Plovdiv workshop Day 1 Feb.21. Professionally-oriented practices and project-based learning Daniel TOUDIC Rennes 2 University

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1 Plovdiv workshop Day 1 Feb.21 Professionally-oriented practices and project-based learning Daniel TOUDIC Rennes 2 University 1

2 Professionally-oriented practices 1. Outcomes of OPTIMALE work-package 5.3 led by C. Schaeffner (Aston University, UK). Good practice in the following areas: Specific modules focusing on professionally oriented practices Student-run virtual or real translation companies Work placements / Internships Contributions from practising professionals 2. Implementing project-based teaching and learning: the Tradutech experience 2

3 Learning objectives Equip students with skills and knowledge needed to function in a professional environment Develop and deepen awareness of the client-translator relations Develop and deepen awareness of legal and ethical aspects of the profession Develop ability to work in (multilingual) teams in specified roles (as a translator, project manager, terminologist ) Enhance personal and interpersonal skills (working in a team, time management, decision-making, conflict resolution skills) Develop ability to reflect critically on own strengths and weaknesses Develop business, entrepreneurial, and management skills 3

4 Teaching methodologies Lectures, workshops, provided both by faculty staff and by representatives of the translation industry Seminars in which students work jointly with professional translators Courses/seminars/sessions/workshops as simulation/imitation of real-life situations/project management Activity-based and reflective learning such as translation companies managed independently by students (as a simulation exercise) or simulated real-life translation projects (Tradutech) Project-based teaching and learning 4

5 Resources required Qualified members of staff with some experience of professional translation Contribution of professional translators to programme (where legally possible) Partnerships with (private) translation companies and with professional organisations Relevant and sufficient literature, software, hardware. Ideally (but not exclusively): Dedicated room IT equipment with internet access CAT software (at least one translation memory system) 5

6 SPECIFIC MODULES 6

7 Professional practice modules Aims: provide an interface between translation training and the profession equip students with all the skills necessary when working in the translation industry Learning outcomes: Upon successful completion of these modules students will: show awareness of translation as a profession show awareness of the client-translator relations show awareness of legal and ethical aspects of the profession be able to translate authentic texts (in special subject areas) according to the requirements of the project (and using relevant tools) be able to work in (multilingual) teams in specified roles (as a translator, project manager, terminologist ) reflect critically on their own strengths and weaknesses 7

8 Professional practice modules Topics (examples): 1. Professional environment The translation market: players, segments, trends Professional identity: status (freelance vs. salaried), roles (translator, terminologist, proof-reader, project manager, sales, etc.) Professional associations and codes of practice / codes of ethics Setting up a translation service company: name, logo, services offered, structure, roles, profitability, Setting up as a translator: legal obligations and responsibilities 8

9 Professional practice modules 2. Professional practice: Marketing and customer care: finding and contacting clients, selling translations, pricing, quotes and invoicing, contracts, translator-client relations, Project management procedures and standards: scoping, planning, managing, communicating, production workflow, project management systems, Quality control: proof-reading, revision, national and European quality standards (e.g. EN15038) 9

10 Professional practice modules Case studies: Aston University: The Translation Profession (10 ECTS) Athens Hellenic University TR2 Professional Trends in Translation Tampere Multilingual Translation Workshop (6 ECTS) 10

11 Student-run companies Aims Enhance employability Gain professional experience in dealing with translation orders from real or virtual clients Expand students practical knowledge of translation, revision, terminology, ICT and possibly also translation technology and/or subtitling. Learn how to manage translation projects and develop business and management skills Acquire a sense of responsibility and improve interpersonal, time management, decision-making and dispute resolution skills Self-assessment and peer assessment in terms of social and organizational skills 11

12 Student-run companies Learning outcomes Students learn how to: Write a business plan Market their services and find translation orders Assess the feasibility and cost of translation projects Assess the resources required for a translation project Negotiate prices, conditions and deadlines Recruit the necessary human resources for a job Organise team work including terminology research and quality control (a.o. EN 15038) Translate specialized documents to set deadlines, using appropriate resources and tools Maintain relations with clients 12

13 Students companies QUESTIONS 1) What are the two types of students companies that can be implemented? 2) What learning outcomes can be expected from setting up a students company? 3) What are the difficulties /risks? 13

14 Student-run companies Case studies: «Simulated companies»: Maastricht Aston Rennes Junior enterprises: Ghent Grenoble 14

15 Internships Aims: Put into practice the theoretical knowledge and practical knowhow acquired in the curriculum Work in a real professional environment Learn to work to set specifications and deadlines Learn to apply quality control procedures Learn to use specific translation tools Learning outcomes: Students have gained knowledge and practical skills under the supervision of professional translators Students are capable of providing high quality translation services 15

16 Internships Implementation: Duration: Short (2-8 weeks) Long (9-24 weeks) (in France, payment due if over 8 weeks) Placement providers Translation companies, national or international organisations, government and local governement institutions, NGOs, commercial companies Who finds placement? Students (Tallinn) The university (Maastricht) The university and/or the students (Marie Haps) 16

17 Internships Tasks: Trainees must be given tasks commensurate with their skills and competences Actual work performed depends on length of placement and level of student Translation (general or specialised) Proofreading and reviewing Terminology Computer-assisted translation (alignments and TM creation) Localisation (video games, software, web sites ) Project management (support role or full-scale) Technical writing and documentation management Etc. 17

18 Internships Questions 1) Are internships compulsory in your programme? Should they be compulsory? 2) When is the best timing and for how long? 3) What legal framework in your programme/country? 4) What type of assessment 5) Benefits and limitations 18

19 Contributions of Professionals Different types of contribution specific conferences/modules (on the translation profession ) Full course (i.e. legal translation / Localisation/ CAT tools) Guidance/ supervision of prof. activities (projects/ internships) Cooperation between a university and a private company Collaboration between a university and a prof. organisation Differences in status Difficulties for hiring non PhD teachers (according to countries) Specificity of the French System (PAST) The status impacts the integration of professionals Benefits and limitations Students satisfaction (practical teaching, professional trends) Guidance needed for teaching skills 19

20 Contributions of Professionals QUESTIONS 1) Does your programme include contributions by professional translators (full time translators / non academics)? 2) What tasks do they fulfill? - occasional lectures or modules - full course during a semester - project activities (guidance and supervision) - others? 3) What is their status? 4) Are they part of the teaching team? 5) Benefits and limitations? 20

21 Project-based learning Aims: To confront students with realistic professional translation projects in an academic context To help students learn interpersonal and project management skills To put into practise theoretical or academic knowledge Principles: Empowering students to take on responsibilities: each project has one or more student «project managers» and assistant managers (as the case may be) All students must be involved at different levels of responsibility (managers, translators, terminologists, reveiwers, etc.) Projects must be «real» or realistic Participants must have clear view of objectives and clear directives 21

22 Project-based learning Requirements: Projects must be related to course contents and learning objectives (specialised translation, quality assessment and control, terminology, translation tools, project management, etc.) Time must be available in the curriculum and timetable Organisational resources: specifications, procedures, forms, timesheets Technical resources: IT equipment and rooms (but mobile technology is changing requirements) Teaching staff must launch initial project and be on hand to answer questions and validate choices Teachers are ultimately responsible for assessing performance and results 22

23 Project-based learning Questions 1) Does your curriculum include project work? 2) If so, what kind of projects are carried out? 3) If not, what would be required to implement PBL? 23

24 Project-based learning Extended case study: «Tradutech» Principles Organisation Implementation Benefits for students Constraints 24

25 Tradutech: background and principles Launched 1996 by Hugo Marquant (Institut Marie Haps, Brussels and Daniel Gouadec, (Université Rennes 2) European PIC project between 6 universities Principle : students from all 6 institutions translate same technical document from English (or French) into home language, at the same time Duration : 5 full days (Rennes) or half-days Students work in teams with set roles: project manager, terminologist, documentation manager, reviewer, DTP «expert» 25

26 Tradutech Rennes 100 students (1st and 2 nd year Master s, 3rd year BA) 8 «agencies» Main source document : 28,000 words (flight simulator) Prior to Tradutech session: Each «agency» recruits its staff (project manager, translators, terminologist) Each agency manager establishes procedures (organisation, tools) Several «clients» (teachers) send request for translation to the agencies Agencies send estimates to the «clients» and telephone «negotiations» between agency manger and/or project manager + client Agreement on translation of one or more documents 26

27 Tradutech - process During Tradutech session Project manager allocates batches to the translators Terminologist organises and supervises terminology processing Operators compile relevant documentation and terminology and phraseology resources Translators translate (1500 to 3000 words according to year of study) Project manager supervises progress and batch delivery Translators proofread own and others work QA manager does quality checks DTP manager checks images and formatting «Agency» delivers work to «client» 27

28 Tradutech - benefits All students learn to: Work in teams Work to specifications Work to deadlines Work under stress (40-60 hours/week) «Project managers» learn to Assess documents and draw up estimates Negotiate terms and deadlines with clients Manage teams Translators learn to: Process terminology Meet deadlines and quality requirements Proofread other translators 28

29 Tradutech : conditions AIms: Should implement skills acquired in other course components Organisation: Consensus of all staff members Suspension of other classes Material conditions (IT rooms and/or students equipped with own computers) Need for de-briefing session and student feedback Students must be ready and willing to be autonomous must be willing to work in teams Source documents: not already translated Sufficiently technical but not too specialised 29

30 Tradutech variations Duration: Short 1 day session 2-3 days Numbers Single team 5-10 students with different roles Source document: Shorter Different types: audiovisual (subtitling), web sites (localisation), etc. 30

31 References Thelen, Marcel. (2006). Going European: a plea for building a network of simulated translation bureaus. In: M. Forstner, and H. Lee-Jahnke (eds.), CIUTI-Forum Paris Regards sur les aspects culturels de la communication. Frankfurt am Main: Peter Lang Vandepitte, Sonia. (2009). Entrepreneurial competences in translation training. In: Ian Kemble (ed.), Eighth Portsmouth Translation Conference Proceedings. The Changing Face of Translation. Portsmouth: University of Portsmouth Gouadec, Daniel. (2005). «Pédagogie par projets : le modèle rennais.» In Actes du colloque international : Traduction et technologies en pratique professionnelle et en formation. Maison du dictionnaire, Paris,

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