Group-work in tools teaching OPTIMALE WP 6 workshop, Brussels 1-2 March 2013 Andrew Rothwell
MA in Translation with Language Technology MLTM03 Language Technology 1 (10 ECTS) Semester 1 module (i.e. first encounter with CAT) 10 weeks x 2 hours class, plus 2 x 1 hours/wk assisted study with paid PhD students 30-50 students per year, incl.3-6 part time Most traditional age, but some professionals, retired L1: English but also Arabic, Mandarin, Dutch, Welsh, FIGS, Polish
Module objectives 1 1. Data security, file management, data exchange 2. Improving range of Windows and Office skills (keyboards, locales, file formats, Word language features, styles, mailmerge, Excel incl. CSV/Tab delimited text) 3. Introduction to CAT, including termbase research, design, construction (linked to Advanced Translation modules: terminology project using MultiTerm) 4. Industry Standard CAT: SDL Trados Studio 2011 (from week 3), Lionbridge Translation Workspace
Module objectives (2) 5. TM architectures: free-standing (SDL Trados Studio) and cloudbased (Google Translator Toolkit, Wordfast Anywhere, Lionbridge Translation Workspace collaboration) 6. Use of tools for collaboration within and between language pairs (translation revision, TB construction) 7. Professional processes: translation, revision, terminology management, TM management, project management, QA, meeting client brief and deadlines 8. Professional roles: translator, reviser, terminologist, project manager, IT specialist
Group project Multilingual localization of two versions of a small English language website using a range of tools Working in language teams of 2-3 students Combined into project groups of 3 or 4 language pairs (typically with TLs including Mandarin and French) so 3-5 groups each year With volunteered project manager, terminologist, IT expert Each group supported by a PhD student
Project assessment (1) Module coordinator acts as client Data files of each group = 20% (to write-only drive) Quality of translation and terminology work (including best entry TB printout) by each team = 20% Individual reflective/analytical report in English = 60% Personal work carries heaviest weight but collaboration is essential (including remotely) Key roles have real responsibility for outcome
Project assessment (2) Translation accuracy and consistency (phraseology, style) Terminological competence (selection of terms, definitions, examples, metadata, use of input model, graphics ) Data files: all/only required files, coherent folder structure TB design decisions (structure) TM consistency (complete, tags, links?) TL websites: do links, graphics, work properly?
Project assessment (3) Reflective report: Workflow or features based Procedural and conceptual knowledge Comparison of all software features Problem solving Role in project (freelancer, revisor, manager ) Interactions with others Screen shots Personal viewpoint encouraged!
Project steps (1) Teaching gradually merges into assessed project, with week by week workflow on Blackboard Website Version 1 (adapted Greenpeace or Friends of the Earth) is analysed for terminology and SL list agreed Language teams produce bilingual MultiTerm TB and use Trados Studio to produce TT1 PM organises Revision Packages, then prepares data for submission but the brief changes: Client now requires website Version 2, use of Lionbridge Translation Workspace, single MultiTerm TB!
Project steps (2) Extraction of new terms from Version 2 (MultiTerm Extract), incorporation into bilingual TBs Construction of multilingual MultiTerm TB to a structure devised by the students and merging in of bilingual lists Export and merging of TM data via TMX PM sets up Translation Workspace user accounts, assets (including conversion of TB to TW glossary)
Project steps (3) Translators work on V2 web pages in TW XLIFF editor using shared cloud-based assets Users receive automated emails about status of job, and client can also log in to view progress V2 texts revised using online Review editor, TMs updated TTs are generated and Version 2 TL websites are reconstructed (links, graphics)
SL web page
SDL Trados Studio 2011
Translation Workspace XLIFF editor
MultiTerm TB entry
GeoWorkz project management (TW)
TL web page
Outcomes Research, terminology, basic Web editing skills Comparative evaluation of tools (local, cloud ) Students experience communication issues Project making mistakes in a safe environment Peer assistance, learning Prepares Language Tech 2, Part 2 Extended Translations SDL Trados certification Employability
Thank you for listening! a.j.rothwell@swan.ac.uk