Promoting Linguistic Diversity and Inclusion

Abstract

Using a lingua franca for scholarly communication offers some advantages, but it also limits research diversity, and there is a growing movement to encourage publication in other languages. Both approaches require scholars to access material through other languages, and more people are turning to machine translation to help with this task. Machine translation has improved considerably in recent years with the introduction of artificial intelligence techniques such as machine learning; however, it is far from perfect and users who are not trained as professional translators need to improve their machine translation literacy to use this technology effectively. Machine translation literacy is less about acquiring techno-procedural skills and more about developing cognitive competences. In this way, machine translation literacy aligns with the overall direction of the Association of College & Research Libraries’ (2015) Framework for Information Literacy for Higher Education, which encourages a conceptual, rather than a skills-based, approach. This case study presents a pilot project in which machine translation literacy instruction was incorporated into a broader program of information literacy and delivered to first-year students—both Anglophone and non-Anglophone—at a Canadian university. Students were surveyed and, overall, they found the machine translation literacy module to be valuable and recommended that similar instruction be made available to all students. Academic librarians are well positioned to participate in the delivery of machine translation literacy instruction as part of a broader information literacy program, and in so doing, they can promote linguistic diversity and better enable students and researchers from all regions to participate in scholarly conversations.

Cross-cultural competence in global HRD: Strategies for developing an inclusive and diverse workforce

“…Strategies for creating inclusive communication channels include Providing a variety of communication channels such as email, instant messaging, video conferencing, and in-person meetings, accommodating different communication preferences, and ensuring accessibility for all employees (Baym et al, 2021). Ensuring that communication materials, including documents, presentations, and training materials, are available in multiple languages or easily translatable promotes inclusivity and facilitates understanding among employees with diverse linguistic backgrounds (Bowker, 2021). Establishing feedback mechanisms encouraging employees to share their perspectives, concerns, and suggestions fosters a culture of openness and inclusivity, allowing diverse voices to be heard and valued.…”

Use of AI-powered technologies in upper secondary language learning

“…However, using such tools in an informed and critical way is less simple. Therefore, students in general (Bowker, 2021a) and language learners (Carré et al, 2022) should acquire literacy related to MT, not least because research has shown that students who are trained in how MT works perform significantly better when using MT for writing tasks (O'Neill, 2019). The fact that training matters is also emphasized by Vold who concludes that "training, scaffolding techniques and guidance from the teacher are of paramount importance" (Vold, 2018, p. 89) when integrating MT into foreign language teaching.…”

“…For instance, it can have negative implications for the student-teacher relationship, and students might be using MT tools in non-optimal and inappropriate ways which might hinder learning. Therefore, several scholars have argued that students should be trained in how MT works (e.g., O'Neill, 2019;Vold, 2018) equipping them with so-called machine translation literacy (Bowker, 2021a).…”

Gépi fordítás (nem csak) a fordítóképzésekben

“…Az utóbbi években egyre szélesebb körben hivatkoznak (Bowker & Buitrago Ciro, 2019;O'Brien & Ehrensberger-Dow, 2020;Bowker, 2021;Liu et al, 2022;EMT, 2022) az MT literacy fogalmára, amely a tudatos MT-használathoz szükséges ismereteket, készségeket és attitűdöket foglalja magában. Bowker & Buitrago Ciro (2019, p. 88) definíciója szerint az MT literacy elemei a következő három kérdés körül artikulálódnak:…”