Competencia comunicativa y nuevas tecnologías en el proceso de localización web: modelo MDPT para la formación de profesionales en localización.

Abstract

Accessing external markets has become a priority for companies given the constant changes in the economic environment boosted by globalization. Website localization constitutes a new field of study and professional intervention within the translation field. Localization is the process of adapting a website to the typological, discursive and genre conventions of the target language adapting that website to a different language and culture. Undoubtedly, excellent language skills are essential for the translation process. However, website localization entails much more than simply translating the content of the pages. In the localization process the target culture must be taken into account; therefore, a full communicative competence −covering linguistic, sociolinguistic and pragmatic subcompetences−is essential. In addition, the content of a website is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation thanks to technology tools. As a result, having a mastery of ICT is another key element in the localization process. This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the BA in Translation and Interpreting at Universidad de Granada, applying the PATT (Professional Approach to Translation Training) model. The model has been revised and redesigned to integrate the communicative competence as well as the technological features required by this emerging professional profile.

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

“…Those results point to a close relationship between the industry and university in the specific context of localisation, a field that requires responsiveness to the real world, as insisted on by the translation industry itself (Arevalillo Doval 2020). They also reflect the more recent approaches to localisation training, as mentioned in the previous section (Granell 2011: 188-189;Gutiérrez-Artacho et al 2019;Muegge 2018). The final profile-related question (number 8) aimed to establish how familiar localisation trainers were with different translation tools and software.…”

“…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.…”

“…Some publications on localiser training tackle essentially linguistic, cultural, transcreational, or more classical translation aspects (Gutiérrez-Artacho et al 2019; Jiménez-Crespo/Tercedor 2011; Morón/Calvo 2018; Plaza-Lara/Grau Lacal 2018), while others take those for granted and focus fundamentally on technical procedures (Morado Vázquez/Torres-del-Rey 2015; Roturier 2015; Torres-del-Rey 2019). Other research is mainly concerned with project management roles and scenarios (Esqueda 2020;Gutiérrez-Artacho et al 2019). The pedagogical approach can be competence-based, task-oriented or centred on a single complex project, during which students are guided by trainers to develop expertise through exposure to ill-defined problems and authentic situations which require responsibilities and goals to be negotiated.…”

Innovation in Times of Crisis: Online Disruptive Methodologies in the Undergraduate Program of Translation and Interpreting

“…They identified and analyzed the game mechanics which are best adapted to the subjects and competences connected with the Translation and Interpreting undergraduate degree program and concluded that the methodology of videogames -rewarding players in order to monitor their progress-would be effective in keeping students fully motivated. In addition, the PATT model was redesigned and adapted in order to integrate all the knowledge and skills required by the new professional profile of web locators [45], [46]. All these innovative methodologies are focused on translation training as a general professional activity.…”