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This study readdresses translator competence in light of the transformation in the translation profession, with a particular focus on Türkiye’s “National Occupational Standard: Translator/Interpreter—Level 6” (“NOST/IL6”). Motivated by the need to readdress translator competence given the technology-induced transformation in the translation profession, the study argues that embracing ‘entrepreneurship competence’—which is versatile, unstable, and based on ‘adaptive expertise’ and ‘lifelong learning’—in translator competence is crucial for translators to provide value-added products and services. The study suggests that incorporating entrepreneurship competence into translator education may bridge the alleged ‘skill gap’ between industry demands and translator education and contribute to a demand-oriented, functional, and added value-focused education prioritizing innovation, value creation, and entrepreneurship. In this regard, the study also analyzes the “NOST/IL6”—reported to display, as a standard, the required translation-related knowledge, skills, and attitudes and reflect the current needs and future trends in the translation market on the education system in Türkiye—with a focus on entrepreneurship competence. The analysis results indicate that the document underrepresents entrepreneurship competence and may not suffice to address what is brought by automation and digitalization, not attributing a proactive stance to translators. Hence, the study concludes that a reconsideration of the standard document, with an emphasis on entrepreneurship competence and considering the evolving roles and areas, could instigate a pivotal mindset shift. “In a new turning point where new questions come to the fore” (Bengi-Öner 1997, 8), such a transformation could help view technology-induced uncertainties as opportunities rather than threats, potentially restoring ‘human’ at the core of translation—a field increasingly perceived as ‘dehumanized’ due to growing technological domination—and significantly contribute to building a strong professional self-concept among translators for them to enjoy the opportunities that are likely to arise in the unpredictable and unclear future.

This paper seeks to answer the question whether and how professional associations help students and young translators develop the competences required in the translation market, and how they interact with the academic community. It specifically focuses on the Czech Union of Interpreters and Translators, which brings together interpreters and translators of all specialisations. It summarises the Union’s aims, mission, and activities, with a particular focus on translation and interpretation trainees and young professionals—the annual conference for young translators and interpreters and the Master’s and Bachelor’s Thesis Awards. Based on data collected from the Union’s website and archives, the content of these two events was analysed to see how the Union interacts with the academic world, what topics are prioritised, and to what extent and how the two events complement university education and reflect the Union’s mission. The results reveal how professional organisations can support interaction between translation and interpreting students/recent graduates and the professional sphere and how the activities of these organisations can be useful in translator training.

This study takes the policy idea of the standards-based curriculum as a point of departure. Drawing on discursive institutionalism and pragmatic institutionalism, the study's purpose is to critically examine school principals empirically as translators, enacting Sweden's standards-based curriculum into local schools' practices. The data were collected through interviews with principals from four compulsory schools in different geographical regions of Sweden, selected through purposive sampling. Røvik's 'translator competence' framework and Schmidt's 'sentient agents' framework were used as analytical tools. In the empirical material, examples of school principals as knowledgeable, creative, patient and strong translators were identified, interpreted as their 'background ideational abilities'. Discourses on 'foreground ideational abilities' also were identified in the principals' experiences as translators through their critical and deliberative reflections on the standards-based curriculum. By integrating discursive institutionalism and pragmatic institutionalism into the study, ideas and discourse, as well as agency and contextual and normative experiences, were interpreted as important aspects of policy translation. This provided opportunities for a broader understanding of school principals' translations of the standards-based curriculum, which hopefully also can help develop the theoretical and methodological discursive institutional approach within education research. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

Teaching translation in higher education has undeniably been impacted by the innovations brought about by machine translation (MT), more particularly neural machine translation (NMT). This influence has become significantly more noticeable in recent years, as NMT technology progresses hand in hand with artificial intelligence. A case study supported by a questionnaire conducted among translation students (bachelor's and master's programmes at ISCAP) probed the degree of student satisfaction with CAT tools and revealed that they favour the use of MT in their translation practices, focusing their work on post-editing tasks rather than exploring other translation strategies and complementary resources. Although MT cannot be disregarded in translation programmes, as machine-generated translations make up an increasingly larger amount of a professional translator's output, the widespread use of MT by students poses new challenges to translators' training, since it becomes more difficult to assess students' level of proficiency. Translation teachers must not only adapt their classroom strategies to accommodate these current translation strategies (NMT) but also, as intended by this study, find new, adequate methods of training and assessing students that go beyond regular translation assignments while still ensuring that students acquire the proper translation competence. Thus, as the use of NMT makes it considerably more challenging to assess a student's level of translation competence, it is necessary to introduce other activities that not only allow students to acquire and develop their translation competence as defined in the EMT (European Masters in Translation) framework but also enable teachers to assess students more objectively. Hence, this article foregrounds a set of activities usually regarded as "indirect tasks" for technical translation courses that hopefully results in the development of student translation skills and competence, as well as provides more insights for teachers on how to more objectively assess students. It is possible, then, to conclude that these activities, such as different types of paraphrasing and error-detection tasks, may have the potential to encourage creative thinking and problem-solving strategies, giving teachers more resources to assess students' level of translation competence. [ABSTRACT FROM AUTHOR]

This paper addresses the need for terminology convergence and the systematic use of up-to-date descriptors and concepts in the European higher education and labor market environments. Rapid developments in the language industry are remodelling the translation profession in particular and generating new processes, new training needs and, therefore, a new skills demand. Changing market expectations, cross-occupational mobility and multifaceted professional profiles in the translation industry claim to exploit the full potential of standard and multilingual taxonomies like ESCO – the European Classification of Skills, Competences, Qualifications and Occupations. This research draws on the European Master's in Translation (EMT) competence framework for 2018–2024 to perform a descriptive analysis of the English and Spanish entries for the occupation of "translator" in ESCO's latest 2020 version. Findings suggest that ESCO's content could be aligned with the professionally oriented EMT framework to overcome shortcomings in representing translators' identity and present the reality of the translation market, while matching its content more accurately to the most relevant skills and competences generally developed in current translator training programs. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

O obxectivo deste artigo é extraer e analizar as colocacións empregadas por estudantes de tradución a partir dun corpus paralelo chamado Corpus de Aprendizes de Traduçao (CAT), formado por textos orixinalmente escritos en portugués e traducións para a lingua inglesa, por medio das ferramentas de computación dispoñibles grazas á plataforma Sketch Engine (Kilgarriff et al 2004). Todos os textos orixinais e traducidos alimentaron o Multilingual Student Translation Corpus (MUST2), baixo a nosa coordinación na Universidade Estadual Paulista (UNESP) e baixo a dirección das Profs. Dras. Sylviane Granger e Marie-Aude Lefer (Granger e Lefer, 2020), da Université Catholique de Louvain. Ao analizar as escollas colocacionais utilizadas polos aprendices de tradución, buscamos debater tamén cales serían as opcións de tradución máis frecuentemente empregadas na lingua albo por medio do corpus EnTenTen15. Baseándose no resultado deste estudo, é posible destacar a importancia de promover o desenvolvemento da competencia colocacional nos cursos de formación de tradutores. Investigacións como a proposta tamén poden contribuír a unha mellor comprensión da dificultade e complexidade na tradución de colocacións. Ademais, pode sinalar a necesidade de crear ferramentas, materias didácticos e dicionarios dirixidos ao ensino e aprendizaxe de colocacións (Orenha-Ottaiano, 2015, 2017), así como para axudar na escolla das mellores opcións na tradución de colocacións, co obxectivo de desenvolver a competencia colocacional do tradutor estudante e profesional. // The aim of this paper is to extract and analyze the collocations employed by translation learners from a parallel corpus entitled Translation Student Corpus (CAT), made up of texts originally written in Portuguese and their translations into the English language, with the help of the tools available through the Sketch Engine platform (Kilgarriff et al 2004). All original and translated texts fed the Multilingual Student Translation Corpus (MUST), under our coordination, at São Paulo State University (UNESP), and under the management of Drs. Sylviane Granger and Marie-Aude Lefer (Granger e Lefer, 2020), from the Université Catholique de Louvain. By analyzing the translation learners’ collocational choices, we also sought to discuss which translational options were most often employed in the target language through the EnTenTen15 corpus. Based on the results of this study, it may be possible to emphasize the relevance of promoting the development of collocational competence in translator training courses. Investigations such as the proposed one may contribute to a better understanding of the difficulty as well as complexity of the translation of collocations. In addition, it may signal the need for the creation of tools, teaching materials and dictionaries aimed at teaching and learning collocations, as well as at helping choose the best translation options of collocations, with a view to developing student and professional translators’ collocational competence.

Teaching translation in higher education has undeniably been impacted by the innovations brought about by machine translation (MT), more particularly neural machine translation (NMT). This influence has become significantly more noticeable in recent years, as NMT technology progresses hand in hand with artificial intelligence. A case study supported by a questionnaire conducted among translation students (bachelor’s and master’s programmes at ISCAP) probed the degree of student satisfaction with CAT tools and revealed that they favour the use of MT in their translation practices, focusing their work on post-editing tasks rather than exploring other translation strategies and complementary resources. Although MT cannot be disregarded in translation programmes, as machine-generated translations make up an increasingly larger amount of a professional translator’s output, the widespread use of MT by students poses new challenges to translators’ training, since it becomes more difficult to assess students’ level of proficiency. Translation teachers must not only adapt their classroom strategies to accommodate these current translation strategies (NMT) but also, as intended by this study, find new, adequate methods of training and assessing students that go beyond regular translation assignments while still ensuring that students acquire the proper translation competence. Thus, as the use of NMT makes it considerably more challenging to assess a student’s level of translation competence, it is necessary to introduce other activities that not only allow students to acquire and develop their translation competence as defined in the EMT (European Masters in Translation) framework but also enable teachers to assess students more objectively. Hence, this article foregrounds a set of activities usually regarded as “indirect tasks” for technical translation courses that hopefully results in the development of student translation skills and competence, as well as provides more insights for teachers on how to more objectively assess students. It is possible, then, to conclude that these activities, such as different types of paraphrasing and error-detection tasks, may have the potential to encourage creative thinking and problem-solving strategies, giving teachers more resources to assess students’ level of translation competence.

This article proposes a re-thinking of translator competence in the face of the rapid and dramatic technologization of translation. Drawing on the concept oftranslator competence and the social constructive approach to translator training, the article aims to focus on a pathway to be followed in order to delineate a competence that exclusively pertains to the human translator who is supposed to compete/collaborate with the machine now and in the future. Such delineation would involve adding ‘human’ to ‘translator competence.’ With this aim, the article presents the results of a learning practice designed to integrate machine translation (MT) into translator training to help translation students raise their awareness of their ‘professional self-concept’ as human translators. On the basis of the results, the article suggests that it would be of help to integrate MT into translator training as early as possible with a focus on helping translation students raise their awareness of their existing and potential roles as human translators, whose roles will not be limited to post-editing and pre-editing and will include training MT systems, selecting and assessing training data and collaborating with MT developers as expert human translators. Moreover, the study argues that such awareness would also lead to a further awareness that students need to ‘learn to learn’ (i.e., to become lifelong learners) in order to continue to confront the unknown and unpredictable future challenges MT would pose and embrace the opportunities it would offer.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

There is a gap in empirical studies in Translation Studies addressing the process by which translator competence (TC) is acquired, what are TC main components (or competences), as well as what factors have an impact on its development in future translation students graduates (Hurtado, 2011: 168). In this paper, the research will be contextualized according to three main axes: the European Higher Education Area (EHEA) and competency-based learning, the concept of the translator’s competence and the linguistic competence in translation teaching-learning process. The entry and exit student profile of Translation and Interpreting (TI) studies within Spanish Higher Education context will be described through an empirical study conducted in five Spanish TI institutions. Finally, the results obtained from more than 1,000 participants will be analyzed, focusing on the linguistic component as a basic element for the development of TC.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

Being able to propose a taxonomy of translation techniques has been a long-standing aspiration of translation theorists. By building on previous proposals, this paper presents the HispaTAV typology of translation techniques (ToT), a new list specifically designed for subtitling trainees. The aim of the proposal is to increase students' awareness of the variety of possible solutions to translate segments of the source text, and to promote creativity, a key factor in the development of translator competence. The proposal has been presented to current translation students, who have provided feedback in terms of its usability for learning purposes. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

In the modern translation industry, all actors involved in the translation process communicate and collaborate increasingly – and oftentimes entirely – online using modern computer-assisted translation and project management software solutions.New translation technology needs new approaches to translator education and the Online Computer-Assisted Translation Classroom was designed to address this gap. Students are taught how to use the latest translation technology through hands-on remote software use and collaborative translation exercises. This article looks at the pedagogy of online translation teaching. It specifically discusses the teaching of translation technology and terminology management, drawing on process-oriented approaches to translator training and the method of cooperative translation.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

In the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students' capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain. [ABSTRACT FROM AUTHOR]

In the modern translation industry, all actors involved in the translation process communicate and collaborate increasingly - and oftentimes entirely - online using modern computer-assisted translation and project management software solutions. New translation technology needs new approaches to translator education and the Online Computer-Assisted Translation Classroom was designed to address this gap. Students are taught how to use the latest translation technology through hands-on remote software use and collaborative translation exercises. This article looks at the pedagogy of online translation teaching. It specifically discusses the teaching of translation technology and terminology management, drawing on process-oriented approaches to translator training and the method of cooperative translation. [ABSTRACT FROM AUTHOR]

The teaching of Computer Aided Translation (CAT) tools is essential to all courses aimed at preparing students for the effective exercise of this profession, in particular those students who will translate technical texts, especially in the field of localization. As an alternative to the paid commercial software which dominate the translation industry (such as SDL Trados Studio, Wordfast Pro and MemoQ), there are free proprietary softwares (such as Wordfast Anywhere and Google Translator Toolkit), and free open source ones (such as OmegaT and Anaphraseus). Starting from a description of CAT types and main functions, the purpose of this article is to point out, through an evaluative-comparative analysis based on a research and on a comparison between OmegaT, free proprietary softwares and others open source softwares, why and for which situations OmegaT is a viable alternative for the teaching of CAT tools in higher education.

The article discusses the development of the linguistic identity of a novice literary translator in the course of academic training. The authors claim that teaching literary translation presupposes creating an academic environment conducive to untapping the creative potential of translation students. The paper describes an experiment in which 30 Ukrainian translations of the prologue from Julia Franck’s novel “Die Mittagsfrau” executed by young translators were analysed. The outcomes of the research allowed for the identification of translation strategies and typical translation mistakes, and the dependence of translations on the translator's linguistic identity. The study proves the hypothesis that creativity comprises an indispensable component of the translator’s personal linguistic identity and can be developed in the course of professional training. This also allows the authors to highlight the factors that influence the formation of the translator's professional competence as well as outline perspectives for further research into think-aloud protocols provided both by experienced and novice translators.

The understanding of the role of the contemporary translator is fraught with contradictions and idealistic visions of individuals who, by definition, should be fully competent and versatile. In spite of the fact that lots of translation researchers have probed into the identification and exploration of the concept of translator competence, relatively little study has been devoted to training specialised translators and its metacognitive aspects. Due to the dynamic nature of the translator's occupation, it is difficult to predict what specific skills will prove useful for novice specialised translators in their professional career. The article aims to stress the importance of self-study in the specialised translator competence development. First, the author briefly discusses the nature of specialised translator competence in relation to medical translation and then analyses the principles of and approaches to specialised translator training. With the assumption that it is vital for the translator to be a reliable and self-reliant mediator in specialised service environment, the author poses the question of how to implement self-study strategies in specialised translator training. The article demonstrates a number of task-based terminological activities which exemplify the implementation of self-study strategies into project-based specialised translator training. [ABSTRACT FROM AUTHOR]

The article is an attempt to enter into the area of metacognitive translation studies – or metacognitive translator studies – that has so far received scant coverage, and devote closer attention to the translator's self-regulatory activity. Self-regulation seems crucial in the development of translation expertise, "especially outside of optimally structured work environments, training academies, and other places with defined translation workflows and opportunities for feedback" (Shreve 2006: 32). The article focuses on the role and nature of self-regulation in translator training. Having identified the issues that emerge from educational theories for translator training, the author analyses the approaches to metacognition in the area of translation education. In an attempt to contribute to the discussion of the multifaceted nature of translator competence, the author investigates the correlation between translation trainees' self-regulatory activity and the quality of their translation as reflected in their translation grades. [ABSTRACT FROM AUTHOR]

Paradoxes of Professionalization: Translation Standards – EN 15038 and EN ISO 17100 – From the Perspective of Translator Education Taking the perspective of translator training, the article discusses the significance of translation standards understood as codified documents issued by normalization bodies, focusing on two standards that go beyond local or national settings such as EN 15038 and EN ISO 17100. The emergence of translation standards is situated in a broad context of subject literature on norms in translation. Aspects of standards that have a direct or possible bearing on translator education are discussed. It seems that standards do not necessarily contribute to the present state of the art in translator education research. However, they may enhance a positive perception of translation industry and translators as professionals. Yet, paradoxically, the question remains open whether they indeed contribute to translator empowerment.

Copyright of Miedzy Oryginalem a Przekladem is the property of Ksiegarnia Akademicka Sp. zo.o 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.)

En este artículo desarrollamos el marco teórico de la competencia cultural e intercultural en traducción por medio de la revisión de la literatura existente. Asimismo, presentamos un análisis de algunas de las definiciones de cultura que aportan elementos pertinentes y aplicables para la elaboración de nuestro futuro modelo de competencia cultural e intercultural en traducción, así como las características intrínsecas de la competencia objetivo de nuestro estudio. Las conclusiones sugieren la necesidad de desarrollar más proyectos de investigación con base empírica para que los programas de formación y las actividades de enseñanza/aprendizaje tengan un fundamento práctico y no exclusivamente teórico.In this paper, I will analyse the theoretical framework of the cultural and intercultural competence in translation through the review of literature in the field. Furthermore, I will describe some definitions of culture with applicable aspects for the design of a future proposal of cultural and intercultural competence model in translation. Conclusions suggest the need for more empirical studies regarding the role/acquisition of cultural and intercultural competence as training programmes and teaching and learning activities are currently mainly based on theoretical notions.