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How is accessible content provided in different languages in Switzerland, an officially multilingual country? Are there common guidelines or does each language region have its own guidelines? To what extent do the guidelines differ for purely linguistic reasons? Using the example of SDH (subtitles for the deaf and hard of hearing) on Swiss public television, the guidelines of three of the language regions are categorized and then compared. The guidelines differ in format, scope and level of detail. In terms of content, it becomes clear that, on the one hand, the different language regions have different emphases, which cannot always be justified by linguistic differences. On the other hand, there are certain types of rules that have a high priority in all three language regions and are implemented in a very similar way in the different languages.

In many MA programmes, input about translation technology is provided in dedicated courses that run parallel to the practical courses. In a session in a revision course module, co-taught by the translation technology lecturer and a translation lecturer, students discovered the collaborative possibilities that CAT tools can offer.

Text simplification refers to the process of rewording within a single language, moving from a standard form into an easy-to-understand one. Easy Language and Plain Language are two examples of simplified varieties aimed at improving readability and understanding for a wide-ranging audience. Human evaluation of automatic text simplification is usually done by employing experts or crowdworkers to rate the generated texts. However, this approach does not include the target readers of simplified texts and does not reflect actual comprehensibility. In this paper, we explore different ways of measuring the quality of automatically simplified texts. We conducted a multi-faceted evaluation study involving end users, post-editors, and Easy Language experts and applied a variety of qualitative and quantitative methods. We found differences in the perception and actual comprehension of the texts by different user groups. In addition, qualitative surveys and behavioral observations proved to be essential in interpreting the results.

References: EMT Board. 2017. European Master’s in Translation: Competence Framework 2017. https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf Kappus, M. and M. Ehrensberger-Dow. 2020. “The Ergonomics of Translation Tools: Understanding When Less Is Actually More.” Special Issue of The Interpreter and Translator Trainer 14 (4): 386–404. Koponen, M., B. Mossop, I. S. Robert, and G. Scocchera, eds. 2021. Translation Revision and Post-editing. Industry Practices and Cognitive Processes. Abingdon: Routledge. Mossop, B., J. Hong, and C. Teixeira. 2020. Revising and Editing for Translators. 4th ed. Abingdon: Routledge., Training in translation technology and quality assessment are now core elements of translator training programmes and recognised as key skills by the EMT (2017) Competence Framework. However, there appears to be little overlap in training these two skills. Translation technology courses tend to focus on understanding how the technology can be helpful, understanding the main functionalities of one or two tools and practising their implementation, while revision courses often focus on understanding the different translation quality assessment (QA) models, differentiating between revision and post-editing, and understanding the value of QA in the translation market. Given that the boundaries between translation revision and post-editing are now converging in most CAT systems (see Kappus and Ehrensberger-Dow 2020; Koponen et al. 2021), a strong argument can be made that explicit training in translation technology for revision work would foster additional valuable skills. What is less clear is how, when and in which course(s) to include such input in the translation training curriculum. Given the complexity of current translation technology, it is difficult for students to discover the best workflow processes with CAT tools on their own, including QA settings and the risk of false or undetected errors (see Mossop et al. 2020). In our presentation, we will report on a training session we have introduced into our MA programme that is devoted to QA/revision with a CAT tool, co-taught by the translation technology instructor and a translation teacher. We will report on the design of the input and how the activities are meant to empower the students to use the technology not only for their QA/revision processes but also as the basis for dialogue between translator and reviewer. We will also discuss recommendations for curriculum design on the basis of feedback from students who participated in the training session in different semesters in their MA programme.

Webinar, This webinar presents the mission, principles, goals, programmes, profiles, teaching practices and staff development at the IUED Institute of Translation and Interpreting of ZHAW Zurich University of Applied Sciences, Winterthur, in Switzerland. It highlights the evolving MA translation curriculum, with particular reference to barrier-free or accessbile communication, to translation technologies and how they are taught, to special approaches to process-oriented and collaborative teaching, and concludes by addressing ways in which staff and organisational development are implemented.

Verzahnung der Komponenten „Terminologie“, „Sprachtechnologie“ und „Fachtextübersetzen“ im Masterstudiengang „Angewandte Linguistik“ des Departements Angewandte Linguistik an der ZHAW Zürcher Hochschule für angewandte Wissenschaften. Bisher wurden die drei oben genannten Studienkomponenten an der ZHAW unabhängig voneinander unterrichtet. Im Tutorial soll am Beispiel der Vorgehensweise an der ZHAW eine Möglichkeit aufgezeigt werden, wie die drei Studienkomponenten verzahnt werden können. Ein wichtiges Ziel des Tutorials ist auch der Erfahrungsaustausch mit den Teilnehmenden, um eventuell gemeinsam neue Strategien für die Verzahnung der Studienkomponenten zu entwickeln.