Specialised Knowledge and Professional Translation. Daniel Linder Universidad de Salamanca (SPAIN)

Transcription

1 Specialised Knowledge and Professional Translation Daniel Linder Universidad de Salamanca (SPAIN) 1

2 EMT Translator Competences EMT Translator Competences: Thematic competence Knowing how to search for appropriate information to gain a better grasp of the thematic aspects of a document (cf. Information mining competence) Learning to develop one's knowledge in specialist fields and applications (mastering systems of concepts, methods of reasoning, presentation, controlled language, terminology, etc.) (learning to learn) Developing a spirit of curiosity, analysis and summary ey_documents/emt_competences_translators_en.pdf 2

3 EMT Translator Trainer Competences Field Competence 1. Ability to perform any task assigned to the students according to the quality standards required in professional practice 2. Knowledge of the professional field including: Translation-related professions Constraints of translation projects (e.g. time/budget/qualities) Domains of specialization in translation-related professions Market requirements Operating procedures and tools used in professional translation TS scholarship and research relevant for the course Foreseeable development of the professions 3

4 Domain Specialisation (WP5.2) A survey of 17 Optimale master s programmes revealed that: Competences of general translators are often taught as an integral part of or as a complement to competences of specialised translators Every degree offers some sort of professionalisation training as a specialisation Programmes exploit faculty strengths Programmes seek to meet local and regional demand

5 Domain Specialisation (WP5.2) Translation can be a specialisation track that complements other professional specialisations in non-translation degrees: MA in TESOL (Teaching English to Speakers of Other Languages) and Translation Studies, Master in Languages for Public and Health Policies, and Master de Communication Internationale en Sciences de la Santé Even in these programmes there is an offer of interdisciplinary, optional subjects for further specialisation

6 Domain Specialisation (WP5.2) Translation Studies programmes offer a wide range of specialisations (multispecialisation), though permitting students to choose their subjects in such a way that their specialisation can be more focused towards certain tracks The cumulative experience shows that students tend to prefer to specialise in a greater number of areas rather than to superspecialise in a more restricted number of domains.

7 Domain Specialisation (WP5.2) A number of programmes clearly focus on a specific thematic area or discipline (Superspecialisation): MA in Translation and Business Communication, MA in Medical Translation MA in Scientific and Technical Translation MA in Legal Translation

8 Domain Specialisation (WP5.2) A number of programmes are clearly centered on the need to train graduates for specific professional profiles and settings: MA in Translation and Interpreting for Public Services, MA in Translation in a European Context

9 Domain Specialisation (WP5.2) Specific domain-based specializations: Widespread presence of legal translation, economic/financial translation and scientific/technical translation Some medical translation, and literary/non-fictional/humanities translation Token presence of translation for tourism, political science, architecture, the cinema, the arts and the social sciences.

10 Domain Specialisation (WP5.2) Translation modalities and/or activities closely related to translation Common: audiovisual translation, localisation (modalities) translation memories and CAT tools. project management, technical writing, and desktop publishing skills including copyediting, proofreading and style revision activities closely related to translation Rare: Audiodescription, text-to-sign-language, oficial/authorised translation (modalities) terminology extraction, automatic summarisation, text-to-speech translation, and bilingual lexicography. (activities closely related to translation)

11 Domain Specialisation (WP5.2) Methods and Resources Introductory courses/units to specialised domains: Specific domain specialisation should always be integral and holistic Though specialised domain courses may be very enriching, they are not the best translator training option given intensive nature of programmes and time restrictions

12 Domain Specialisation (WP5.2) Methods and Resources Use of authentic texts: Real-life or simulated translation situations, whether in the form of individual or group translation projects, should always attend to briefs and consist of authentic texts

13 Domain Specialisation (WP5.2) Methods and Resources Information mining strategies and on terminology management: Several programmes offer specific information mining and terminology management skills, required for all students regardless of the specialization. Trainers also insist on students developing their competences in this area, regardless of what their special concentration is.

14 Domain Specialisation (WP5.2) Methods and Resources Gradual adquisition of translation methodology: The aim is to expose students to a variety of texts and situations, and the sequential order is prepared according to the degree of difficulty and/or their usefulness in furthering the gradual acquisition of specific sub-competences, from the pre-translation and research phase to the production and posttranslation phase.

15 Domain Specialisation (WP5.2) Methods and Resources Student-centred learning: Most programmes focus on project-based collaborative learning, in line with the wish to promote, among other competences and skills, participation, team-work, autonomous learning and interaction with other students and staff members.

16 Domain Specialisation (WP5.2) Methods and Resources The importance of theory in practice-oriented learning processes: Systemic-Functional Linguistics, Corpus Linguistics, Discourse Analysis and Genre Analysis, Pragmatics, Terminology, Lexicology, Translation Studies, Intercultural Communication, Cultural Studies, Computer Science, Ethnolinguistics, Sociolinguistics, Philosophy, Sociology, Psychology, among others.

17 Domain Specialisation (WP5.2) Methods and Resources Integration of technology: The aim is to consolidate the students IT competence and integrate them with core skill development and crossdisciplinary and transferable skills by offering subjects devoted to the presentation and use of specific CAT, TM and other IT tools, by integrating the use of IT within the different subjects, or by taking advantage of external work placement situations in companies and institutions, and often by a combination of all three.

18 Domain Specialisation (WP5.2) Methods and Resources Interdisciplinary and collaborative efforts: -Teaching staff -Agreement with industry and other stakeholders -Relations with professional associations

19 Domain Specialisation (WP5.2) Adaptability of programmes: Every programme director and the teaching staff follow developments within the profession, looking to accommodate emerging trends Some programmes are at greater liberty to update and vary their structure, subjects and contents with the consent of the body of teachers or the prior approval of the university or organism that offers the Master s degree. Other programmes require a long administrative process of notification, approval and/or verification for structural modifications. Differences between the locations of domain specialization within programs can limit their capacity to react.

20 Domain Specialisation (WP5.2) Case Studies Real Translation Commissions University Jaume I, Professionally-oriented Final Project: Translation of commissioned by a real client, often McGraw- Hill Universidade de Porto, Translation and publication of Manual within the European FP7 project MOVE, an intrainstitutional experience University of Gdansk, Translation of published volume on translation theory Real Modality Translation University College Ghent, Audiovisual translation: film scripts, the lyrical register of opera libretti,

21 Domain Specialisation (WP5.2): Case Studies Real Translation Commissions University of Granada the longlasting experience of the University of Granada in the specific domain of scientific and technical translation BioTic Granada Campus, a Campus of International Excellence based mainly on BioHealth and ICTs SDL International, the owner of TRADOS, headquartered in Granada Club Malaga Valley describes itself as the most important technological think tank that exists in Europe. IBM wants a European Silicon Valley

22 Domain Specialisation (WP5.2): Case Studies Specialised Courses and Seminars University of Salamanca, Seminar on Legal Translation. University of Salamanca, in collaboration with the Universities Contact Group, which belongs to the International Annual Meeting on Language Arrangements, Documentation and Publications (IAMLADP). Universitat Jaume I, Introduction to Medicine, followed by Pre-translation, a course which the different conceptual modules of Introduction to Medicine are explored from interlinguistic, textual and communicative angles.

23 Domain Specialisation (WP5.2): Case Studies Real Translation related-activities University of Calabria, Rete-REI (REI Network) for Italian terminology

24 Domain Specialisation (WP5.2): Issues Translation as a means to teach specialisation: specialised domain-based knowledge to be acquired via translation tasks at the stage prior to introducing translation processes within that domain, through practical translation exercises VS Specialisation in translation as en end in itself

25 Domain Specialisation (WP5.2): Issues Should we train experts with translation skills or professional translators with thematic expertise? Should we focus on specialist knowledge training orcore skill development? Should we aim for multispecialisation or superspecialised professional translators? Should we train for lifelong learning within our time-restricted training period (1-2 yrs)? How do you personally envision specialisation, as individual exegesis or as a socialisation process

26 Specialisation as defined by professional associations Notice how these two Codes of Conduct are worded rather negatively (you should decline) and are based on an individual translator s perception of whether a text falls within his or her specialist domains (you think they are untacklable with your current knowledge). How do you teach students to refuse a specific assignment without permanently turning away a potential client?

27 Specialisation as defined by professional associations The Code of Professional Conduct and Business Practices of the American Translators Association approved by the Board of Directors in 2002 stated that in order to commit to the highest standards of performance, ethical behavior, and business practices translators were required to have a up-to-date knowledge of the subject material and its terminology in both languages. However, in the latest version of the American Translators Association Code of Ethics and Professional Practice of October 2010 translators accept the duty to represent our qualifications, capabilities, and responsibilities honestly and to work always within them and to convey meaning between people and cultures faithfully, accurately, and impartially.

28 Semi-specialisation Non-specialised: non-specialist to non-specialist Semi-specialised: specialist to non-specialist Specialised: specialist to specialist Highly-specialised: superspecialist to superspecialist Where do you tackle semi-specialised? With non-specialised or with specialised texts? 28

29 Semi-specialised vs. Specialised A semi-specialised text about pumping concrete during construction of One World Trade Center, NYC Two stationary pumps positioned across the street from the building supply ready-mixed concrete through three pipelines that run under the street and enter the site one floor belowgrade. Truck mixers deliver concrete to the pumps from ramps positioned on both sides. The three pipelines, encased in a thrust block, make a 90-degree turn upward through the center of the building between the north and south elevator cores. The third pipe serves as a backup in case one of the others becomes clogged or jammed.

30 Semi-specialised vs. Specialised A specialised text about pumping concrete during construction of One World Trade Center, NYC Pump placement is critical for ready-mix access in downtown Manhattan. A site was chosen across the street from the building but still within the site with three pipelines running under the street and entering the building site one floor below grade. Two Schwing SP 8800 stationary pumps with Tier 3 Deutz 590 horsepower diesel engines are positioned under a temporary roof with dual chutes perpendicular to the hoppers. Truck mixers can be positioned on both sides of the pumps on ramps. The pumps feature high and low pressure settings, high pressure Rock Valves with dual shifting cylinders, and provide piston side pressures up to 2920 psi. Maximum output on the rod side is 123 cubic yards per hour at 31 strokes per minute.

31 Semi-specialised vs. Specialised 1. What kind of challenges does each text offer? 2. Are the challenges of translating both different? In what way? 3. Where would you tackle a text like the first? In a specialised course or a general course on translation?

32 Semi-Specialized Translation Specialized medical terms in a biography of doctor One day he was using a sigmoidoscope to make a rectal examination, and the patient, an elderly African-American, complained several times that Bethune was hurting him. Exasperated, Bethune ordered him out of the office. (51) Bethune concluded that a phrenicectomy might improve Adorée s condition. In this type of operation the surgeon removes a portion of the phrenic nerve that causes the diaphragm to rise, partially compressing the lung. The incision is made near the neck. The actress, at first refused the operation, fearing that the disfigugurement might ruin her career, but Bethune promised that he would find a way to conceal the scar.(88-89)

33 Semi-Specialized Translation 1. What kind of challenges do these texts offer? How are they different from the challenges of a specialized medical text? 2. Imagine that you have to translate each text into your native language: 3. Would you add any explicatory material to the target text or would you phrase it in such as way that it explicates the specialized medical term sigmoidoscope? 4. How would you translate partially compressing the lung? 5. Would you tackle texts like this in a specialised course or a general course on translation?

34 Discussion starters What (highly) specialised industries or economic activities are there in your area? Where along a continuum of non-specialisation-highly specialised translation does your program fall? 34

35 EMT Translator Competences Translation Service Provision Competence -Interpersonal dimension (selection) *Knowing how to follow market requirements and job profiles (knowing how to remain aware of developments in demand) *Knowing how to clarify the requirements, objectives and purposes of the client, recipients of the translation and other stakeholders -Production dimension (selection) *Knowing how to define and evaluate translation problems and find appropriate solutions *Knowing how to proofread and revise a translation (mastering techniques and strategies for proofreading and revision) 35

36 EMT Translator Trainer Competences Field Competence 3. Translation-service provision competence (see Appendix): Ability to perform the tasks and sub-tasks involved in the translation-service provision (including planning, preparing the material for translation, quality assurance, document management, terminology management, etc.) (Appendix) -Translation-provision service tasks and sub-tasks (selection): -Specifying the translation project -Choosing tools and aids -Optimizing use of resources -Information mining -Terminography -Proofreading -Revision 36

37 Professionally-Oriented Translation Practices (WP5.3) A survey of 18 Optimale master s programmes revealed that: 1. More than two-thirds of the programs covered (selection) Professional ethics and best practice Markets and market evolutions Working environments 2. More than half covered (selection) Specifications/requirements/standards Procedures Authentic texts/materials 3. Less than half covered Budget and cost planning Business and marketing tools Monitoring mechanisms 37

38 Professionally-Oriented Translation Practices (WP5.3) Some universities have specific modules designed to address professionally-oriented practices, though these vary in length, duration and weighting of credits: Terminology and Translation Technology (Ghent) Translation and Technology (Durham) Project Management (Grenoble) Many universities offer modules that generally address professionally-oriented practices in modules entitled: Translation as a Profession (Ljuljana) Professional Training Modules week (Marie Haps) The Translator s and Interpreter s Working Life (Tampere) 38

39 Professionally-Oriented Translation Practices (WP5.3) Student-run Companies (selection) Atlas, a junior translation company run by MA students (Grenoble) In-house simulated translation bureau (Maastricht) The Translation Profession (Aston) 39

40 Professionally-Oriented Translation Practices (WP5.3) Work Placements/Internships In approximately 50% of Optimale masters programmes, they are compulsory, though their duration varies from between 2 weeks Ghent, Nitra, Ljubjana to 6 months (Grenoble). Two institutions provide work placements/internship abroad (Durham and ESIT) 40

41 Professionally-Oriented Translation Practices (WP5.3) Professional Translators involved in programmes Teaching of modules rests predominantly on the faculty, though most universities employ practicising professionals as well. National differences abound, as some programmes cannot allow professionals to teach courses that formally award credits, while others are allowed to hire associate staff on short-term contracts. 41

42 Daniel Linder Universidad de Salamanca (SPAIN) SPECIALISED KNOWLEDGE AND PROFESSIONAL TRANSLATION 42