Translation Competence

Abstract

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.

Incorporating International Collaboration and Usability Evaluation Into a Technical Communication Course

“…Usability evaluation is part of multilateral writing-translation projects that involve co-authoring in Spain and the U.S., user-testing in English in Finland and in the U.S., and translation to French, Italian, and/ or Dutch (Maylath, Vandepitte, et al, 2013;Maylath, King, & Arnò Maciá, 2013). The collaborative forms of learning in TAPP have been discussed in previous publications (see, for example, Vandepitte et al, 2015), and therefore the framework of this chapter is curriculum centered.…”