29 research outputs found

    Public service interpreting and translation: training and useful skills for the labour market

    Get PDF
    Public service interpreting and translation (PSIT) is a subfield of translation and interpreting. Still, it could stand independently due to the variety of subfields it encompasses and, thus, the job possibilities. Despite being considered an under-professionalised field in Spain, hundreds of graduates are interested and trained in PSIT, hoping to enhance their employment chances. However, this field relies on very few studies that focus specifically on employment, the skills that can make students employable or the graduates? perspectives regarding the usefulness of the education and training received. This paper has three objectives: to explore the most useful skills for the PSIT labour market in Spain from the perspective of the graduates of a specific programme based on a selection of skills, to explore the potential relationship between internships and labour market insertion and to determine differences by language pairs. Results are obtained based on data gathered through a questionnaire sent to this specific training programme graduates. They show essential differences between the perception of the different language pairs in which the programme is taught, which could be correlated with other labour market needs and job opportunities. In turn, these differences also affect the usefulness of the skills that the students develop in the programme. Moreover, despite the variety of the subfields involved in the PSIT field, there is a specific relation between internships and certain jobs, especially for part of the Arabic, Chinese, French, and Russian groups graduates.La traducci√≥n e interpretaci√≥n en los servicios p√ļblicos (TISP) es un subcampo de la traducci√≥n e interpretaci√≥n, pero podr√≠a considerarse como un campo independiente debido a la variedad de √°mbitos que abarca y, por tanto, a las posibilidades de trabajo. A pesar de ser considerado como un campo subprofesionalizado en Espa√Īa, cientos de licenciados se interesan por y se forman en TISP, con la esperanza de mejorar sus oportunidades de empleo. Sin embargo, este √°mbito cuenta con muy pocos estudios que se centren espec√≠ficamente en la empleabilidad, en las competencias que pueden mejorar la empleabilidad de los alumnos o en las perspectivas de los egresados sobre la utilidad de la formaci√≥n recibida. Este trabajo tiene tres objetivos: explorar las competencias m√°s √ļtiles para el mercado laboral de TISP en Espa√Īa desde la perspectiva de los egresados de un programa a partir de una selecci√≥n de competencias, explorar la posible relaci√≥n entre las pr√°cticas y la inserci√≥n laboral y determinar las diferencias por combinaci√≥n ling√ľ√≠stica. Los resultados se basan en los datos recogidos mediante una encuesta enviada a los egresados de este programa formativo espec√≠fico. Estos muestran que existen diferencias importantes entre la percepci√≥n de las distintas combinaciones ling√ľ√≠sticas en las que se imparte el programa, que pueden relacionarse con las diferentes necesidades del mercado laboral y las oportunidades de empleo. A su vez, estas diferencias tambi√©n afectan a la utilidad de las competencias que los alumnos desarrollan en el programa. Por otra parte, a pesar de la variedad de los entornos implicados en el √°mbito de la TISP, existe una relaci√≥n espec√≠fica entre las pr√°cticas y un determinado tipo de puestos de trabajo, especialmente para una parte de los egresados de los grupos de √°rabe, chino, franc√©s y ruso

    Research, topics, and difficulties in academic papers written by American language assistants in Spain

    Get PDF
    This paper focuses on the analysis of topics approached by American students enrolled in three of the Master's Degrees of the program 'Teach & Learn in Spain' in Madrid, Spain (Instituto Franklin- Universidad de Alcal√°) in the academic years 2014-2015 and 2015-2016 and challenges faced in the context of academic writing and research required for the development of a Master's Thesis. This article reflects on aspects previously discussed in Vitalaru and Vescan (2017) in terms of challenges in academic writing and adds a specific analysis of the topics approached in each of the three types of papers written by students, more details regarding the students' profiles, difficulties by type of paper and examples of the recommendations provided by the advisors to the different types of academic difficulties identified

    Conciencia sociocultural, perspectivas culturales y estrategias en trabajos acad√©micos elaborados por auxiliares de conversaci√≥n en Espa√Īa

    Get PDF
    Este art√≠culo incluye un an√°lisis de trabajos acad√©micos que se centran en aspectos culturales escritos por estudiantes de m√°ster en el programa ‚ÄėTeach & Learn in Spain‚Äô en el Instituto Franklin-UAH. El porcentaje de trabajos acad√©micos de estas caracter√≠sticas escritos por estos estudiantes que actuaron como auxiliares de conversaci√≥n (AC) en colegios biling√ľes en Espa√Īa es bastante alto, lo que sugiere la importancia del componente cultural en la ense√Īanza del ingl√©s como segunda lengua y su alto nivel de conciencia sociocultural. Por lo tanto, este art√≠culo tiene varios objetivos: a) determinar la existencia de una conciencia sociocultural espec√≠fica en los trabajos de investigaci√≥n; b) identificar los aspectos culturales que fueron considerados esenciales por los AC en este programa y mostrar las estrategias utilizadas para proporcionar informaci√≥n; y c) comparar hallazgos considerando antecedentes te√≥ricos. El m√©todo se basar√° en un enfoque mixto basado en an√°lisis cuantitativos y cualitativos y ser√° espec√≠fico para cada uno de los objetivos.This paper includes an analysis of academic papers that focus on cultural aspects written by MA students in the ‚ÄėTeach & Learn in Spain‚Äô program at Instituto Franklin-UAH. The percentage of academic papers focusing on cultural aspects written by these students who acted as Language Assistants (LAs) in bilingual schools in Spain is quite high. This suggests the importance of the cultural component in the teaching of English as a second language and their high level of sociocultural awareness. Thus, this paper has several objectives: a) to determine the existence of a specific sociocultural awareness in research papers; b) to identify the cultural aspects that were considered essential by the LAs in this program and show the strategies used to provide information; and c) to compare findings considering the theoretical background. The method will rely on a mixt approach considering quantitative and qualitative analyses and will be specific for each of the objectives.peerReviewe

    Documentaci√≥n comparativa: competencia y m√©todo de trabajo para traductores de textos jur√≠dicos de espa√Īol-rumano

    Get PDF
    Este estudio se centra en dos aspectos. En primer lugar, analiza datos b√°sicos sobre la metodolog√≠a de documentaci√≥n de los traductores profesionales en la combinaci√≥n- espa√Īol-rumano mediante una encuesta y una entrevista. En segundo lugar, destaca y propone, mediante ejemplos, una metodolog√≠a de trabajo comparativa aplicable a los conceptos que plantean un problema debido a la falta de dichos conceptos en la lengua meta (rumano, en este caso) y en el contexto del escaso n√ļmero de fuentes documentales biling√ľes especializadas en el √°mbito jur√≠dico.This paper focuses on two aspects. First, it analyses basic data on Spanish-Romanian professional translators‚Äô practices regarding the documentation process based on a questionnaire and an interview. Second, it highlights, through examples, a comparative work methodology applicable to the translation legal concepts that pose a problem due to the lack of those concepts in the target language (Romanian, in this case) and in the context of the scarce number of bilingual documentation sources specialized in the legal field

    An√°lisis de Sistemas de Organizaci√≥n de Conocimiento para Futuros Traductores e Int√©rpretes del √Āmbito Jur√≠dico (Espa√Īol-Rumano-Ingl√©s)

    Get PDF
    Resumen:¬†En este art√≠culo partimos de la escasez de recursos de documentaci√≥n en espa√Īol-rumano y la necesidad de complementar la formaci√≥n de los alumnos en asignaturas de traducci√≥n e interpretaci√≥n en el √°mbito jur√≠dico, que incluye, entre otros aspectos, la utilizaci√≥n de recursos terminol√≥gicos m√°s tradicionales (diccionarios y glosarios), que pueden considerarse como repositorios de t√©rminos con entradas no relacionadas entre s√≠. Partiendo de sus posibles necesidades de documentaci√≥n y de formaci√≥n como futuros profesionales de este √°mbito, nos centramos en la descripci√≥n de tres tipos de herramientas de organizaci√≥n de conocimiento, cuya aplicaci√≥n a la docencia y a la documentaci√≥n en la traducci√≥n es m√°s novedosa: los mapas conceptuales, los tesauros y las ontolog√≠as. Hemos seguido dos fases de trabajo. En primer lugar, hemos ofrecido una clasificaci√≥n de las herramientas terminol√≥gicas, m√°s tradicionales, y hemos situado estas herramientas en la clasificaci√≥n de herramientas de organizaci√≥n de conocimiento en funci√≥n de su capacidad de relaci√≥n y organizaci√≥n de conceptos. En segundo lugar, hemos analizado sus caracter√≠sticas principales, as√≠ como una serie de proyectos llevados a cabo y herramientas elaboradas en el √°mbito jur√≠dico a nivel internacional y en Espa√Īa en espa√Īol, ingl√©s y rumano, con el objetivo de darlos a conocer entre el alumnado de estas lenguas y concienciar sobre su nivel de aplicabilidad. Finalmente, hemos concluido destacando su aplicabilidad para la adquisici√≥n de conocimientos b√°sicos que los traductores e int√©rpretes necesitan de otros campos profesionales (en este caso el jur√≠dico) por su gran potencial de organizaci√≥n conceptual del contenido.Abstract: This article is based on the limited number of research tools in the Spanish-Romanian combination and on the students‚Äô need to complement their training in translation and interpreting subjects in the legal field, which includes, among other aspects, the use of more traditional terminological resources (dictionaries and glossaries), which can be considered as repositories of terms with unrelated entries. Based on their possible documentation and training needs as future professionals in this field, this article focuses on the description of three types of knowledge organization tools, whose application to teaching and documentation in translation is more novel: concept map, thesaurus, and ontology. The analysis is based on two phases. First, we provided a classification of the most traditional terminological tools and we placed these tools in the classification of knowledge organization tools according to their capacity to relate and organize concepts. Secondly, we analyzed its main characteristics as well as several projects carried out and tools created in the legal field at international level and in Spain in Spanish, English, and Romanian, with the aim of presenting their potential to students of these languages and raise awareness on their level of applicability. Finally, we concluded by underlining its applicability for acquiring the basic knowledge that translators and interpreters need from other professional fields (in this case, the legal field) because of their great potential for the conceptual organization of content.

    Bridging the Gap Between Expectations and Teaching on the Field Practice: Instituto Franklin-UAH as Intercultural Mediator for Language Assistants in Spain

    Get PDF
    Basic research has shown that some differences between educational aspects of Spanish and American culture, such as perceptions about on roles, attitudes, communication, teaching methods and even expectations, can manifest into actual academic difficulties for American Language Assistants in Spanish bilingual schools. This paper will focus on describing the elements that, when analyzed, outline the role of Instituto Franklin-UAH as an intercultural and academic mediator between two cultures and education systems (Spain and US) and the context that justifies the different measures taken to attend to the particular needs or circumstances of the agents involved (students, teachers and academic advisors). Two perspectives will be included: a) a historical one, related to Instituto Franklin-UAH’s background and context related to bilingual teaching; b) an analytical one, focusing, on the one hand, on the perception of the agents involved and, on the other hand, on the actions that have turned Instituto Franklin-UAH into an actual mediator between its students and the schools where they act as Language Assistants. Ultimately, the paper underlines the difference in terms of the perception of the same aspects by the groups involved and the need for measures to improve the communication process between American LAs and Spanish lead teachers in bilingual schools

    Organizaci√≥n tem√°tica de terminolog√≠a jur√≠dica para traductores: proceso de elaboraci√≥n de una ontolog√≠a del proceso penal en espa√Īol-rumano-ingl√©s

    Get PDF
    This research arises as a response to a need identified both in the professional practice of legal translation and in the actual training process: the lack of bilingual legal materials for professional translators and interpreters in the Spanish-Romanian language combination. The main objective of this paper is to describe the process of developing a tool that allows the thematic organization of knowledge, i.e., an ontology of trilingual legal terminology (Spanish-Romanian-English) for translators, as a practical solution to this need. The tool designed is proposed as a model to be followed and adapted and it is part of a broader research process that includes a comparison of legal systems, of text types, of languages and of specific terminology considering the three countries involved (Spain, Romania and United Kingdom). It mainly includes terms related to the criminal procedure as well as a classification of offenses, all of them organized on the basis of the relationship between the main concepts they are based on.Esta investigaci√≥n surge como respuesta a una necesidad detectada tanto en la pr√°ctica profesional en el campo de la traducci√≥n jur√≠dica como en el mismo proceso de formaci√≥n: la falta de materiales jur√≠dicos biling√ľes para traductores e int√©rpretes profesionales en la combinaci√≥n de lenguas espa√Īol-rumano. El objetivo principal de este trabajo es describir el proceso de elaboraci√≥n de una herramienta de organizaci√≥n tem√°tica del conocimiento, una ontolog√≠a de terminolog√≠a jur√≠dica triling√ľe (espa√Īol-rumano-ingl√©s) para traductores, como respuesta pr√°ctica a esta situaci√≥n. La herramienta dise√Īada se propone como modelo para ser ampliado y adaptado y es parte de un proceso de investigaci√≥n m√°s amplio que incluye una comparaci√≥n de sistemas jur√≠dicos, de g√©neros textuales, lenguajes y terminolog√≠a espec√≠fica de los tres pa√≠ses implicados (Espa√Īa, Ruman√≠a y Reino Unido). Incluye, principalmente, t√©rminos relacionados con el proceso penal, as√≠ como una clasificaci√≥n de delitos, todos ellos organizados tem√°ticamente y basados en las relaciones conceptuales que existen entre los conceptos en los que se sustentan

    MOOC as a free, digital tool for different profiles providing introductory training in PSIT: Analysis and reflections

    Get PDF
    In this article we present the results of the implementation of a MOOC providing an introduction in Public Service Interpreting and Translation (PSIT) for a variety of backgrounds and profiles, from people working with foreign population, to people who have no formal training and are ad-hoc interpreters, as well as people interested in learning about PSIT. The ultimate goal of the MOOC is to provide general information and to raise awareness about the complexity of the field, as well as to offer the possibility of learning and practicing some of the principles and strategies presented so that those interested in deepening their knowledge and skills may do so with more formal training. It is in this context that the article presents some of the findings obtained since its implementation given the variety of personal profiles and student backgrounds registered in the course as well as the evaluation of aspects related to its design such as duration, access to information, difficulties and, in general, aspects that enabled us to identify students' perceptions on the usefulness, effectiveness and applicability of the course

    Wikis como herramientas de trabajo colaborativo complementario y desarrollo de recursos para la formación en traducción a nivel universitario: Análisis retrospectivo

    Get PDF
    This article has two objectives. The first one is to include a retrospective analysis of the different types of activities carried out with students of a Translation and Interpreting Master‚Äôs Degree in order to develop the ability to work in groups using new technologies as part of the interpersonal competence, fundamental for translators according to the EMT Network of the European Commission. Moreover, we are interested in evaluating the usefulness of wiki tools to facilitate collaborative work in the creation / production of resources and bilingual / multilingual materials by students enrolled in community interpreting (PSIT) studies. In this context we will take into account the type of task, the adaptations and changes of the different academic courses in which wikis have been implemented from 2007 to 2010 and the skills developed by the students. Finally, we will propose some reflections and general recommendations.Este art√≠culo tiene dos objetivos. En primer lugar, nos hemos propuesto hacer un an√°lisis retrospectivo de los diferentes tipos de actividades realizadas con alumnos de un M√°ster de Traducci√≥n e Interpretaci√≥n para desarrollar la habilidad de trabajo en grupo utilizando nuevas tecnolog√≠as como parte de la competencia interpersonal, fundamental para los traductores seg√ļn la Red EMT de la Comisi√≥n Europea. En segundo lugar, nos interesa evaluar la utilidad de las herramientas wiki para facilitar el trabajo colaborativo en la creaci√≥n/producci√≥n de recursos propios y de materiales biling√ľes/multiling√ľes para personas en formaci√≥n del campo de la TI en los servicios p√ļblicos (TISP). En este sentido tendremos en cuenta el tipo de tarea, las adaptaciones y cambios de los diferentes cursos acad√©micos en los que se ha implementado desde 2007 hasta 2010 y las habilidades desarrolladas por los alumnos. Finalmente, propondremos unas reflexiones y recomendaciones generales
    corecore