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Training and Pedagogy All presentations are in English unless otherwise noted. TP-1
(T, 1:45pm-3:15pm) - Beginner TP-2
(T, 3:30pm-4:15pm) - All Levels This presentation proposes a fresh syncretic approach to interpreter
training. Based on the speaker's experiences as an assistant professor
and director of the Certificate Program in Translation, Interpreting,
and Localization at Wake Forest University, North Carolina, she will explain
why a traditional consecutive/simultaneous class model is not sufficient
for the southeastern region of the U.S. (and possibly other regions of
the country). She will offer suggestions on how to design an effective
short-term interpreting course in a language/literature department as
a temporary remedy to an emergency need for the interpreters in many local
communities. TP-3
(T, 4:15pm-5:00pm) - All Levels This presentation will describe a pilot course in medical interpreting involving blended online and on-site technology. Participants spent nine weeks learning Spanish®English medical terminology, the role of the medical interpreter, and intercultural issues through the course website, which featured an interactive threaded discussion forum, practice exercises, and links to a variety of relevant Internet resources. Participants also communicated extensively through e-mail, and were given weekly translation quizzes. The tenth and final week of the course required the students to come to Monterey for a 30-hour intensive workshop in consecutive interpreting and sight translation in the healthcare setting. TP-4
(F, 10:15am-11:45am) - All Levels TP-5
(F, 11:00am-11:45am) - All Levels Among the obstacles to validity in evaluating interpreter performance are sample size, controlled conditions, and prior assumptions about evaluation criteria. This presentation offers a method in which evaluation criteria are selected through observation of interpreter performances and by comparing source-text (ST) content to target-language conventions. Areas of interpreter difficulty and the preservation of ST units of meaning are examined in a small sample pilot phase prior to use in the larger study. Numerous interpreter renderings gathered under controlled conditions form a corpus adaptable to a variety of studies. TP-6
(S, 8:30am-9:15am) - All Levels Fanny Arango-Keeth (Kent, Ohio), assistant professor of Spanish translation, Department of Modern and Classical Language Studies, Kent State University; and Geoffrey S. Koby (Kent, Ohio), associate professor of German translation, Institute for Applied Linguistics, Kent State University In Training the Translator, Paul Kußmaul describes two types of evaluation protocols used in translation: product-oriented error analysis and translation quality assessment. The first is inherent in the academic training of translators and the second corresponds to the type of evaluation standards used by professionals in the translation industry. In this presentation, the speakers will identify the evaluation protocols used in the academic training of translators, and compare and contrast them with the standards of translation quality assessment and assurance used in professional practice of the discipline. They will present information they have collected and cross-referenced regarding: 1) the evaluation procedures and instruments used by scholars in representative translation programs in the U.S., and 2) evaluation standards used in industry. TP-7
(S, 9:15am-10:00am) - All Levels Brian James Baer (Kent, Ohio), Kent State University; and Geoffrey S. Koby (Kent, Ohio), associate professor of German translation, Institute for Applied Linguistics, Kent State University This presentation deals with how the advent of new technologies that allow for the personalizing of reference materials raises the whole question of how tools (specifically reference tools, such as dictionaries) are organized. Teaching about tools allows for more efficient and accurate use of the information contained therein, for more effective evaluation of the tools available, and for better personalization of tools to the user's needs. TP-8
(S, 10:15am-11:45am) - All Levels A concern for many teachers of translation, at both graduate and undergraduate levels, is to create a syllabus that is significantly different from the course plan for an advanced language class. This year, teachers are invited to gather and discuss ideas and techniques for the evaluation of translations as documents usable for the client's work. TP-9
(S, 1:45pm-2:30pm) - All Levels Using tapes of actual think-alouds, this presentation explores the application of the think-aloud technique to the translation classroom (as distinct from its use in translation research). It investigates how think-alouds and sight translation can provide students and teachers with insights into the students' translation process and problems, revealing aspects not always apparent in the finished written product. The findings have implications not only for the classroom, but also for translators working professionally. TP-10
(S, 1:45pm-3:15pm) - All Levels Despite the tech sector downturn, the localization industry still displays a hunger for new talent in the area of translation and language engineering. University programs in translation studies are expanding gradually, but cannot meet existing demands. One major factor is the dearth of competent applicants who possess the necessary qualifications to pursue careers in translation, localization, and language engineering. The purpose of this presentation is to explore ways to encourage young people to study languages, and to inform them of the opportunities that exist in the language industry. This involves a two-step process: reaching students in the secondary schools before they enter college, and reaching graduating college language majors to inform them that they have the option to pursue applications-oriented studies as an alternative to traditional curricula in literature. The goal of this group discussion is to develop an action plan for recruiting the next generation of translation scholars. TP-11
(S, 2:30pm-3:15pm) - Beginner There are many textbooks on translation currently available. They are all informative and... too wordy. The speaker will share her experience in compiling a textbook for translators-to-be. The essence of the textbook is that it is precise (it gives all information in the form of statements). It contains a set of ready-made formulas which can serve as instructions for those who study translation. All the "instructions" are numbered and provided with cross-references, which show the relations between all the given statements. It is the speaker's opinion that this kind of a textbook will help students commit the basic rules of translation to memory and understand the interrelations between them. TP-12
(S, 3:30pm-5:00pm) - All Levels The rapid development of technology and the huge amount of information accessible in the modern world has an effect on all industries, and the language industry is no exception. As a result of these changes, the status of the translation profession is changing as well. More and more new skills are required from the translator: research skills and computer literacy, as well as familiarity with modern translation CAT tools. For these and other reasons, communication between an educational institution and the language industry is vital. One of the ways to create and support this kind of communication is through industry-sponsored internships. Our presentation visualizes the partnership between educators, students, and the language industry as a kind of triangle, and will explore pros and cons of linking the sides of the triangle to form a cooperative unit. Representatives of all the sides of the triangle will discuss new opportunities of networking and what they have to offer each other to make it more effective. We intend to recruit representatives from industry and education to join us in a discussion of these issues and to discuss guidelines for internships. New TP-13 (T,
3:30pm-4:15pm) - All Levels Increasing productivity is an objective for every translation services or MLV manager. At one time, skipping the revision phase of the translation process was seen as one of the means towards this objective. For example, the largest employer of translators in Canada, the Federal Government, conveniently created a new job description called the “Autonomous Translator” for experienced translators who do not need revision. For revision specialists, there are many reasons to suspect that self-revision was not the best way to increase productivity. This presentation will discuss a study on monolingual revision of specialized texts compared to bilingual revision and will explain the methodology used, the geographical areas where this study was conducted, and the kinds of texts GREVIS worked on. Most importantly, this presentation will reveal the findings of the GREVIS research and propose new avenues of revision research. New TP-14
(F, 2:30pm-3:15pm) - All Levels On-line education is accompanied by a great deal of enthusiasm as well as certain skepticism and fear. Translation is an area that lends itself easily to teaching on-line. On-line instruction offers enormous opportunities to people who do not live near a university or another training center. The Internet has become an everyday mode of communication for many people around the world. It seems that it is a small step from being an Internet user to becoming an on-line student or teacher. While it is a small step indeed, it also has specifics that set it apart from daily Internet and email use. This presentation focuses on technical and pedagogical aspects of on-line translator training based on the three-year experience of the translation studies program of New York University. The presenters go through the process of creating a course, teaching and learning in a new environment, communication and establishing relationships, and outcomes. The presentation includes a live Internet demonstration of currently offered on-line translation courses. (Related Sessions: French (F-4), Profile of a Translation Program; Interpreting (I-1), The Time Factor in Interpreter Training; Japanese (J-6), Teaching Translation: A Task Analysis Approach; Spanish (S-4), Enseñanza de traducción jurídica; Varia (V-1), On Dealing with Translation and Languages in Contact; and Varia (V-6), In Favor of a Positive Interaction Between Translators and Proofreaders) |
