First International Conference on Innovative Translation and Interpreting Research (ICITIR) (original) (raw)

European Masters in Translation. A comparative study (revised)

The European Masters in Translation is a network of programs selected because they meet quality standards for translator training. An analysis of 67 programs (from 61 universities located in 21 countries) describes how those standards inform actual curricula. The analysis compares the various admission requirements, hands-on language-specific translation classes, courses on the translation profession, internships, and the status accorded to translation theory and research. It is found that there is significant variation between the programs for most of these factors, and a very significant presence of elements that might seem not to be in tune with the strict philosophy of training professionals for a market. In particular, some programs oblige students to do very little language-specific translation practice or internships, which suggests that it is possible to legitimize a Masters in translation in which little controlled translating has to be done.

New Horizons in Translation Research and Education 1

Itä-Suomen yliopisto eBooks, 2013

The 2008 survey of doctoral programmes in Translation Studies (TS), carried out by the European Society for Translation Studies, which covered 47 European universities offering doctoral studies that included TS components, showed that 28 of them offer doctoral programmes dedicated entirely to TS, and the remainder offer doctoral programmes containing TS elements. This high number of TS doctoral programmes indicates that there is a need for TS doctors, which is not surprising if we take into account that, at the moment, there are over 300 MA programmes in translation in Europe alone, and all those programmes need highly qualified teachers and academics. On the one hand, there is a great need to provide high-level doctoral study for prospective teachers, on the other hand there is also a pressing need to continuously provide teacher training for existing translator teachers in order to keep them up to date with the latest developments in the field. Translation Studies is a very broad field which can include descriptive, theoretical and applied studies, ranging from historical, culturological or sociological approaches to literary and non-literary translation (including translation for the media, i.e. subtitling, dubbing, voice-over, translation of news etc.), to interpreting (conference and community) and other new hybrid forms of text creation that include intercultural transfer. The research may focus on translation didactics, development and research of translation tools, the position of translators and interpreters in society, on terminological issues connected with translation and interpreting, on linguistic aspects (rhetoric and discourse analysis in translation), and on manifold literary, poetological or narratological aspects of translated works. The researchers in the field are influenced by various theoretical approaches that developed in many other fields: philosophy, sociology, historiography, linguistics, literary theory, cultural studies, media studies, etc. Consequently, no university can provide experts for all these fields, so some kind of international collaboration is essential for the maintenance of high-level translatological research and high-quality translator and interpreter education and training. Despite this pressing need, in 2012 there were no international translator teacher training schools (except one interpreter-trainer training course at the University of Geneva) and only a few TS summer doctoral schools (the most prominent being CETRA in Leuven (Belgium),

European masters in translation: A comparative study

2019

© 2019 John Benjamins Publishing Company. The European Masters in Translation is a network of programs selected because they meet quality standards for translator training. An analysis of 67 programs (from 61 universities located in 21 countries) describes how those standards inform actual curricula. The analysis compares the various admission requirements, hands-on language-specific translation classes, courses on the translation profession, internships, and the status accorded to translation theory and research. It is found that there is significant variation between the programs for most of these factors, and a very significant presence of elements that might seem not to be in tune with the strict philosophy of training professionals for a market. In particular, some programs oblige students to do very little language-specific translation practice or internships, which suggests that it is possible to legitimize a Masters in translation in which relatively little controlled transl...

FIRST STEPS IN TRANSLATION. REVIEWING TRANSLATION BOTH....pdf

With this paper we aim to refer to the speculation on innovating university students’ teaching styles in ESP (English for Specific Purposes) classes of the School of Fine Arts and the School of Pedagogy, Department of Primary Education of the University of Western Macedonia in Florina and the School of Engineering, Department of Mechanical Engineering, Environmental Engineering and Department of Informatics and Telecommunications Engineering in Kozani. It is generally admitted that the Greek students entering the university are already familiar with at least two foreign European languages, according to the educational system’s standards, one being English, so they are mature enough to discover mediation techniques and develop their metalinguistic skills in translation/interpreting fields. Therefore, we decided to introduce translation assignments from English to Greek as a means of improving the students’ reading skills in the foreign language and understanding of academic and scientific texts and apprehension of terminology deriving from their fields. All the above were implemented both during the teaching sessions and in the final assessment. Within this framework, on the one hand we tried to help students understand and familiarize them with the meaning and appropriate use of the terminology of their own scientific fields in both the English and Greek language and on the other hand we attempted to stir the students’ interest in learning and researching the English bibliography of their discipline. Our aim was to encourage students to increase their interest in Greek terminology and produce scientific texts in proper Greek. A psychometric questionnaire was prepared and distributed through the e-class to all the students that had opted for the translation assignment. We wanted to motivate students to live more of their lives in English without forgetting their Greek identity, communicate their attitude towards translation through the questionnaire, and improve their language skills while being at the same time free from stress of translating texts as an examination task. To this end, even though we had to face various problems such as multi level classes or reluctant participation in the lecture process, we partially put grammar aside, reintroduced translation as a teaching method where necessary, assisted students to develop a critical view towards various sources (translation machines & Greek<>English web dictionaries), and conducted an amount of experimentation described in this paper. Apart from the use of the e-class, to the aid of the teacher-students communication and the distribution of English academic and scientific extracts, the completion of the translation task had as a prerequisite the participation in an oral interview. The material was mostly assigned individually and pair work was the only other form of work that was permitted. In the latter case a larger piece of translation material was assigned. The results of the questionnaires in discussion demonstrated a differentiation of attitudes amongst students belonging to different departments and along with the oral interviews comments consisted a profile for each student’s translation problems, a profile useful to the teacher in order to deduct conclusions about problematic areas in the students’ L2 acquisition.