 项目对英语语言教学（ELT）教育和所研究环境中的 IaH 做出了重大贡献，尤其是提高了国际关系办公室和两所院校对 VE 在 IaH 方法中的潜力的认识。GAZUFES 项目的实施是两所参与机构中由教师主导的创新，除了教师个人的努力外，还需 要做更多的工作，使 VE 项目制度化。通过纳入两所院校参与 GAZUFES 项目的不同人员（学生教师、研究人员、教师培训人员和国际语言学组织工作人员）的声音和观点，讨论了虚拟教育对英语语言教学教育，特别是对综合语言学教育的挑战和益处。
{"title":"Possibilities of virtual exchange for Internationalization at Home: Insights from the Global South","authors":"Kyria Finardi, Asuman Aşık","doi":"10.21827/jve.7.39593","DOIUrl":"https://doi.org/10.21827/jve.7.39593","url":null,"abstract":"The paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers’ efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.","PeriodicalId":502903,"journal":{"name":"Journal of Virtual Exchange","volume":"76 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140655293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy Versnik Nowak, Marzell Gray, D. Omodara, Linda Gibson
Preparing future public health (U.S.) or health and social care (U.K.) professionals for international settings is imperative in today’s higher education landscape. Collaborative Online International Learning (COIL) is an innovative form of virtual exchange (VE) that provides students with international experience, cultural competence, and an understanding of global healthcare needs. This practice report summarizes how two universities in the U.S. and U.K. co-developed a COIL unit for their public health and health and social care students to learn about international healthcare systems. Public health faculty used SUNY COIL planning strategies and backward course design to guide the planning of the COIL unit. The learning processes and outcomes were designed to support program and campus learning outcomes that align with domain areas required by the Council on Education for Public Health. The planning process, curriculum, and technology used for the COIL unit are outlined. Evaluation of the unit included achieving student learning outcomes at the course, program, and campus levels; changes in intercultural awareness based on the Intercultural Knowledge and Competence VALUE Rubric; benefits to students, research assistants, and faculty; and alignment with the qualities of VE.
培养未来的公共卫生（美国）或卫生与社会保健（英国）专业人员适应国际环境是当今高等教育的当务之急。协作式在线国际学习（COIL）是一种创新的虚拟交流（VE）形式，可为学生提供国际经验、文化能力以及对全球医疗保健需求的了解。本实践报告总结了美国和英国的两所大学如何为其公共卫生和健康与社会护理专业的学生共同开发 COIL 单元，以学习国际医疗保健系统。公共卫生学院的教师采用纽约州立大学 COIL 规划战略和后向课程设计来指导 COIL 单元的规划。学习过程和成果的设计旨在支持与公共卫生教育委员会要求的领域相一致的课程和校园学习成果。概述了 COIL 单元的规划过程、课程和技术。对该单元的评估包括在课程、项目和校园层面实现学生的学习成果；根据跨文化知识和能力 VALUE 评分标准对跨文化意识的改变；对学生、研究助理和教师的益处；以及与 VE 素质的一致性。
{"title":"Development of a U.S./U.K. Collaborative Online International Learning (COIL) partnership for undergraduate education in public health","authors":"Amy Versnik Nowak, Marzell Gray, D. Omodara, Linda Gibson","doi":"10.21827/jve.7.41058","DOIUrl":"https://doi.org/10.21827/jve.7.41058","url":null,"abstract":"Preparing future public health (U.S.) or health and social care (U.K.) professionals for international settings is imperative in today’s higher education landscape. Collaborative Online International Learning (COIL) is an innovative form of virtual exchange (VE) that provides students with international experience, cultural competence, and an understanding of global healthcare needs. This practice report summarizes how two universities in the U.S. and U.K. co-developed a COIL unit for their public health and health and social care students to learn about international healthcare systems. Public health faculty used SUNY COIL planning strategies and backward course design to guide the planning of the COIL unit. The learning processes and outcomes were designed to support program and campus learning outcomes that align with domain areas required by the Council on Education for Public Health. The planning process, curriculum, and technology used for the COIL unit are outlined. Evaluation of the unit included achieving student learning outcomes at the course, program, and campus levels; changes in intercultural awareness based on the Intercultural Knowledge and Competence VALUE Rubric; benefits to students, research assistants, and faculty; and alignment with the qualities of VE.","PeriodicalId":502903,"journal":{"name":"Journal of Virtual Exchange","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140724239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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