|Title:||Editing, trediting, translating : re-humanizing the teaching of web translation|
|Authors :||Massey, Gary|
|Conference details:||didTRAD 2012, 1st International Conference on Research into the Didactics of Translation, Barcelona, Spain, July 7–8, 2012|
|License (according to publishing contract) :||Licence according to publishing contract|
|Type of review:||Not specified|
|Subjects :||Technology; Translation; Web; Didactics|
|Subject (DDC) :||418.02: Translating and interpreting|
|Abstract:||This paper reports on the design and implementation of an undergraduate web translation module developed in cooperation with the European Commission’s Web Translation Unit. According to a recent study (DGT 2009), the EU language industry is conservatively expected to grow an average of 10% a year up to 2015, with 25% of EU translation activities currently devoted to software and website localization. Unsurprisingly, this dynamic sector has for some time attracted attention from translation pedagogy, largely in the context of translation technology. Since web translation is generally regarded as part of a broader process, courses tend to focus less on the core translation skills involved in making a website linguistically and culturally appropriate to the target locale and far more on the efficient, productivity-oriented and cost-effective use of localization technologies. Whilst this partly reflects market realities, such a one-sided approach poses dangers to output quality, prompting Austermühl (2006) to propose a conceptual differentiation between “localization tasks” and the “translation task” of web translation, and to quote Clark (2003) in seeking to “re-humanize” translation in this context. The web translation module reported on sets out to do just that, emphasizing the core competences needed to translate this distinct genre of text. Building on the experience and recommendations of the Web Translation Unit, it combines web writing and editing with adaptive “trediting” (DGT 2009) and translating in an integrated problem-based setting. The Directorate-General for Translation’s 2011 Symposium on the Translator Profile (DGT 2011) concludes that technology must not lead to the neglect of basic skills, including writing and editing, and that curriculum developers should exploit synergies between trainers and professionals. We believe that this innovative web translation module both meets these demands and, in presenting translation as a form of target text writing, promotes professionalization by improving translator self-concept.|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Publication type:||Conference Other|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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