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Dynamizing theory-based classes in the undergraduate degree programme in Translation and Interpreting studies: the use of Kahoot!
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Análisis de la difusión de información multilingüe en los sitios web corporativos de las pymes andaluzas del sector sanitario.
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Web Transcreation in The Spanish Business Context: The Case of Healthcare SMEs
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Competencia comunicativa y nuevas tecnologías en el proceso de localización web: modelo MDPT para la formación de profesionales en localización
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Spanish SME use of Web 2.0 tools and web localisation processes
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El acceso a la información de los sitios web: Una aproximación terminológica al patrimonio
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Institutional information websites and the presence on social networks of Andalusian heritage
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Wikipedia as a source of monolingual and multilingual information about the Spanish heritage ; Wikipédia como fonte de informação monolíngue e multilíngue sobre o patrimônio histórico da Espanha
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An Overview of the Linguistic Resources used in Cross-Language Question Answering Systems in CLEF Conference
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Training versus profession: from traslation to web location
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Abstract:
One of the hottest topics of debate in the context of higher education is the existing divide in different regions of the world between university training and the job market. Although no consensus exists on possible ways to solve this, it is probably necessary to seek a balance between passive submission to the fluctuations in market demands, and settling in to educational stagnation. The Translation and Interpreting Degree offered in Spanish universities teaches students specific linguistic, cultural and instrumental knowledge that enables them to solve problems specific to the essential modalities and spheres of translation and interpreting. The job market those graduating in this degree enter is complex, for various reasons [1]. It is a dynamic, multimedia market, focused on speed, which demands high quality, based on teamwork and, above all in recent times, one dominated by localization as an emerging activity [2]. It can be affirmed that, given that translation has evolved in the same manner as its environment, teaching methods must also adapt to the new era and to the reality of the market. We have proposed a teaching-learning environment based on our PATT (Professional Approach to Translator Training) Model [3-4] which, under a social constructivist focus, offers the opportunity to integrate the fundamental subjects of the degree in a way that the training of future translators is guaranteed the necessary coherence provided by this broad vision of the profession. In this context, ICTs are essential tools. Despite the fact that, traditionally, student assessment has focused on the product, that is, the translated text, we argue that the assessment of the translation process, although entailing an enormous challenge, better reflects the acquisition of skills. Furthermore, the ideal situation would be for students, within the framework of continuous training, to be able to manage their own learning experience. We have designed self-assessment and peer review tools that take in a wide range of skills. Within the sphere of translation, localization is the linguistic, cultural and technical translation, and adaptation, of an electronic product into another product aimed at a local market. In the final part of our study we focus on pedagogical issues related to the training of specialised translators and localizers who will be working in the field of web localization. ; This study was supported by the RD&I Project CSO2015-64532-R (Spanish "Ministry of Science and Innovation") partially funded by the FEDER program of the European Union.
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Keyword:
Professional approach to translation training model; Training innovation; Translator training; Website localization
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URL: http://hdl.handle.net/10481/45688
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Language resources for translation in multilingual question answering systems
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