www.swansea.ac.uk encouraging translator autonomy through discovery-based learning andrew rothwell
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www.swansea.ac.uk
Encouraging translator autonomy through discovery-based learning
Andrew Rothwell
www.swansea.ac.uk
Translator autonomy?
Difficult transition in the course of a degree from (language)
learners to (translation) practitioners able to:
– demonstrate ability to work in specialist field(s)
– use industry-standard tools productively
– take responsibility for own decisions
– revise and discuss work of others
– contribute to teamwork and leadership
– contribute to company decision making
www.swansea.ac.uk
Autonomy – some challenges
• conflict of academic vs. professional expectations (authority
of teacher)
• heterogeneous intake at PG level:
– prior educational experience, learning styles, culture
– language direction, FL level
• potentially conflicting objectives at UG level:
– FL learning & teaching vs. translation proper
• BA/BSc graduates are generally not ready for the profession
www.swansea.ac.uk
Developing translation specialisms (Masters)
• encourage a ‘can-do’ culture through generic strategies:– external: individual and group background research (not ‘content’ lectures)
– internal: forcing the text to make sense (analysis of cohesion, relations, values)
• technical domains identified in advance of tests etc.
• bilingual terminology projects– domain in which little or no prior knowledge
– stress on coherent interrelationship of terms
– requirement to validate and report results
• Extended Translations as alternative to Dissertation
www.swansea.ac.uk
Discovery-based CAT learning
• hands-on training with manufacturer’s courseware (individual activity)
• assessed by simulated ‘agency’ project– multilingual localisation of small, student-selected EN website (groups of 6-8)– group elects its project manager & chief terminologist– shared and pooled EN domain/terminology research– TL terminology research and translation done in pairs– multilingual termbase constructed and used by whole group– TL websites re-engineered collectively– assessment of data files (group), linguistic outputs (pairs) and reports (individual)
www.swansea.ac.uk
Benefits for autonomy
• ‘ownership’ of assessment project• students become confident domain researchers• they learn to discuss, critique and revise, and have their own work
critiqued by peers• experience of difficulties and advantages of team work• much improved learning of CAT tools and other software (e.g.
FrontPage) as students help each other to solve problems• reduced reliance on staff intervention• enhanced confidence in ability to solve problems (linguistic,
technical)
