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Teaching and learning translation technologies are not straightforward tasks. As alluded to above, one factor that may hinder students from developing a well-rounded understanding of technologies may be the fact that, in many cases, the opportunity to learn about translation technologies may be restricted to a ‘core’ course dedicated solely to this subject. Such core courses are certainly valuable, and in fact are essential to understanding the underlying principles of how tools work and how they may be useful. Moreover, core courses provide opportunities for comparative evaluation of different tools as well as in-depth exploration of a fuller range of the features offered by the tools. In short, these courses provide an occasion for students to think about technology. However, in these courses, tools are often examined in isolation rather than as part of an integrated translation environment or interactive tool suite. For example, the features of a terminology management system may be explored in some depth by working with this tool in stand-alone mode; however, the practices needed to optimize the tool for use in conjunction with a translation memory system might not be adequately addressed. Because these ‘core’ courses do not always provide students with sufficient opportunity to use the tools in the context of an actual translation project, it means they may not be thinking specifically about how tool performance is affected by – or can affect – the translation process and product, and how they themselves can best interact with tools to achieve optimal results.

In many contemporary translator training programs, a main drawback to the way that translation technologies are taught can thus be summarized as a lack of integration on two

levels. First, as noted above, tools are primarily viewed in isolation rather than as part of an integrated translation environment. This approach, which introduces students to the basic functions of the tools, is necessary as a first stage of teaching and learning where knowledge and instructional content are broken down for easy digestion. However, it does not allow students to appreciate fully how the performance and use of these tools fits into the bigger picture of translation practice. Therefore, the next stage of learning requires evaluating the task in its natural wider context, which many include as part of a larger interactive tool suite.

Second, on many translator training programs, the tools are only seen and used in ‘core’ courses – i.e. courses with a specific focus on technology – rather than being integrated across a range of applied courses in the translator training program. The resulting gap between theory and practice does not provide students with an accurate picture of how they are likely to work – and in fact may be expected or required to work – in many professional contexts. To truly learn how tools fit into the translation process, technology-related tasks must be contextualized rather than severed from realistic experience.

Another challenge that may arise in ‘core’ courses is that students work with various language pairs and directions. Whereas practical translation classes tend to focus on a specific language pair, core technology courses often bring together a mixed language group, which often requires technology trainers to provide source texts or research questions in a lingua franca, and some students must work in the ‘wrong’ direction, which is not an authentic experience for them. Moreover, the trainer cannot usually provide in-depth assessments or feedback since he or she is not usually an expert in all the language directions used by the students.

This lack of integration is not usually a result of trainers’ unwillingness or failure to recognize the importance of technologies. Indeed, a number of researchers have suggested that integrating technologies more fully across the translator training curriculum could benefit students (and their eventual employers) (e.g. Clark et al. 2002; Samson 2005; Jaatinen and Jääskeläinen 2006; Kenny 2007; Bowker and Marshman 2010). However, many challenges are involved in achieving this goal. The question then remains: how can translator trainees’ needs be met effectively in a university context?

Situated learning promotes the use of tools as aids in practical translation courses as well as in core technology courses and offers a chance for reflection on the role and impact of translation technologies in the bigger picture. Active and situated learning strategies are increasingly being adopted in numerous facets of translator education (e.g., Biau Gil 2006; Gouadec 2003; Jaatinen and Immonen 2004; Kenny 2007; Kiraly 2000; Shuttleworth 2002). Using this approach, learning takes place in an environment that simulates as much as possible an authentic workplace setting. In the case of translation technology education, this means embedding tool use in practical translation courses, rather than contributing to the siloization of tools by restricting their use to the ‘core’ technology courses.

Under such realistic conditions, students work and build knowledge and skills in a collaborative fashion, thus taking on the role of active learners, rather than passive receivers of potentially abstract and decontextualized knowledge, which may appear divorced from real- world requirements or practices. The challenge for translator educators is to establish a framework that will support the embedding of technologies into – and especially across – translator education programs.

Another effective way to introduce situated learning is through internships or work placements. An increasing number of translator education programs are incorporating such opportunities into their programs. One example is the AGORA project, which is a European Master’s in Translation (EMT) spin-off project to assess the feasibility of cross-border placements and internships for EMT translation students.