TY  - BOOK
AU  - Sawyer,David B.
AU  - Austermühl,Frank
AU  - Enríquez Raído,Vanessa
TI  - The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices
T2  - American Translators Association Scholarly Monograph Series
SN  - 9789027262530
AV  - P306.5 
U1  - 418.02071 
PY  - 2019///
CY  - Amsterdam/Philadelphia
PB  - John Benjamins Publishing Company
KW  - Translating and interpreting-Study and teaching
KW  - Electronic books
N1  - Intro -- The Evolving Curriculum in Interpreter and Translator Education -- Editorial page -- Title page -- Copyright page -- Table of contents -- The evolving curriculum in interpreter and translator education -- Defining 'curriculum' -- A bibliometric analysis -- What does the analysis of the corpus reveal? -- What are we not seeing? -- Stakeholder perspectives and voices -- References -- Part I: Conceptualizations of curricula -- Translation and the internationalization of higher education in the anglophone West -- Introduction -- Higher education, translation, and the knowledge economy today -- New literacy aims for translation in the enterprise university: Towards multicultural and multilingual education -- Conclusion -- References -- "TI literacy" for general undergraduate education -- Introduction -- Background: The case of Japan -- TI literacy: Definition and rationale -- Pilot courses -- Translation and Interpreting in the World Today -- Course overview -- Course organization -- Student feedback -- Translators and Agents in Translation -- Course overview and organization -- Student feedback -- Discussion -- Basic approach -- Essential elements of TI literacy education -- Delivery methods -- Conclusion and future research -- References -- European Masters in Translation -- Introduction -- Methodology -- What is the European Masters in Translation? -- Items for comparison -- Data collection -- Results -- Admission requirements -- Hands-on language-specific translation classes -- Translation as a profession -- Internships -- Courses on translation theory and research -- Courses on translation theory or Translation Studies -- Research work -- Overview -- Conclusions: What is to be done? -- References -- Doctoral training in Translation Studies -- Introduction -- State of the art and suggestions -- A new challenging work environment; Virtualization of shared tools -- Translations by the users -- New challenging competences -- Material to be translated -- New skills? -- Research competence of a doctorate in Translation Studies -- Basic Skills -- Research skills and techniques -- Specific TS Research Skills -- Opportunities -- References -- Part II: Innovation and reform -- Undergraduate and graduate level interpreter education -- Introduction -- Historical context -- American Sign Language (ASL) - English historical view -- Historical context at Gallaudet University: AA, MA, BA and PhD -- Curriculum design considerations -- General models of curriculum design -- Curricular design in interpreter education -- Curricular design at Gallaudet University -- Similarities and differences between the BA and MA programs -- Structure of the BA and MA programs -- Curricular design -- Additional curricular considerations -- Conclusion -- References -- Structure and process -- Introduction -- Interpreter education in Vienna -- Origins -- Twentieth-century models -- Twenty-first-century evolution -- BA + MAs -- Restructuring again -- Structure and process: A comprehensive view -- Layers of context -- Political context -- Legal framework -- Institutional framework -- Decision-making processes -- Pedagogical rationale -- Policy options -- Professional competence -- Evidence -- Conclusion -- References -- Innovations in online interpreter education -- Introduction -- Background -- Target audience and curriculum -- Four perspectives -- The educational technologist's perspective -- The program administrator's perspective -- The course instructor's perspective -- Adapting curricula and materials -- Re-imagining participation -- The digital learning specialist's perspective -- Getting started -- Aesthetic and navigation -- (A)synchronicity -- Digital learner training -- Syllabus design; Lessons learned -- Recommendations -- Conclusion -- References -- Bridging the gap between curricula and industry -- Introduction -- An overview of the UTPYU curriculum -- Purpose and scope of the paper -- Questions of the study -- Methodology -- Gaps between academia and the market -- Methodological and pedagogical responses and solutions to the disparities -- Offering internships in translation -- Offering internships in interpreting -- Offering more specialized courses in translation -- Teaching technologies for translation and interpreting -- Teaching reading for translators -- Conclusion -- References -- Part III: Technology -- A singular(ity) preoccupation -- Machine translation and the Singularity -- Current fears and prior periods of optimism -- The Singularity and the translation profession -- The most relevant question regarding the Singularity and translation -- Preparing translation students to be language-services advisors -- What does "translation" include? -- Specifications and the MT-HT spectrum -- Product parameters -- Other project parameters -- Process parameters -- Pre-Singularity developments do not threaten the translation profession -- Culture -- Limitations of machine learning -- Non-textual context -- Agency -- Expanding models of translation competence: The translator as language-services provider -- Conclusion -- References -- The proper place of localization in translation curricula -- Introduction -- Redefining the translation-localization relationship -- Scope and locus -- Qualifications and entitlement -- Conflicting definitions -- Unity in diversity -- The localization interdiscipline: theories and applications -- Functionalist, user-centered, transformational and systemic approaches -- Social semiotics, de-sign and human-computer interaction -- Educational models and approaches in translation and localization; An inclusive approach to localization education -- Semiotic/Communicative approach -- Object-driven approach -- Social approach -- Concluding remarks -- References -- Technology literacy for the interpreter -- Looking back, looking forward -- Digital citizenship -- Information literacy -- Remote interpreting -- Artificial intelligence -- Whither interpreting? -- References -- Part IV: The course and the curriculum -- A relevancy approach to cultural competence in translation curricula -- Introduction -- Culture as communication -- Translator-mediated communications -- Communication process models -- Human cognitive processes in a communication event -- Interaction between stimuli and pre-existing knowledge -- Contextual information -- Translator-mediated communication process -- Non-linguistic symbols in a translator-medicated communication process -- A relevancy approach to translator's cultural competence -- Competence as a learning outcome -- A relevance approach to cultural competence -- Relevance theory -- Applying relevance theory in translation practice -- Relevance theory to cultural competence -- Cultural competence as a learning outcome -- Cognitive outcomes -- 1. Linguistic knowledge -- 2. Communication knowledge -- 3. Content knowledge -- 4. Technology knowledge -- Skill-based outcomes -- Affective outcomes -- A culture-oriented translation curriculum -- Cognitive outcomes -- Skill-based outcomes -- Affective outcomes -- Closing remarks -- References -- Knowing what and knowing how -- Introduction -- What to teach in a research class -- A case study of teaching a research course at MIIS -- Course description -- Finding topics of student interest -- Challenging presumptions -- Reading component -- In-class activities -- Writing component -- Student reactions to course -- Conclusion -- References; Teaching translation in a multilingual practice class -- Introduction -- General guidelines -- Focus on processes, not products -- Work on things we don't know -- Encourage experimentation -- Form a multilingual community -- Pedagogical principles -- The class is task-based, as far as possible -- Students work in twos and threes -- Use screen recording (and other cheap technologies) -- Translation quality can be peer-assessed with rough numbers -- Process quality can be assessed quantitatively and qualitatively -- Theoretical principles and research results are to be discovered, not given -- Curricular content -- Introduction to translator styles -- Translation-memory segmentation -- Directionality -- Pre-editing vs. post-editing -- Translator-client negotiations -- Results -- Conclusions -- References -- The contribution of institutional recruiters to interpreter training -- Introduction -- The early days -- Training and power -- Training in the post-war institutional framework -- Training for the new profession -- The shift to universities -- Institutional recruiters step up -- New forms of involvement -- Intensification of university training -- Closing the Gap -- Recruiter-sponsored networks and consortia -- The case for (or against) recruiter involvement: Reasons and tensions -- A highly fragmented profession -- The vulnerabilities of university training -- Motivating staff interpreters -- Tensions -- Conclusions -- References -- Name index -- Subject index
N2  - The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5786689
ER  -