T/P-1 (T, 1:45-2:30pm) - ALL LEVELS
Training Challenges in the 21st Century
Inge Urbancic, supervisor for ongoing quality assurance, Berlitz Interpretation Services, Washington, DC
In the age of rapid immigration to the U.S. and globalization of business, the demand for language services, especially the need for interpreters and translators, has grown exponentially. Locating, testing, and training interpreters continues to be a significant responsibility for language service providers today. However, the greater challenge of conducting non-language-specific training programs, especially in exotic languages and in remote locations, will face us at the brink of the next century. This presentation will discuss one program's effort to create and conduct effective interpreter training programs in the face of these challenges.
(T, 2:30-3:15pm) - ALL
What? Teach Translation?
María-Luisa Arias-Moreno, coordinator, Translation Section, Department of Modern Languages, University of Guadalajara, Jalisco, Mexico
Translation training is usually done haphazardly by translators without pedagogical studies. As a result, no methodology is used to teach translation. Such training usually lacks gradation of the content and a sensible sequence. In addition, there is no consensus about the basic knowledge in each field that should be transmitted, no systematization of the structures to be mastered, and no adequate teaching techniques are used to make learning easier. The presenter will use her experience, both as a student and teacher/translator, to reflect on what should be taughtand howin a translators' training program.
T/P-2 (T, 3:30-4:15pm) - ALL
Less is More: A Plea for Curricular Sensitivity
Marilyn Gaddis Rose, founding director, Translation Research and Instruction Program, State University of New York at Binghamton
All of us agree that students need more language study than they are usually willing to enroll in. We agree that the insufficiency of language study puts the U.S. in a vulnerable position culturally, economically, diplomatically, and even, regrettably, militarily. We agree that this also results in a population which is intellectually impoverished from being functionally restricted to a single language. As translators, we are agreed that we have a burning cause: we must fill in the breach and make sure we prepare those who will carry on after us. And, of course, we agree that translators cannot make mistakes. But aside from dumb mistakes and signs of ignorance, we are not agreed on what a mistake is. So, it is no wonder that we show considerable, sometimes alarming, divergence of opinion on what we should take up with (not necessarily "teach") students. I argue that we want students to have the judgment and concomitant skills to transfer meaning and affect from one language to another, one culture to another, one discipline to another. This may well involve less language drill and more information retrieval drill, but, above all, systematic and individualized immersions in the areas of translation.
(T, 4:15-5:00pm) - ALL
Something of Value
William M. Park, associate professor of German and coordinator and founder, UNCC Certificate in Translating Program, University of North Carolina at Charlotte, Charlotte, North Carolina
It is generally accepted that translator and interpreter training should contain both theory and practice. In addition, an article of faith holds that the very process of transferring meaning from one language to another has an intrinsic humanistic value. Whether this is true or not, feedback from translation companies suggests that T&I training programs may be neglecting another set of valuesthe ability to function within a professional business environment. This presentation will touch on the need to introduce students to business ethics, professional practice, government regulations, electronic aids, etc., in separate courses or otherwise integrate them into a T&I program.
T/P-3 (F, 10:15-11:45am) -
WWW.Translation.Certificate: NYU Online
Margarita Friedman, distance learning instructor, NYU-SCPS, and freelance translator, Great Neck, New York; Alberto Oyarzo, assistant news editor, Wall Street Journal Americas, and distance learning instructor, NYU-SCPS, Santiago, Chile; Milena Savova, director, NYU-SCPS Foreign Language Department, New York City, New York; and Lorena Terando, translation studies coordinator, NYU-SCPS, New York City, New York
This panel introduces the distance learning certificate program in English>Spanish translation offered by New York University's School of Continuing and Professional Studies (SCPS). The curriculum follows the well-established curriculum of the NYU on-site Translation Certificate Program. Since its inception in the spring of 1998, the online program has challenged faculty, students, and administrators in a process of teaching and learning in this new medium of instruction. The panelists will discuss all aspects of the design, instruction, and administration of this online translation program, as well as the student perspective of learning online. The presentation will be enhanced by a demonstration of the English>Spanish Introduction to Translation Studies course online. In case you are wonderingour actual Website address is www.scps.nyu.edu/online. "Click" by and see us sometime!
T/P-4 (F, 1:45-3:15pm) - INTERMEDIATE
Promoting Language Competence in the T&I Classroom
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 within T&I pedagogy. After discussing the meaning of communicative competence, the presenter will explain how to utilize monolingual, skills-based exercises in the classroom to facilitate both oral and written second language competence among translators and interpreters in training.
T/P-5 (F, 3:30-4:15pm) - ALL
Talking and Working: Evidence from Think-Aloud Protocols on How Translators Work
Geoffrey S. Koby, assistant professor of German and translation, Kent State University Institute of Applied Linguistics and the Department of Modern and Classical Languages, 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 contained in the statements that the translators made while translating/typing, and how it relates to their translation decisions as reflected in the keystroke data and the final version of the translation. This session will be presented on-screen and with video examples.
- ALL LEVELS
Brain-compatible Teaching, Brain-compatible Learning
Bjorn Austraat, Austraat Seminars & Consulting, Monterey, California
This presentation focuses on a teaching and learning model that puts the basic biological requirements of learners and teachers in the foreground. Topics discussed include the basic biology of learning, the pyramid of needs and its impact on learning, the importance of a "hormonally correct" teaching environment, speed learning with both brain hemispheres, and why you can never learn anything new (well, almost never). The presenter will also suggest specific exercises and techniques for creating a brain-compatible learning environment and for greatly accelerating learning speed when dealing with tricky, new, or confusing subjects.
T/P-6 (S, 8:30-9:15am) - ALL
Translation Studies and Higher Education: The Case of Spain
María Barros, translator, United Nations, New York City
In the last decade, Spain has seen an unprecedented interest in translation in the academic world and society at large. This interest is reflected in the ever-increasing number of universities that offer translation programs, both at the undergraduate and graduate levels, in an attempt to meet the growing demand for university-trained professionals in this field. This presentation will provide an overview of the teaching of translation in Spanish universities, and will try to analyze the causes of this striking phenomenon, as well as its possible consequences for the labor market.
(S, 9:15-10:00am) - ALL
Distance Education Interpreter Training Program: An Evaluation
Silvana E. Carr, coordinator, Interpreting Program, Vancouver Community College, British Columbia
Distance education for highly interactive training courses such as interpreter training has always been considered somewhat of an oxymoron. With the burgeoning need for trained court interpreters making access to training a priority, Vancouver Community College has recently delivered a technology-assisted pilot program. The program has been judged to meet the national standards of excellence in training, and the proposed guidelines for excellency in technology-assisted distance education. This presentation will examine the stringent external evaluation of the pilot program, the evaluation criteria, conclusions, and recommendations. Future directions will be discussed.
T/P-7 (S, 8:30-11:45am)
- ALL LEVELS
Promoting Internship Opportunities Throughout Organizations and Enterprises in the ATA
Beatriz A. Bonnett, president, Global Translation Services, Inc., Englewood, Colorado; Kai Littmann, Transline Europe, Strasbourg, Austria; and Sue Ellen Wright, chair, ATA Terminology Committee, and associate professor of German, Kent State University, Kent, Ohio
This panel presentation will provide a forum for promoting internship opportunities throughout organizations and enterprises in the ATA. Representatives from organizations, universities, and students will provide the participants with the following: guidelines on how to implement an internship program in almost any environment; university perspectives, expectations, and guidelines for internships; students' experiences with and perspectives on internships; organization perspectives and benefits of internship programs. Internship programs provide students with: practical work experience in a chosen career field; the opportunity to gain access to professionals in their field; the chance, in some instances, to generate products that can be shown to prospective employers as evidence of their capabilities; concrete skills and valuable learning experiences; the opportunity to gain experience with industrial-scale projects. Internship programs can offer organizations: the opportunity to complete projects that might otherwise be delayed, or not initiated at all; the opportunity to participate in the development of the next generation of professionals; and the opportunity to interact with university programs to determine professional profiles.
For more information, contact ATA,
phone: (703) 683-6100; fax: (703) 683-6122;
or e-mail: email@example.com.