Applied translation studies and transdisciplinary action research: Understanding, learning and transforming translation in professional contexts

Abstract

Proceeding from accepted shared definitions of applied linguistics that stress its practical, real-world orientation and instrumentality, this article seeks to move the focus from the interdisciplinarity that has been identified as the nexus of translation studies in the past to how its applied branches should systematically engage with an emerging transdisciplinary research paradigm. It argues that the shift can and will be a key factor, challenge and opportunity in the onward development of applied translation studies as it seeks to adequately address the situated realities of professional translation. The article reveals how transdisciplinarity, operationalised as action research, offers a viable framework for investigating, understanding and learning about what translators really do in working contexts and settings, with a view to identifying issues, improving practices, processes and performance, and ultimately transforming the profession for the good of those it employs and serves. In doing so, it considers approaches from cognitive translatology, based largely on a 4EA cognitive paradigm, and translatorial linguistic ethnography, where researchers are gradually but progressively going out into the field to explore and describe the complex socio-cognitive, socio-technical activity of translation in situ. After presenting a use case from a large-scale research project on translation ergonomics at the authors home institution, the article puts forward a model for transdisciplinary action research in professional settings to guide the necessary transition from interdisciplinarity to transdisciplinarity. Such a model would allow professional processes and practices to be investigated, and the findings productively and transformatively applied, in the situated socio-cognitive and socio-technical contexts of translators workplaces - within, for, with and by the organisations that employ them.

Localisation Training in Spain and Beyond: Towards a Consensus on Content and Approach

“…Project-based tasks stood out (93% of the respondents claimed to use them), followed by presentations (73%) or discussions (67%), and problem solving (67%), all of which are associated with the socio-constructivist approach (Kiraly 2000), as well as with collaborative methodologies (Mellinger 2018), situated learning (Risku 2010, Calvo 2015, and emergent expertise (Kiraly, 2013). This finding corroborates other studies exploring the teaching of technological content in translation classrooms, with the project-based approach proposed as most appropriate for this context (Mitchell-Schuitevoerder 2020), and the 'turn' to more co-emergent, experiential, and action-research teaching scenarios at the beginning of the third period in localiser training mentioned in the literature review section (Torres-del-Rey 2019, Massey 2021Massey , 2019. Our findings are also consistent with the results of Bilali (2018: 110), in which at least the majority of the respondents categorised discussions, lectures, case studies, individual projects, and simulation exercises as important instruction types.…”

“…This aspect was also included in some of respondents' answers to open question 20 on resources, where they also complained that the main translation tools and localisation software should be free of charge, reflecting a diverse landscape where some developers do offer free educational licenses, but others do not. This again represented a call for enhanced connection between university and industry, as advocated by Massey (2019Massey ( , 2021.…”

“…Another important aspect that has been emphasised recently is collaborating with the industry on real-life projects. Involving other experts and professionals is also called for (Bilali 2018: 189;Granell 2011: 188-189;Gutiérrez-Artacho et al 2019;Muegge 2018), and, if possible, approaching localiser training as collaborative project management (Esqueda 2020;Kudła 2017), situated and embodied learning (Calvo 2015;Risku 2010), emergent expertise (Kiraly 2013;Kenny 2020: 504), or coemergent experiential learning and transdisciplinary action-research (Massey 2021(Massey , 2019.…”

Introducing Speech Recognition in Non-live Subtitling to Enhance the Subtitler Experience

“…To explore this workflow, subtitlers' workspaces and needs, the current study relies on two main frameworks: action research (AR) and translator experience (TX). On one hand, AR [14][15][16] allows for the study of a new hybrid workflow and observes how it affects efficiency in terms of both speed and accuracy. On the other hand, the notion of TX [17], as well as studies about multimodality in translator-computer interaction [18][19][20] have informed the development and testing of ISV.…”

Developing a Customisable Subtitling Tool Based on Academic Research and User Needs

“…Per action research [1]- [3], the ISV doctoral study was exploratory, participatory and conducted in cycles. Each cycle was informed by relevant academic research, industry experiences at that time and feedback coming from participants of pilot and main studies.…”