TouriTerm: un database terminologico per la traduzione e redazione di testi turistici

Tourist communication is notably bedevilled by poor quality translations. This paper reports on the development of a multilingual terminological and textual database, intended as a performance-enhancing tool in the process of translating tourist texts. Beside a cursory description of the project (i.e. data collection, corpus design and analysis, term extraction, data input), focus will be placed on the tool’s distinguishing feature, namely the integration of rich phraseological, textual and pragmatic information (e.g. collocations, communicative functions, usage notes, co-textual setting). Finally, translation-specific aspects will be highlighted by means of representative examples of how the database is going to record functional equivalents, especially with respect to the phraseological component that so remarkably contributes to the effectiveness of tourist communication

Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria

L'estudi se centra en l'ensenyament de la traducció en els plans d'estudi de llengües estrangeres a la universitat. Després de considerar la reavaluació acadèmica recent d'aquesta eina d'ensenyament d'idiomes i la seva reconceptualització, s'examinen alguns dels canvis i reptes que s'han derivat en l'àmbit de l'organització del currículum i l'ensenyament en classe . La identificació d'elements de complexitat, a partir d'un problema de conceptualització, condueix a una discussió de les possibles formes en què les tensions que es deriven podrien abordar-se i tal vegada mitigar-se, és a dir, les pedagogies que aprofiten el potencial de transferibilitat de l'aprenentatge que sorgeix de les activitats de traducció . Es posa l'accent principalment en el concepte de "competències genèriques transferibles" i la seva relació amb els enfocaments d'ensenyament de formació professional. A la llum d'aquestes premisses , l'estudi es proposa investigar com la comunitat docent conceptualitza i utilitza la traducció, quines raons formen la decisió de no incorporar-ho? hi ha una presa de consciència i inclinació a acceptar les nocions d'habilitats transferibles? Les dades es van recollir a través d'una anàlisi de seguiment de l'enquesta internacional de traducció i aprenentatge d'idiomes, realitzat en 2012-2013 per la Direcció general de la Comissió Europea per a la Traducció . Els resultats indiquen una àmplia variació qualitativa en la comprensió de la traducció i les seves funcions pedagògiques i una noció única d'ús/concepte, com a exercici de llenguatge contrastiu formalista. L'anàlisi de dades també suggereix la persistència d'un antagonisme latent, sobre la base de l'adhesió a les metodologies monolingües i concepció estricta de la traducció. Hi ha poca consciència explícita de les nocions de transferabilitat.El estudio se centra en la enseñanza de la traducción en los planes de estudio de lenguas extranjeras en la universidad. Después de considerar la reevaluación académica reciente de esta herramienta de enseñanza de idiomas y su reconceptualización, se examinan algunos de los cambios y retos que se han derivado en el ámbito de la organización del currículo y la enseñanza en clase . La identificación de elementos de complejidad, a partir de un problema de conceptualización, conduce a una discusión de las posibles formas en que las tensiones que se derivan podrían abordarse y tal vez mitigarse, es decir, las pedagogías que aprovechan el potencial de transferibilidad del aprendizaje que surge de las actividades de traducción . Se hace especial hincapié en el concepto de "competencias genéricas transferibles" y su relación con los enfoques de enseñanza de formación profesional. A la luz de estas premisas , el estudio se propone investigar cómo la comunidad docente conceptualiza y utiliza la traducción, ¿qué razones forman la decisión de no incorporarlo? ¿hay una toma de conciencia y inclinación a aceptar las nociones de habilidades transferibles? Los datos se recogieron a través de un análisis de seguimiento de la encuesta internacional de traducción y aprendizaje de idiomas, realizado en 2012-2013 por la Dirección General de la Comisión Europea para la Traducción . Los resultados indican una amplia variación cualitativa en la comprensión de la traducción y sus funciones pedagógicas y una noción única de uso/concepto, como ejercicio de lenguaje contrastivo formalista. El análisis de datos también sugiere la persistencia de un antagonismo latente, en base a la adhesión a las metodologías monolingües y concepción estricta de la traducción. Hay poca conciencia explícita de las nociones de transferabilidad.The study focuses on the teaching of translation in university foreign-language curricula. After considering the recent scholarly reappraisal of this language-teaching tool and its attendant reconceptualization, it examines some of the changes and challenges that have ensued at the level of curriculum organization and classroom instruction. The identification of some elements of complexity, based on a problem of conceptualization, leads in to a discussion of possible ways in which the deriving tensions could be addressed and maybe mitigated, i.e. pedagogies that capitalize on the transferability potential of the learning emerging from translation activities. Special emphasis is placed on the concept of “transferable generic skills” and their relation to vocational teaching approaches. In light of these premises, the study sets out to investigate how the teaching community conceptualizes and uses translation, what reasons inform the choice not to incorporate it, and whether there is awareness of, and openness to, notions of transferable skills. Data are gathered through a follow-up analysis of the international survey Translation and Language Learning, carried out in 2012-2013 for the European Commission’s Directorate-General for Translation. The findings indicate a qualitatively broad variation in the understandings of translation and its pedagogical functions alongside a quantitatively significant concentration of data around a single conception/use, i.e. that of formalistic, contrastive language exercise. Data analysis also suggests the persistence of a latent antagonism, largely informed by adherence to monolingual methodologies and narrow, often misconceived translation concepts. Explicit awareness of transferability issues is modest. Implications of these findings for future action and research are discussed

Translating for Progress

The text has been designed to be used for a practical course in translation at postgraduate level. It is divided into two parts: the first focuses on traditional L1 translation activities on a series of STs belonging to different text types. The second offers L2 translation tasks specifically oriented towards revision and editing practices

Translating for Progress

The text has been designed to be used for a practical course in translation at postgraduate level. It is divided into two parts: the first focuses on traditional L1 translation activities on a series of STs belonging to different text types. The second offers L2 translation tasks specifically oriented towards revision and editing practices

Training language experts in translation in a transferability perspective

In recent years, there has been an unprecedented reappraisal of the role of translation in Foreign Language Teaching and Learning. Underpinning this reappraisal are largely the beliefs that languages are more easily learnt in association with one’s mother tongue rather than separately from it, and that the ability to move between one’s mother tongue and other languages represents a core component of a language user’s communicative competence in our increasingly multilingual societies. In light of this, translation activities can be seen as having considerable import both within and outside of education; in other words, they can serve as a language-learning tool and as a vehicle for the development of multiple skills to be applied in countless real-world situations in the learners’ personal, civic and professional lives. The paper will focus in particular on translation teaching in university foreign-language curricula and will discuss an approach based on the concept of ‘transferability’: this approach goes beyond the strictly vocational focus underlying common Translation and Interpreting curricula to encompass a wider spectrum of workplace usability. Finally, the project of an accompanying classroom textbook will be presented

Translation in university foreign-language curricula as transferable generic learning. Challenges for pedagogy and research

Since the 1990s, the study of translation at university level has expanded exponentially, both in terms of translator training programs and as a component of foreign-language curricula. This paper concentrates on the latter in particular, discussing the polarized tendency, at work in certain environments, towards narrowly philological approaches on the one hand and narrow vocationalism on the other. Special focus is then placed on an approach to translation pedagogy assumed to mitigate this polarization. At its core is an understanding of translation as transferable generic learning, i.e. as an activity that provides access to a range of widely applicable skills and attributes. After a brief contextualization of these learning outcomes, the suggested approach is discussed in terms of the challenges it poses to both implementation and empirical study, and then a tentative agenda for future research is attempted

Le memorie come supporto alla traduzione. Aspetti socio-professionali e didattici

Il contributo presenta una riflessione sullo stretto legame che intercorre fra traduzione e memoria. In particolare, analizza il ruolo della memoria come supporto alla traduzione proponendo un excursus di carattere puramente divulgativo su quegli ausili tecnologici che amplificano le capacità umane di memorizzare informazioni plurilingui e di accedervi con notevole rapidità durante il processo traduttivo, vale a dire le cosiddette memorie di traduzione. Alla parte più prettamente descrittiva segue una sintesi delle principali riflessioni proposte dalla comunità scientifica sul molteplice impatto che questi strumenti hanno avuto nel mondo della traduzione. Il contributo si conclude con una breve panoramica sull’integrazione di questi strumenti in ambito didattico

Translation in modern-language degree courses. A focus on Transferable Generic Skills

Since the 1990s, the academic study of translation has expanded exponentially, both in terms of translator training programmes and as component of modern language curricula with a view to enhancing communicative skills. The latter phenomenon, though undoubtedly an improvement on the ostracism translation was typically subject to, is not entirely problem-free. The article will briefly touch upon a number of shortcomings identified in the specific context of Italian higher education, in particular the marked polarization between philological and vocational impulses. Special focus will be then placed on an alternative approach to the teaching of translation in modern language degrees that is assumed to overcome the mentioned dichotomy and enhance student employability and personal development. This approach envisages the teaching of communicative translation with an explicit focus on the transferable generic skills this practice provides access to. After a conceptual contextualization of these learning outcomes, the suggested model of translation pedagogy will be discussed in terms of the implications it yields as far as actual implementation is concerned. Although the problem statement refers to the specificity of the Italian context, the proposed pedagogical approach is believed to have value as well as application potential in other environments as wel

Training language experts in translation in a transferability perspective

In recent years, there has been an unprecedented reappraisal of the role of translation in Foreign Language Teaching and Learning. Underpinning this reappraisal are largely the beliefs that languages are more easily learnt in association with one\u2019s mother tongue rather than separately from it, and that the ability to move between one\u2019s mother tongue and other languages represents a core component of a language user\u2019s communicative competence in our increasingly multilingual societies. In light of this, translation activities can be seen as having considerable import both within and outside of education; in other words, they can serve as a language-learning tool and as a vehicle for the development of multiple skills to be applied in countless real-world situations in the learners\u2019 personal, civic and professional lives. The paper will focus in particular on translation teaching in university foreign-language curricula and will discuss an approach based on the concept of \u2018transferability\u2019: this approach goes beyond the strictly vocational focus underlying common Translation and Interpreting curricula to encompass a wider spectrum of workplace usability. Finally, the project of an accompanying classroom textbook will be presented