Contextualising Translator Training: Defining Social, Professional and Disciplinary Requirements

Lara, Cristina Plaza

doi:10.1515/les-2016-0015

Cited by 5 publications

(3 citation statements)

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“…In Western countries, for example, Plaza-Lara (2018 found that "the competences promoted in translation project management in EMT courses seem to be aligned with those proposed by the professional sector". However, in the East, particularly in Greater China, project management and interpersonal skills are often not present in translation curricula, which tend to focus on teaching translation skills.…”

Section: Project Management Competencesmentioning

confidence: 99%

Translator Competence Requirements Perceived by Translation Clients in the Ever-Changing World

Liu

2023

International Journal of Translation, Interpretation, and Applied Linguistics

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Although the roles of clients have been stressed by TS scholars for decades, the client-translator relationship is a relatively less explored topic. Asian clients' voices have been under-researched. This paper examines the competence requirements that Asian clients look for when hiring translators. It discovers whether there are changes in translator competences expected by clients over time. To achieve the objectives, the Optimale survey was replicated. Analyses are made based on 64 Asian clients participating in the present study and the data from the Optimale survey. It was found that both groups attach greater importance to quality than to speed and put more emphasis on experience than on qualifications. Translators' awareness of professional ethics and standards is stressed. Technological competences are emphasized. When it comes to translation competence, both groups have similar expectations: translators' ability to produce good-quality work followed by their ability to render materials in one or more highly specialized domains and use of translation memory systems.

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Section: Project Management Competencesmentioning

confidence: 99%

Translator Competence Requirements Perceived by Translation Clients in the Ever-Changing World

Liu

2023

International Journal of Translation, Interpretation, and Applied Linguistics

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“…Sus líneas de investigación principales son la didáctica de la traducción, las tecnologías educativas y la enseñanza de lenguas para traductoras/es en formación. La académica cuenta con numerosas publicaciones sobre formación y desarrollo de competencias traductológicas (Lara, 2016;Plaza-Lara, 2021) o el papel de la posedición (Plaza-Lara, 2020). En lo que concierne a la TAD, se ha centrado en la AD didáctica (Plaza Lara & Gonzalo Llera, 2022b) y el subtitulado didáctico (Plaza Lara & Fernández Costales, 2022).…”

Section: Cristina Plazaunclassified

La Traducción Audiovisual Didáctica, Una Disciplina Fundada Por Mujeres: Revisión Bibliográfica Del Papel De Las Mujeres en La Consolidación De La Disciplina

Tinedo-Rodríguez

2024

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Una mirada histórica a cualquier campo del saber revela la ausencia de las voces de las mujeres. En el campo de la didáctica de lenguas es común pensar en los aportes de lingüistas como Krashen (1981, 1982, 1989), pero rara vez se menciona el papel crucial que jugaron maestras como Mary Brebner (McLelland, 2021). Por otro lado, la didáctica de las lenguas está estrechamente ligada a las necesidades sociales. En el siglo XXI la evolución tecnológica es una realidad que se ha traducido en la presencia de dispositivos informáticos en la rutina diaria, y, uno de los efectos más tangibles es el hecho de que las pantallas y los productos multimedia tengan una gran presencia en la sociedad. Filólogas, traductoras y docentes han encabezado desde el cambio del milenio un giro hacia la incorporación de estos recursos en el aula, al igual que lo hizo Mary Brebner en el Reform Movement cuando abogó por lo métodos directos. Este estudio es una revisión bibliográfica que pretende poner de relieve el papel clave que han jugado las mujeres en la fundación y consolidación de la Traducción Audiovisual Didáctica como disciplina dentro de los estudios de Lingüística Aplicada. De la literatura revisada se destila que las mujeres han jugado un papel fundamental para que la Traducción Audiovisual Didáctica puesto que han hecho aportes relevantes y de impacto que han permitido que la disciplina goce de visibilidad y se haya consolidado en un lapso temporal breve.

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“…Similarly, more and more scholars support the idea of aligning university training with market needs(Plaza-Lara 2016;Gabr 2007;Olohan 2007), as the latter sets the standard andtransLogos 2022 Vol 5 Issue 1 Peña Aguilar, Argelia, pp. 43-65 Alignment of Translation Technology Training with Professional Practice in Mexico: A Glimpse into the Situation the pace in the field, and it may provide input for the improvement of any training curriculum or syllabus.…”

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confidence: 99%

Alignment of Translation Technology Training with Professional Practice in Mexico: A Glimpse into the Situation

Aguilar¹

2022

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An exploratory study about the use of translation technologies in translation programs in Mexico reported that few professors teach technology in few translation courses. Some reasons for this were that they had not been well trained in their academic programs when they were students, or they lacked a more comprehensive knowledge of these technologies (Peña Aguilar 2018). Effective training was not possible for most of these instructors as students, and they seemed to be reproducing similar learning insufficiencies with future translators. Because of this, another survey-based project was devised to identify the use that professionals who graduated from Mexican translation programs are making of translation technologies. What could be their disposition towards the use of translation technologies? The results indicate that professional translators do not resort to the use of 'core' translation technologies very often, but do use other electronic resources useful for accomplishing their tasks. One in two translators thinks their income has increased due to their technology knowledge, and they learn about these technologies on their own. Additionally, they are partly enthusiastic and neutral about using translation tools of this type. Professional translators think they could have learned about translation environment tools (TEnTs) at university (and they wish they had), but university instructors are still not teaching these technologies as much. So, there is a need reported by a few professionals, but not being dealt by some university programs. This could tell about the need to change or revise translation programs or, at the very least, the need to have a change of attitude on the side of university instructors. In contrast, those that are doing their part would hopefully find some reasons to keep up.

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Contextualising Translator Training: Defining Social, Professional and Disciplinary Requirements

Cited by 5 publications

References 0 publications

Translator Competence Requirements Perceived by Translation Clients in the Ever-Changing World

Translator Competence Requirements Perceived by Translation Clients in the Ever-Changing World

La Traducción Audiovisual Didáctica, Una Disciplina Fundada Por Mujeres: Revisión Bibliográfica Del Papel De Las Mujeres en La Consolidación De La Disciplina

Alignment of Translation Technology Training with Professional Practice in Mexico: A Glimpse into the Situation

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