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Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tradução em Revista is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The twenty-first century has witnessed an extensive evolution in translation practice thanks to the accelerated progress in machine translation tools and software. With the increased scalability and availability of machine translation software empowered by artificial intelligence, translation students and practitioners have continued to show an unwavering reliance on automatic translation systems. Academically, there is little recognition of the need to develop machine translation skillsets amongst translation learners in English/Arabic translation programs. This study provides a systematic review of machine translation postediting with reference to English/Arabic machine translation. Using the Preferred Reporting Items for Systematic Review and Meta-Analysis, the paper reviewed 60 studies conducted since the beginning of the twenty-first century and classified them by different metrics to identify relevant trends and research gaps. The results showed that research on the topic has been primarily prescriptive, concentrating on evaluating and developing machine translation software while neglecting aspects related to translators' skillsets and competencies. The paper highlights the significance of postediting as an important digital literacy to be developed among Arabic translation students and the need to bridge the existing research and pedagogic gap in MT education. [ABSTRACT FROM AUTHOR]

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Subject knowledge, also known as domain knowledge or thematic knowledge in translation studies (TS), is universally recognized as a constituent element of translator competence. However, there is a dearth of empirical exploration into its instruction in translation classroom, especially from translation students' perspective. Inspired by CLIL (content-language integrated learning) in L2 learning and relevant discussions in TS, this study proposes STIL (subject-translation integrated learning) as a novel approach to translation instruction characterized by integration of a systematic in-depth instruction of subject knowledge with translation instruction on course level. It then explores students' perception of the proposed approach as it is implemented in an MTI (Master of Translation and Interpreting) course specialized in translation of classical texts in economics. The results show: (1) STIL is generally preferred by the participants to other approaches to translation instruction that they have been exposed to; (2) STIL, if well-designed and carried out, could produce positive cognitive and affective outcomes with both subject-learning and translation-learning through a forced and facilitated engagement with the texts. [ABSTRACT FROM AUTHOR]

With increasing acknowledgment of enhanced quality now achievable by Machine Translation, new possibilities have emerged through collaboration between human and machine in the translation process, including providing varying qualities of translation in response to quality/efficiency requirements. This paper presents surveys of post-graduate students of translation conducted over four consecutive years to examine if their awareness and preparedness have kept pace with these possibilities. It is found that respondents across the years generally perceive their awareness as lacking, are hesitant in employing MT, and show marked reservations when reconsidering issues such as quality and the preeminent position of the human translator. A review of existing research in translator training points towards a lopsided emphasis on linguistic competence and standalone courses for introducing technology as the primary cause behind low adoption. The need of the hour is translator training that fully integrates technology in the translation process and also provides a clear framework to adjust quality/efficiency is important to ensure preparedness. A repeat survey of students from 2021 who were trained under this model shows an increase in willingness to use MT and to consider quality as dependent on intended use. The focus here is on Chinese-English translation, but the discussion may find resonance with other language pairs. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lexical cohesion is fundamentally dependent on linguistic cohesiveness. However, whether lexical coherence remains as texts are translated from English into Indonesian has yet to be determined. Considering this, the purpose of this study was to characterize the structure of the lexical cohesion in English-Indonesia Machine Translation (MT), and Post-Editing (PE) outputs and determine whether there were any differences in the use of lexical cohesion. A qualitative descriptive study was conducted. The fifth book in J.K. Rowling's (2013) Harry Potter and the Order of the Phoenix contains the data used in this study. Baker’s (2018) equivalence at the word, above word, grammatical, and textual level, and Halliday & Matthiessen (2014) model of lexical cohesion were used to analyze and interpret the data. It was found that there aren't many differences between the lexical cohesion used in the ST, MT, and PE. While the study explores the application of lexical cohesion, additional problem equivalences, such as those at the word and above-word levels, are added to the PE recommendation.

This paper intends to show how a translation competition, namely the “translation duel,” can be turned into a useful pedagogical tool to train translation students to adapt their target text to imposed discursive parameters and consequently learn the skopos theory in an intuitive, applied, and playful way. A translation duel can be defined as a translation competition between two translators (or two teams of translators) who compete against the clock to translate a source text under the constraint of imposed discursive parameters. The target text of both translators is projected on large screens to let spectators see the translations typed in real time including idea changes, correction of spelling mistakes, last-minute editing, etc. Finally, at the end of the round, the target texts are read out loud and the spectators can vote for their favorite target text. The concept of translation duel is largely inspired by the “lucha libro,” which is a creative writing competition in which writers are invited to produce a creative text in a very short time. This paper guides the reader through the implementation of a real translation duel that took place during the COVID-19 pandemic between translation students from the University of Mons (Belgium) and translation students from the Université Laval (Canada). Most importantly, this article argues that this type of activity provides four main advantages: first, a translation duel provides an intuitive introduction to the skopos theory. Secondly, it enables students to develop the natural skills on which a professional translator usually relies, such as rapidity, creativity, composure, team spirit, and interpersonal competence. Thirdly, it can take place either on-site, remotely, or in hybrid mode, with translators competing (and spectators watching) from different parts of the world. Finally, the translation duel can be seen a gamified activity that allows to enhance learning.

In its first part, the title of this monographic issue reads something like “(Translation) mistakes that are not (real mistakes).” In the next few pages, I will try to deconstruct it starting from the element that seems the most intriguing one to me, namely the negation. I will try to play with it, to combine it in various ways, somehow hijacking the original meaning and intention of this issue. I will thus speak, in different paragraphs, of “mistakes that are mistakes,” of “non-mistakes that are mistakes,” of “mistakes that are not mistakes,” and, finally, of “non-mistakes that are not mistakes.” I will also show that between the first and the last category there is a small but decisive difference – although the double negative should theoretically erase it.

The twenty-first century has witnessed an extensive evolution in translation practice thanks to the accelerated progress in machine translation tools and software. With the increased scalability and availability of machine translation software empowered by artificial intelligence, translation students and practitioners have continued to show an unwavering reliance on automatic translation systems. Academically, there is little recognition of the need to develop machine translation skillsets amongst translation learners in English/Arabic translation programs. This study provides a systematic review of machine translation postediting with reference to English/Arabic machine translation. Using the Preferred Reporting Items for Systematic Review and Meta-Analysis, the paper reviewed 60 studies conducted since the beginning of the twenty-first century and classified them by different metrics to identify relevant trends and research gaps. The results showed that research on the topic has been primarily prescriptive, concentrating on evaluating and developing machine translation software while neglecting aspects related to translators’ skillsets and competencies. The paper highlights the significance of postediting as an important digital literacy to be developed among Arabic translation students and the need to bridge the existing research and pedagogic gap in MT education.

Purpose – The current study set out to examine the recruitment practices and job-market readiness of translators in Saudi Arabia in light of the Process in the Acquisition of Translation Competence and Evaluation (PACTE) model of translation competence (TC). The main purpose of the study was to determine the extent to which the outcomes of translator training programs are aligned with job-market requirements. Design/methodology/approach – A case study was conducted adopting a mixed-methods research design to collect qualitative and quantitative data using interviews and a questionnaire. Data were also collected from the analysis of 28 translation job advertisements. The questionnaire targeted employers, while the interviews were conducted with employers and professional translators. Findings – The findings indicate that there is a gap between the outcomes of translator training programs and the needs of the job market with a particular emphasis on the importance of developing trainee translators' job-market skills as well as their awareness of the professional practice of translation. Research limitations/implications – The findings of the current study are limited to the sample from which data were collected. Practical implications – The study has significant implications for translators and translator training in Saudi Arabia. Although the Literature, Publishing and Translation Commission and the Saudi Translators' Association were established in 2020, additional measures are needed to support the translation profession in Saudi Arabia. Such support may take the form of specialised accreditation for translator training programs as well as licensing requirements for practitioners. Implementing these measures will play a significant role in establishing benchmarks for translator training programs and promoting the integration of job-market requirements into translator training. Originality/value – Although TC has been examined in the Saudi context before, examining it in light of the PACTE framework sheds new light on the job-market readiness of translation program graduates and enriches the literature on the training of translators in Saudi Arabia.

Purpose – This study aims to examine the effects of using mobile translation applications for translating collocations. Design/methodology/approach – The study followed an experimental design where 47 students of English as foreign language in a Saudi university were randomly categorized into two groups. Both the groups were given a translation task consisting of 30 sentences with fixed, medium-strength and weak collocations. The participants in the experimental group (n 23) were asked to use a mobile App (Reverso) to translate the sentences, while the control group (n 24) was allowed to use only paper-based dictionaries. The translations were scored and analyzed to measure if there was any significant difference between the two groups. Findings – The results indicated that the mobile translation application was more effective in translating fixed and medium-strength collocations than weak collocations, and in translating collocations in both translation directions (i.e. from Arabic into English or vice-versa). Originality/value – The findings suggest that integrating translation technologies in general and mobile translation applications in particular in translation can enhance the translation process. Students can utilize mobile translation applications to enhance their translation skills, especially for translating collocations.

The current study aims at achieving several goals, the most important of which is exploring the theoretical foundations of translation from an educational pedagogical perspective, presenting the development that occurred in its theories, teaching approaches, and its most important professional competencies, included in some contemporary models such as the European Framework for Languages. In addition, it examines the challenges it faces in the Arab world, which impede coordination the efforts by governmental and non-governmental bodies and institutions in this field. The study relied on a multi-method method, based on a list of professional competencies for translation structured in light of recent trends and available reference frameworks. This was submitted to a jury of (16) experts and specialists in the field of language and translation, in order to reach a framework of main and sub translation competencies. Accordingly, an opinion poll was prepared and applied to a number of (45) university professors, researchers and translators, with the aim of reaching a consensual perception about the dimensions of the guiding framework. Therefore, a suggested framework that can be built upon in preparing referential frameworks for translation professional competencies in the light of contemporary knowledge and technological developments was reached, and the skills required for translators in the Arab world were presented. The framework suggested a matrix of proposed professional competencies that included five main fields, each field included a number of competencies that were extracted from the theoretical literature, and submitted to experts and specialists in the field of translation to seek their opinions and suggestions about their relevance and importance. The study presented some final recommendations and a number of proposed future research to determine translation competencies in the Arab world. [ABSTRACT FROM AUTHOR]

Discussions on the teaching of machine translation (MT) have usually remained confined to translation technology pedagogy. Syllabus design, models for competence development, methodologies and evaluation procedures in this area have benefited from advances in translation pedagogy, but findings relating to the teaching of MT have been slow to be implemented in the translation classroom. Numerous studies have reflected translators’ perspectives on MT, including those of professional associations, employers, and institutional organizations. Students’ perspectives have also been collected, but the voice of the translation instructors is yet to be heard. A number of questions arise: What do translator educators think of MT? Would they be willing to use it in the translation classroom? If so, how and to what purpose? To answer these and related questions, we present the results of a qualitative study conducted with a group of translation educators at Universitat de València (University of Valencia, Spain) in the context of a broader research project. We specifically investigated their beliefs and perspectives towards the introduction of MT into the translation classroom. We used open-ended questions to collect qualitative data, and subsequently analysed responses within the framework of Grounded Theory. Findings provide valuable insights for discussion on the following topics: MT literacy, the blurring of MT key concepts and categorizations, the effect of MT on the development of translation competences, agency in MT reaching a stage where there is no longer a place for the human translator, and the eventual eclipse of the translator.

Translation technologies and Neural Machine Translation (NMT) have not only changed the work of translators and the skills required for the profession, but also prompted the possibility of extending MT to the traditionally human precinct of literary translation (Toral and Way 2015; Toral and Way 2018; Kuzman et al. 2019; Hadley et al. 2022, among others). While for pragmatic texts the quality of NMT output is often adequate or requiring minor editing, the greater complexity, cultural specificity, and creativity of literary texts still require a relevant degree of human intervention. However, since recourse to NMT is growing, it is crucial to retain human centrality by teaching prospective translators not only postediting strategies, but also deeper reading and interpretive skills that will allow them to detect fluent yet wrong, incoherent or stylistically poor renderings of the source text. The current paper starts from a comparison of the existing Italian translations (published by Treves 1933 and Mondadori 1965) of the first chapter from Sinclair Lewis’ novel “Ann Vickers” (1933) with the same chapter translated using the online software DeepL. While the existing translations do not read too dated but inevitably contain expressions that would hardly be used today, and some mistakes, the machine-translated excerpt – despite some inadequate lexical choices and predictable shortcomings at pragmatic level – shows a remarkably fluent use of contemporary language, and a reduction of culture-specific errors that back in the 1930s and 1960s presumably derived from a limited knowledge of the Other. The aligned texts and output are analysed from a pedagogic perspective in order to 1) identify their strengths and weaknesses; 2) consider the possibility of using NMT as an aid in a retranslation/revising process that would keep most of the existing translations and only replace outdated or wrong parts; 3) promote a keener sensitivity to meaning and language use in order to avoid flattening linguistic complexity; 4) develop activities aimed at enhancing the students’ ability to read and recreate a text on the basis of their physical presence in the world, time and space, i.e. activate their situated cognition when producing or post-editing translations. [ABSTRACT FROM AUTHOR]

Copyright of Quaderns: Revista de Traducció is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper intends to show how a translation competition, namely the "translation duel," can be turned into a useful pedagogical tool to train translation students to adapt their target text to imposed discursive parameters and consequently learn the skopos theory in an intuitive, applied, and playful way. A translation duel can be defined as a translation competition between two translators (or two teams of translators) who compete against the clock to translate a source text under the constraint of imposed discursive parameters. The target text of both translators is projected on large screens to let spectators see the translations typed in real time including idea changes, correction of spelling mistakes, last-minute editing, etc. Finally, at the end of the round, the target texts are read out loud and the spectators can vote for their favorite target text. The concept of translation duel is largely inspired by the "lucha libro," which is a creative writing competition in which writers are invited to produce a creative text in a very short time. This paper guides the reader through the implementation of a real translation duel that took place during the COVID-19 pandemic between translation students from the University of Mons (Belgium) and translation students from the Université Laval (Canada). Most importantly, this article argues that this type of activity provides four main advantages: first, a translation duel provides an intuitive introduction to the skopos theory. Secondly, it enables students to develop the natural skills on which a professional translator usually relies, such as rapidity, creativity, composure, team spirit, and interpersonal competence. Thirdly, it can take place either on-site, remotely, or in hybrid mode, with translators competing (and spectators watching) from different parts of the world. Finally, the translation duel can be seen a gamified activity that allows to enhance learning. [ABSTRACT FROM AUTHOR]

Discussions on the teaching of machine translation (MT) have usually remained confined to translation technology pedagogy. Syllabus design, models for competence development, methodologies and evaluation procedures in this area have benefited from advances in translation pedagogy, but findings relating to the teaching of MT have been slow to be implemented in the translation classroom. Numerous studies have reflected translators' perspectives on MT, including those of professional associations, employers, and institutional organizations. Students' perspectives have also been collected, but the voice of the translation instructors is yet to be heard. A number of questions arise: What do translator educators think of MT? Would they be willing to use it in the translation classroom? If so, how and to what purpose? To answer these and related questions, we present the results of a qualitative study conducted with a group of translation educators at Universitat de València (University of Valencia, Spain) in the context of a broader research project. We specifically investigated their beliefs and perspectives towards the introduction of MT into the translation classroom. We used open-ended questions to collect qualitative data, and subsequently analysed responses within the framework of Grounded Theory. Findings provide valuable insights for discussion on the following topics: MT literacy, the blurring of MT key concepts and categorizations, the effect of MT on the development of translation competences, agency in MT reaching a stage where there is no longer a place for the human translator, and the eventual eclipse of the translator. [ABSTRACT FROM AUTHOR]

This paper presents findings from observations of literary translation workshops with secondary-school MFL pupils, revolving around a literary translation from L2 to L1 which does not require pre-existing language skills in the L2. Our research questions were: what skills do pupils mobilise when they work in groups on a literary translation? What can we say of the pupils' engagement and motivation? The data shows that pupils mobilise three categories of skills: metalinguistic, linguistic, and literary. Our first contention is that metalinguistic reflection feeds into both linguistic and literary aspects of the exercise and contributes to binding them together. The pupils displayed engagement most intensely when finding a translational 'solution' with expressive potential (that 'sounds good'). Their motivation was maintained through oral performance: pupils engage in vast amounts of vocalisation. We suggest that the spontaneous performative aspects of literary translation workshops help pupils process text, negotiate the linguistic territory across source and target language, and evaluate the aesthetic potential of their writing. Our second contention, therefore, is that translation in schools should maximise possibilities for moments of performance, opting for literary texts with strong expressive quality and potential for vocalisation. [ABSTRACT FROM AUTHOR]

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the advent of the neural paradigm, machine translation has made another leap in quality. As a result, its use by trainee translators has increased considerably, which cannot be disregarded in translation pedagogy. However, since legal texts have features that pose major challenges to machine translation, the question arises as to what extent machine translation is now capable of translating legal texts or at least certain types of legal text into another legal language well enough so that the post-editing effort is limited, and, consequently, whether a targeted use in translation pedagogy can be considered. In order to answer this question, DeepL Translator, a machine translation system, and MateCat, a CAT system that integrates machine translation, were tested. The test, undertaken at different times and without specific translation memories, provided for the translation of several legal texts of different types utilising both systems, and was followed by systematisation of errors and evaluation of translation results. The evaluation was carried out according to the following criteria: 1) comprehensibility and meaningfulness of the target text; and 2) correspondence between source and target text in consideration of the specific translation situation. Overall, the results are considered insufficient to give post-editing of machine-translated legal texts a bigger place in translation pedagogy. As the evaluation of the correspondence between source and target text was fundamentally worse than with regard to the meaningfulness of the target text, translation pedagogy should respond by raising awareness about differences between machine translation output and human translation in this field, and by improving translation approach and strengthening legal expertise.

This article focuses on the introduction of a new function for translation in a changing context of formal language learning in the Madras Presidency in nineteenth-century south India. Amongst this region's multiple languages, the article considers language examination papers, examiners' feedback, and preparatory materials in Hindustani, Tamil and Telugu to reconstruct two developments in relation to translation: first, translation as pedagogy, introduced as a key mechanism in the instruction and examination of languages, increased and made visible the scope of translation beyond the literary context. Second, competition based on translation abilities across diverging professions in the colonial domain promoted greater awareness of the changing distinctions between different language registers and varieties within languages. Paying attention to translation pedagogy undertaken for non-literary purposes is thus important in expanding current understandings of how translation evolved and functioned in colonial South India. [ABSTRACT FROM AUTHOR]

This paper outlines the results of the experimental study aiming to explore the impact of using machine translation engines on the performance of translation students. Machine translation engines refer to the software developed to translate source texts into target languages in a fully automatic mode which can be classified according to the algorithm (example-based, rule-based, statistical, pragmatics-based, neural, hybrid) and the level of customisation (generic, customised, adaptive). The study was carried out in the form of a translation test held during the first semester of 2019/2020 academic year (September). The subjects included 48 undergraduate students of the School of Foreign Languages of V. N. Karazin Kharkiv National University (42 women and 6 men aged from 19 to 22) majoring in translation. They were subdivided into two sample groups: sample group 1 performed translation from English into Ukrainian with the help of the MT engine while sample group 2 translated the same text from English into Ukrainian by hand. The MT engine chosen for conducting the research was Microsoft Translator for personal use. The research was arranged into the following stages: preliminary (designing the experiment), main (implementing the experiment into life), conclusive (processing the results and interpreting them). The comparison of the students’ average results allowed us to come to the conclusion that the hypothesis preconceived in the beginning of the study was confirmed: the quality of the text translated by the students who received no previous training in post-editing with the use of a modern machine translation engine was of a poorer quality compared to the translation of the same text made by the students without the use of a machine translation engine. The students using the machine translation engine showed the tendency not to treat critically the output of the machine translation engine, thus scoring more penal points than the students translating on their own. The evidence from this study implies the necessity of teaching students to use machine translation in their work and to post-edit texts by means of developing the appropriate cross-curricular methodology of teaching.

Although Jiři Levy, the most renowned Czech translation scholar, is not directly associated with translation pedagogy, many of the concepts that he left behind are still relevant for translator training as well as foreign language teaching. The present paper first explores the comprehension stage of Levy’s model of translation process which he broke down in a commendably detailed manner in order to help future translators realize how many aspects and layers of the source text they have to understand and analyse before beginning with the actual translation. Examples of errors made by translator trainees as well as professionals are discussed to explain that insufficient comprehension of the surface (i.e. purely linguistic) level is a rather frequent occurrence which very often affects deeper levels of content (such as the author’s attitude) and text coherence. At the same time, the objective is to explain how comprehension errors can be used in the translation classroom to develop research skills, including the use of language corpora. The latter half of the paper is a discussion of Levy’s thoughts on translation procedures and the behavioural tendencies of literary translators. Levy himself suggested only a limited number of procedures to be taken by literary translators to transfer names and culture-bound terms but definitely left his mark by being probably the first scholar to explain in a systematic way the tendencies exhibited by translators whereby translations tend to be more general, neutral, logical and explicit than their source texts. Taken together, Levy’s procedures as well as tendencies have been presented by Anthony Pym as one of many viable typologies of translation solutions, which might prove to be a key to getting language teachers and learners to think of translation as a communicative activity, thereby contributing to initiating the much-missed collaboration between Translation Studies and the teaching of foreign languages.

Translation Pedagogy is one of the most under-developed fields of Translation Studies. This paper will provide an introduction to three different approaches to the teaching of Translation: the Classical European, the “transmissionist” approach and the contemporary “social constructivist” approach. The paper will show how the relationship between teacher and student varies in each of these models

This article offers theoretical and pragmatic insights into the nature of technical translation course design. In so doing, I first provide a definition of specialized translation based on a survey of the literature in this field, conducted collaboratively with a research assistant. Then, I present a comparative table sourcing how technical translation has been taught, as a university course, across Canadian higher education institutions. Following this, I offer a rationale for student-oriented ways of teaching this course, all the while giving concrete steps to coexplore novel topics with undergraduate and graduate students. Finally, I generate a series of considerations and questions for further inquiry into the instruction of technical translation in Canada and worldwide. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in Educational Sciences (IJRES) is the property of International Journal of Research in Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bridging Cultures is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a sworn translation project designed to enhance the development of professional skills associated with a prototypical freelance sworn translation job. However, unlike traditional translation classroom activities, which tend to centre around the translation itself, the focus here is on the ancillary but essential administrative tasks related to professional translation such as analysing a job's viability, setting fees at market rates, drawing up quotations and invoices and, above all, communicating effectively with clients. Designed from a situated learning perspective, the project takes the form of a teaching-learning sequence in which pairs of students adopt the roles of client and translator and then exchange written communications in the form of queries, quotations and invoices connected to the sworn translation of an academic administrative document. To guide the students in their acquisition of the professional skills they need for these tasks, a broad vision of assessment is applied, which goes beyond its mere certifying function and promotes its formative component through self-assessment, peer-assessment, and teacherassessment. Integrating labour market-oriented projects focused on skills relating to the implementation of translation in a professional context in the specialized translation classroom, as we have done here, is a valuable tool to facilitate the student's transition from the translation classroom community to the professional community of translators. [ABSTRACT FROM AUTHOR]

Around the world, a growing interest has been seen in learner translator corpora, which are invaluable resources for teaching and research. This paper introduces a new resource to support researchers from different interdisciplinary areas such as computational linguistics, descriptive translation studies, computer-aided translation technology, Arabic machine translation applications, cognitive science, and translation pedagogy. Motivated by the lack of learner translator resources that provide data about learners of translation from and into Arabic, the undergraduate learner translator corpus (ULTC) is an ongoing, error-tagged sentence-aligned parallel corpus of English, Arabic, and French, with Arabic as its main language. The present corpus, consisting of parallel texts of female learners of translation from English or French into Arabic, is the first of its kind in terms of the languages represented, tasks covered, and number of students involved. It is also unique in terms of combining many complementary corpora of cross-lingual data, each of which has its own web-based query interface and corpus analysis tools. This paper describes the ULTC compilation process, preliminary findings, and planned future expansion and research. [ABSTRACT FROM AUTHOR]

Since entering the new era, the translation model has gradually changed with the widespread application of machine translation technology and the rapid development of a translation industry. The mismatch between the demand of employers and the talents trained by universities has become a major problem facing the translation major nowadays. To this end, we should attach more importance to the readjustment of the existent curriculum; students' practical ability in translation; grasp of the skill of detecting and correcting machine translation errors; combination of translation and relevant professional knowledge. [ABSTRACT FROM AUTHOR]

The objective of this paper is twofold: to present an authentic collaborative project devoted to the transcreation of different versions of Polish legends and folk tales (with eventual publication in an academic journal), as well as to demonstrate the advantages of applying the transcreative approach to translation in translator training at MA level. The project in question was accomplished in the academic year 2018/2019 by a team of the 1st and 2nd year MA students, partly out of the classroom in an authentic setting and partly within the frames of a specialised collaborative translation course. The paper presents a new idea to teach translation, based on action research and the out-of-the-classroom approach to translator training, and includes a qualitative research case study of students' views on the project as well as some pedagogical implications, such as the proposal to introduce collaborative transcreation activities into translator training curricula. [ABSTRACT FROM AUTHOR]

The article explores précis-writing as a pedagogic tool in EFL (English as a Foreign Language) teaching and more specifically in university-level translation training. On the basis of empirical evidence strategies and pedagogic activities are proposed, which illustrate how to draw up a précis from/to both written and oral materials in undergraduate classes aiming to enhance students’ skills. Highlighting the goals and scope of this tool in real-world situations demonstrates its possible benefits in the student’s learning process as well as the teacher’s perspective. Currently préciswriting practice is not much emphasised in view of future professions. Indeed, the topic is relatively unexplored within translation teaching studies. The paper sets out to demonstrate the practical effectiveness of précis-writing in translation teaching courses. [ABSTRACT FROM AUTHOR]

The paper looks into the possibilities as well as challenges of moving the translation pedagogy in Pakistan away from its traditional methodological stasis and putting it on more self-reflective and communicative grounds. The researchers advance a critique of the mainstream translation teaching in Pakistan and, alternatively, propose what they call communicative performativities of translation. The issues of equivalence, correspondence, corrective/prescriptive feedback, acontextuality and teacher-directed drilling are assessed and found not merely wanting but positively counterproductive. The researchers propose that manipulating linguistic structures from the source language to the target language, or vice versa, should be more appropriately called transcoding than translation. This manipulation usually takes place in a rather mechanical way with the help of dictionary meanings and unproblematic, decontextualized equivalents. This approach prevents students from achieving inter-lingual communicative adequacy and pragmatic competence in translation. On the other hand, the researchers present alternative ways of conceptualizing and practicing translation in classrooms and for this purpose they propose four tasks which are located in the larger framework of Donald Kiraly's Activity Theory-Based Social Constructivist Model (ATSM). [ABSTRACT FROM AUTHOR]

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Cognitive translation processes incorporate metacognitive activity due to the association with problem-solving behaviour, including the ability to recognize problems, propose solutions, and evaluate the effectiveness of solutions. Previous research has emphasized these aspects of the translation process in general texts; however, specialized translation merits investigation for insights into metacognitive activity of translators given the particular challenges that accompany texts in specialized areas. Medical translation, for instance, presents a unique set of problems given the domain-specific nature of the translation task. This study presents a qualitative analysis of a corpus comprising two different translation tasks, each with an accompanying reflective self-assessment, in order to identify indicators of task awareness, problem recognition, and solution evaluation. The results suggest that metacognitive activity is present in both translation tasks, but the type of behaviour changes over the course of an eight-week period that includes training in medical translation. This change over time points to the potential for developing metacognitive abilities during translation coursework and identifies specific aspects for potential future investigation related to specialized translation pedagogy. [ABSTRACT FROM AUTHOR]

This article sets off from two epistemological points. Firstly, it reviews Donald Kiraly's approaches to translator education: his criticism of positivist approaches, his constructivism, his most recent emergentism. Secondly, it introduces some key concepts of complexity theory (to which emergentism is related), as put forward by one of his main advocates, Roger Lewin. Both departure points serve to erect a pedagogical project – Wikitrad – that creates the conditions for the emergence of learning while conducting a social translation of Wikipedia articles. The article describes Wikitrad's design and implementation at the Universitat Jaume I (Castellón, Spain), reporting on the various stages of project design and student learning as well as its resulting attractors. It concludes with the confirmation of lessons provided by resorting to social translation in a class informed by complexity theory. [ABSTRACT FROM AUTHOR]

Translation Studies is a relatively new discipline, formerly at the margins of traditional academic departments, that has not only expanded but has been reinstated into the center of the humanities. In the past half-century the field has become a dynamic inter-discipline, transforming research and teaching in a number of fields, including language studies, linguistics, cultural studies, and social sciences. This paper examines the present state of the field and outlines trending research developments that have implications for translation pedagogy.