Negotiating meaning at a distance: peer feedback in electronic learning translation environments

Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our study investigates whether the latter are enhanced in the Trans-Atlantic & Pacific Project (TAPP) with an experiment that included the explicit practice of student peer feedback competence and the negotiation of meaning among peers. Students – whether writing, translating or usability testing – collaborated online both within their own university peer group and with a partner university. The results of this intervention, however, suggest no clear tendencies or relation between peer feedback and meaning-related translation competence.FGW – Publications without University Leiden contrac

Interactivities Between Professional Translators and Professional Communicators: What Translators Would Like Communicators to Know

This tutorial is designed to acquaint professional communicators with the challenges that professional translators face when localizing the texts that communicators send them for translation. The presenters will engage participants in activities that will demonstrate terminology management, notional equivalence, culturally bound references, and revising and reviewing

Field Convergence between Technical Writers and Technical Translators: Consequences for Training Institutions

As translation of technical documents continues to grow rapidly and translation becomes more automated, the roles of professional communicators and translators appear to be converging. This article updates preliminary findings first presented at the 2008 International Professional Communication Conference in Montreal. It analyzes trends revealed from recent surveys and recommends follow-up research to determine if the trends may continue and become entrenched. The authors conclude with recommendations for academic programs interested in adjusting to the trends

Professional Communication and Translation in Convergence

As translation of technical documents continues to grow rapidly and translation becomes more automated, the roles of professional communicators and translators appear to be converging. This article updates preliminary findings first presented at the 2008 International Professional Communication Conference in Montreal. It analyzes trends revealed from recent surveys and recommends follow-up research to determine if the trends may continue and become entrenched. The authors conclude with recommendations for academic programs interested in adjusting to the trends

Pragmatic features in the language of cross-cultural virtual teams: A roundtable discussion of student-to-student discourse in international collaborative project

This presentation contains some of the findings by the cross-cultural virtual team (CCVT) of the Trans-Atlantic network - made up by John Humbley (University of Paris-Denis Diderot), Matthew Livesey (University of Wisconsin-Stout), Bruce Maylath (North Dakota State University), Birthe Mousten (Aarhus University), Federica Scarpa (University of Trieste), Sonia Vandepitte (University College Ghent) and Lucy Veisblat (University of Paris-Denis Diderot) - during collaborative projects consisting of students' virtual exchanges which they have carried out for many years by drawing on each team member\u2019s expertise in translation and technical communication. In particular, it examines the pragmatic features of the communication between CCVT members which have given rise to the emergence of a language for the specific purpose of collaboration. In addition, it provides methods for analyzing and teaching this language use among CCVT members

Translation Competence Research Data in Multilateral International and Interprofessional Collaborative Learning

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovi\u107 (2007), Kenny (2008) and Huertas Barros (2011) provide us with some 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

Translation Competence: Research Data in Multilateral and Interprofessional Collaborative Learning

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovi\u107 (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

Enhancing students\u2019 skills in technical writing and LSP translation through tele-collaboration projects: Teaching students in seven nations to manage complexity in multilateral international collaboration

Partnerships involving language projects have been common, but most have paired just two nations at a time (Jarvenpaa & Leidner, 1999; Flammia, 2005, 2012; Herrington, 2005, 2008; Humbley et al., 2005; St\ue4rke-Meyerring & Andrews, 2006; Mousten et al., 2010). That changed in 2010, when universities in five nations, long involved in the Trans-Atlantic Project (TAP) began a far more complex international learning-by-doing project (Maylath et al., 2013). By 2012, universities in two more nations were added. In forming their students into crosscultural virtual teams (CCVTs), instructors asked, how can students best learn experientially to manage complex international/interlingual technical documentation projects? During multilateral collaborations, two projects took place simultaneously: a translation-editing project and a writing-usability testing- translation project. The undertakings\u2019 complexity was central in the students\u2019 learning, thereby preparing students for the international, multilingual, multicultural environments in which students can be expected to operate after they graduate. Further, the projects succeeded in increasing trans-cultural and language awareness among students with little in extra funding