Translator/Interpreter Training/Pedagogy

T/P-1 (T, 3:30-5:00pm) Leamington B - ALL
University Accreditation Committee: Work in Progress

Gertrud Champe, professor and director, Translation Laboratory, University of Iowa, and ATA director and chair, ATA University Accreditation Committee, Iowa City, Iowa; Winfield Scott Bennett, director of marketing, Logos Corporation, Mount Arlington, New Jersey; Mary O'Neill, president, Translingua, Inc., Columbia, Maryland; and Madeleine Velguth, associate professor of French and comparative literature, University of Wisconsin-Milwaukee

The University Accreditation Committee functions to encourage the formation of programs in translator education and the strengthening of existing programs. This panel will provide a report to the membership of what work is being done and solicit opinions, requests, and suggestions from those attending.

T/P-2 (F, 10:15-11:45am) Leamington B - ALL
Creating a Real World Conference Environment for Interpretation Studies

Jacolyn Harmer, professor of conference interpretation, Monterey Institute of International Studies, Graduate School of Translation and Interpretation, Monterey, California; and Chantal Wilford, M.A. student and graduate assistant, Monterey Institute of International Studies, Graduate School of Translation and Interpretation, Monterey, California

The synergy that has grown from interdisciplinary collaboration at the Monterey Institute of International Studies Graduate School of Translation and Interpretation (GSTI) offers a rare opportunity for conference interpretation students to work under simulated professional conditions. Courses offered by the Graduate School of International Policy Studies (GSIPS) are team-taught with GSTI faculty in a combination of languages (French, German, Spanish, Russian, Chinese, and English). GSIPS students convene in "national delegations" at monthly multilingual plenaries to present in their target languages. GSTI students provide interpretation which makes communication possible. Student self- and peer-evaluation, faculty critique, and administration reactions are explored in a preliminary review of this collaborative model.

T/P-3 (F, 1:45-2:30pm) Leamington B - ADV
Translator and Interpreter Training

Judith Leng, visiting professor and language program administrator, Graduate School of Translation and Interpretation, Monterey Institute of International Studies, Monterey, California

Although second language competence is assumed for translators and interpreters in training, reality often suggests that competency levels are not what they could be. This necessitates addressing the role of second language acquisition theory and practice in the translation and interpretation classroom. To facilitate an understanding of what true communicative competence really means, Canale's (1983) and Bachman's (1990) models of communicative competence will be applied to translation and interpretation pedagogy. The presentation will explain how to utilize monolingual, skills-based exercises in the classroom to facilitate both oral and written fluency and accuracy among translators and interpreters in training.

T/P-4 (F, 3:30-4:15pm) Leamington B - INT/ADV
Vaguely Translating vs. Translating Vagueness: Translation Theory and Recent Theories of Vagueness

Juan Sola-Montserrat, associate professor, Department of Translation and Interpreting, University of Vic, Placa Major, Spain

There has recently been an increase of interest in both translation and vagueness theories, but developments in these areas have not met so far, despite their considerable affinity. The ongoing debate about supervaluation and higher order vagueness has consequences for translations involving boundarylessness and borderline cases. The Evans argument has implications for the translation of terms designating vague identities. Also, since vagueness is different from context-dependence, the question of defining the logic and semantics of vague terms suggests a perspective that cuts across the field constituted in traductology by a recent emphasis on context and function, and might therefore stimulate a reorientation.

(F, 4:15-5:00pm) Leamington B - ALL
What the Keystrokes Tell Us: Results From Computer-aided Translation Research
Geoffrey Koby, assistant professor, translator training program, Kent State University, Kent, Ohio

A research project was carried out in which translators were videotaped translating a short text on a computer while thinking aloud. At the same time, a background program was recording their keystrokes. This session focuses on the information from the keystroke recording program and what it tells us about both thought processes not reaching verbal expression, and translators' keyboarding skills. This session will be presented on-screen and with video examples.

T/P-5 (S, 2:30-3:15pm) Leamington C - INT
The Role of Reading in Sight Translation. Revisiting Assumptions: Implications for Research and Teaching

Claudia Angelelli, instructor, Department of Spanish and Portuguese and Stanford Law School, Stanford University, Pacific Grove, California

Sight translation (ST) courses play a role in most translation/interpretation programs. Sometimes that role is more central than others. Therefore the amount of time allocated to developing skills specific to ST varies accordingly. Students also enter ST courses (if available) or perform ST exercises within translation and interpretation courses relying on different competencies that are part of their cognitive and cultural baggage. The type of reader, the language combination, the reading strategies used, and the type of text to which the reader is confronted will have an impact in the sight translation the student can render. What are the underlying assumptions we make when we teach ST? What limitations does ST have in our curricula? The purpose of this session is to analyze some of the current theories in reading and their relevancy to sight translation.

(Related Sessions: French, Teaching French/English Translation to Beginning Translators; ATA, The Making of Translators)


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