translator and interpreter training

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Quality in translator/interpreter training: Can quality be taught?

Quality in translator/interpreter training: Can quality be taught?

Education theory has evolved considerably over the past decades and now encompasses a wealth of approaches, strategies, and research findings that can be applied to the pursuit of quality. Philosophically, social constructivism, embraced by Kiraly (2000) for translator training, empowers the individual and contributes to forming independent and self-reliant future professionals that strive for quality and recognize it when presented with it. The so- called learner-centeredness with its focus on persons and their abilities rather than content knowledge reflects the current interest in competence and skills, much better warrants of quality than pure knowledge. Learning styles take account of individual differences and can guide students in discovering and working on their strengths and weaknesses, translator or interpreter, project manager or team translator, free-lance producer or employed terminology harmonizer. Only in a learning style compatible work environment can top quality be achieved. Collaborative learning prepares students for future team assignments and promotes consensus as to what quality means. Reflective learning helps students examine their own progress and relationship to quality. The ultimate goal would be the construction of a sense of self- efficacy with a view to resources, skills, and quality work. Motivation, however, one of the all-time ingredients of successful teaching, is probably one of the best stimuli for quality performance or the production of quality work.
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Social Distance and the Role of the Dialogue Interpreter

Social Distance and the Role of the Dialogue Interpreter

Undoubtedly, and to conclude, this contingent understanding of PS(T)I inspired by Foucault ultimately poses a challenge to educational institutions, which are perhaps one of the most important apparatuses moulding the professional con- duct of translators and interpreters. Adopting critical approaches to translator and interpreter training, many scholars, including Baker and Maier (2), have stressed the need to go beyond codes of conduct or codes of ethics in order to properly embrace ethics —i.e., in order to engage in debate and critical reflection on moral dilemmas. Authors like Toledano emphasise that “[t]eaching, including in this phase of community interpreting consolidation, must not and cannot only teach norms but also develop and train the critical skills of students and practising professionals regarding current ‘normal’ practice. [...] Universities [...] relate as much to reflective practice and self-criticism as to raising the profile of trained professionals” (20). In a similar vein, D’Hayer argues for a shift from PSI training to PSI education, i.e., for pedagogical models which might overcome the prevailing skill-based approach in order to engage in the education of critical thinkers and of conscious practition- ers who will work as social agents. These conclusions seem particularly important at a time when regular, long-term translator training programmes at BA and MA level are being complemented with intensive training formats for ad hoc or non- professional interpreters. Although it seems unquestionable that translator and interpreter training institutions need to familiarise future members of the profes- sion with prevailing professional norms, Foucault’s theories also make it advisable to go beyond a procedural approach in order to teach trainees the relativity of those norms, their socio-historical contingency, and their dependency both on certain dis- courses and points of view and on the specific conditions of possibility
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Training students for quality: ideas and methods

Training students for quality: ideas and methods

One fundamental question for academic translator and interpreter training programs is how high to set their sights for graduation requirements. For obvious reasons, this issue is partly associated with “economic” considerations, both in the narrow sense of income from tuition fees or subsidies and in the wider sense of academic viability in terms of budget - as a rule, the budget an academic program can hope for is directly related to the number of its enrolled students. In many cases, this forces translator training units to lower their entrance standards in order to be able to recruit enough students, including students from overseas who are a source of considerable income but do not necessarily have the required linguistic mastery of the local language. While acknowledging the relevance of this economic issue, I will not attempt to address it here, and will focus on more conceptual issues. As should become clear further down, suggestions made here are compatible with economic strategies which might include recruitment of students with a still insufficient linguistic foundation.
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The Quality in Translation and the Translator/Interpreting Training for New Market Demands in Slovakia

The Quality in Translation and the Translator/Interpreting Training for New Market Demands in Slovakia

The Slovak translation community (translation associations, university teachers training translators and interpreters, the government of the Slovak Republic, unfortunately, and to a lesser extent, Slovak translation companies) is aware of the fact that Slovak university graduates are not prepared enough to compete in the international translation market and try to bridge the gap in the translator and interpreter training by using different „remedy“ activities, many of them supported by EU assistance programmes, international educational projects and also activities of the Slovak Association of Translators of Technical and Scientific Literature. The following programmes can be considered the most important ones: .
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Entrepreneurship in Interpreting: A Blue Ocean Strategy Didactic Toolkit for Higher Education Interpreter Training

Entrepreneurship in Interpreting: A Blue Ocean Strategy Didactic Toolkit for Higher Education Interpreter Training

sense of initiative and entrepreneurship ranked third on the list of most important transversal sy- stemic competences, only surpassed by motivation for quality and autonomous learning (ANECA 2005: 82). According to the same source, even graduates thought entrepreneurship was more rele- vant for translators and interpreters than other significant skills such as creativity or leadership. If we take a look at the importance allocated to these same competences depending on the different professional profiles a graduate in Translation and Interpreting could specialise in (ANECA 2005: 95), we will see that respondents granted more importance to developing entrepreneurial skills if one is to work as a dialogue interpreter than as a translator, lexicographer or project manager. As per Galán-Mañas (2017), the results of a survey carried out among graduates in Translation and Interpreting at the Universidad Autónoma de Barcelona showed that six to nine years after gradu- ating 34.6% of them had created business projects of their own. Should this rate be transposable to other Universities in Spain, one out of three Translation and Interpreting graduates would likely end up having to decide on a business approach and strategy, since they would have to make the choice between competing in a cutthroat market or creating uncontested market space once they graduate –in other words, over one third of all graduates in Translation and Interpreting will pro- bably become entrepreneurs.
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Lean Training Methods: Optimisation and innovation of training methods to be implemented at a Lean training centre

Lean Training Methods: Optimisation and innovation of training methods to be implemented at a Lean training centre

Finally, communication between different departments inside an organisa- tion is crucial for it to work well and to avoid undesirable mistakes be- cause of misunderstandings. Therefore, it would be suitable to have meet- ings at the end of each week to share how everything has evolved during the week. These meetings should not take too long, between 30 minutes and 1 hour should be appropriate. Each employee can briefly state his/her progress, what challenges he/she has faced, his/her achievements and his/her impressions from the tasks performed that week. The listeners can also comment whether they had the same perceptions or had experienced this otherwise. Of course, if the trained group is large, people can be di- vided into smaller groups so everyone has the chance to share their experi- ences.
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JEDI: An interactive interpreter for JAVA

JEDI: An interactive interpreter for JAVA

The assumption adopted by the J EDI interpreter for accepting "free" commands is all of them are contained inside a implicit main method. This guarantees that commands entered in different moments will refer to variables defined in the same scope. Different scopes are used only when explicitly created by the user, using block declarations. Class definitions, when entered in the interactive console, are an exception to this rule because they are always considered as top level classes and never as inner ones.

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Raymond Aron, interpreter of 20th century

Raymond Aron, interpreter of 20th century

Tomando también como referencia a las relaciones entre guerra y política, Cornut se centra en Pensar la guerra, Clausewitz y Sobre Clausewitz exhibiendo las aristas principales de la[r]

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Xerox Easy Translator Service Manual del Usuario

Xerox Easy Translator Service Manual del Usuario

Seleccionar el tipo de traducción 10 Gestionar pedidos 11 Consultar pedidos 12 Pagar pedidos 14 Descargar la traducción 15 Eliminar pedidos 15 Gestionar suscripciones 16 Usar un d[r]

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Turismo Activo y Outdoor Training: Metodología. (Adventure Sport Tourism and Outdoor Training: Methodology).

Turismo Activo y Outdoor Training: Metodología. (Adventure Sport Tourism and Outdoor Training: Methodology).

One of the most attractive aspects that has the outdoor training is their supposed capacity to get that the learnings obtained through their activities are transferred to other environments of the per- sonal life and their participants' professional. In this sense, the key is in the used methodology. This article deepens in the phases that structure the formative process of the outdoor training descri- bing: 1) the philosophy´s bases that support this process and that are expressed in the theory of experiential education, and 2) the different phases that structure the process of formation of an out- door, making a description in depth of each one of them: to) Pre-Outdoor (Analysis and valuation of the necessities, design of the activity and previous meeting to the activity), b) Outdoor, c) Post-out- door (Reflection and transfer), and d) Later Pursuit.
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Fakery, serious fund and cultural change: Some motives of the pseudo translator

Fakery, serious fund and cultural change: Some motives of the pseudo translator

took the title-page at face value, others immediately identified the claim as fraudulent. Scott’s Europe- wide popularity was at its height, and the author and publisher no doubt intended that the claim should encourage good sales. Haering / Alexis proceeded to write a review of his ‘translation’ in the Literarisches Conversations-Blatt in 1824 (Thomas 1951: 219). Thomas De Quincey was spurred to an intriguing reaction (see De Quincey, 1890). He translated this German ‘translation’ into English, abridging and adapting Haering’s German text, describing his version as “the final Walladmor” (De Quincey, 1890:141), and mockingly dedicated the result to him! Versions – either of the ‘original’ German or De Quincey’s English version – appeared in Dutch, Swedish, Polish and French – fuller details of the whole episode can be found in Thomas (1951). Some pseudo-translations are created so as to give a greater appearance of authority than the views of the supposed translator might carry if presented simply as his own. Demmy Verbeke (2010) offers an amusing account of one such use of pseudo-translation, as seventeenth-century English authors, wanting to blame habits of excessive drinking on the Dutch and the Germans, claimed to be publishing, not their own thoughts, but translations of texts in ‘High’ or ‘Low’ Dutch. In other times and places acts of pseudo-translation have functioned as a means to circumvent censorship, as demonstrated by Merino and Rabadán (2002).
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University students training and their organization

University students training and their organization

In terms of education, the values shall be considered which are useful for student life and contribute the development and improvement of his personality. Value can be the appearance of external world (thing, event, practice) and the thought reality (idea, image, scientific concept). You need to clearly imagine that any field is basically a part of values of whole set of scientific, artistic, moral and aesthetic values, created for human being and prevent working with students. The importance of it shall not be ignored. All of them are basically related to one human principle and their goal is to develop the experience of comprehensive life, high culture and mutual perception with other people.
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Pedagogical assistance for the XXI century: the interaction between DG-SCIC, DG-INTE and Universities in the field of blended learning for interpreter training

Pedagogical assistance for the XXI century: the interaction between DG-SCIC, DG-INTE and Universities in the field of blended learning for interpreter training

Possible solutions to these problems would be found in the training of all those involved, especially the trainers who act as the human interface between new technologies and the students. The design of the program should also have to optimize the integration of technological resources because the use of new technologies without a clear set of learning outcomes in mind is not the best option. In the face of technical problems that may arise, the trainer should gather patience and back-up materials. An interesting relation that has been observed, through the analysis of the data we have so far collected, is the one that links the academic results in the final exams and the depth of metacognitive reflection of the learning journals and the student’s self-assessment rubrics, especially with reference to the assimilation of metalanguage. Awaiting, therefore, to be able to analyze the data generated by the portfolio of our 2016-17 course, which we hope will allow us to make a comparison with previous editions that may yield quantitative results, these are our first conclusions that make us assume that our approach is correct in the use of blended environments, together with an adequate methodology that involves the participation of the students in their own learning process.
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Language Training and Assessment Experts Worldwide

Language Training and Assessment Experts Worldwide

La evaluación lingüística permite identificar perfiles de competencia en idiomas, su grado de aplicabilidad a tareas específicas de comunicación en el área de trabajo y/o en los estudio[r]

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Exile and estrangement in the life (and miracles) of Ibn Farḥ al-Qurṭubī, a universal andalusi Qur’ān interpreter

Exile and estrangement in the life (and miracles) of Ibn Farḥ al-Qurṭubī, a universal andalusi Qur’ān interpreter

Las obras de al-Qurṭubī, lo mismo que su vida, giraron en torno al Corán, la fuente de la que todo depende: para él el hadiz, el fiqh y el ascetismo (zuhd) funcionan como complemento[r]

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Formación y desarrollo profesional // Training and profesional development

Formación y desarrollo profesional // Training and profesional development

La segunda cuestión tiene que ver con la cuestión que planteaba Carlos al principio, que es cómo hacer de las prácticas pre- profesionales una buena oportunidad para[r]

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Tralics, a LaTeX to XML translator Partie II

Tralics, a LaTeX to XML translator Partie II

In the case where more than one byte is used, the idea is the following. We have to compute some integers a, b, c and d (two three or four values are required). These integers are in the range 1–255. If we store them in the uc-slot of A, B, C or D, then \uppercase{ABCD} will give a sequence of four characters, whose codes are the numbers a, b, c and d. Instead of these letters, point, exclamation point, comma and semi colon are used, in a random order. This is completely irrelevant since modifications are local (the group ends on line 41), and the \uppercase on line 47 sees only these character tokens, together with non-character tokens that are not affected. The code could be slightly optimized if, on one hand, we notice that a is always stored in ‘.’ (point) and, on the other hand, that b could always be stored in ‘!’ (exclamation point). On lines 26 to 37 we compute b, c and d, and call \XML@utfeight@b with four arguments. Argument #3 is the character that will hold a, argument #4 is the list of characters that are already set, argument #2 is the command name, one of the \UTF8? commands mentioned above. The first argument is a C, E, or F. Remember that a = x 1 + s, where x 1 is in \count@, s depends on the number of bytes. It is sixteen times 12, 14 or 15 (in base 16, it is C0, E0 or F0). What the next function does is then obvious:
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EDUCACIÓN E INSTRUCCIÓN: BONDADES Y DESACIERTOS Education and training: kindness and failures

EDUCACIÓN E INSTRUCCIÓN: BONDADES Y DESACIERTOS Education and training: kindness and failures

The concern for preschool children education has its origin in Greece... Plato (427 - 347 b.c.) noted game as an important means of education. Aristotle (384 - 322 b.c.), formulated the idea of child personality harmonious development, including physical, intellectual and moral education. Experience has taught us, this is different in every culture and ethnicity; we understood that the child plays by nature without expecting to win, but we are adults who insinuate to win, in this sense we see that they are learning behavior patterns; relating with preschool and school education in our midst, we validate that almost all of the hours dedicated by our
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Didactic communication and foreign language teacher training  Reflections and challenges

Didactic communication and foreign language teacher training Reflections and challenges

139 trainees are able to appropriate it. In this article we propose to take advantage of the value of cultural diversity to promote the development of didactic communication. In this regard, we investigate whether the development of intercultural communicative competence, that is implicit when communicating with foreigners, can operate as a promoter of didactic communication. To do this, we draw upon the multicultural composition of the present society, as a powerful situation in the case of training of foreign language teachers. The question in which this paper focuses is: What skills are needed to improve didactic communication in intercultural settings? In search of contextualized answers, interviews were conducted by students of French Teacher Education Program at the Instituto de Educación Superior No. 28 in Rosario, Argentina, to foreign classmates and faculty teachers with intercultural experiences.
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Sign language interpreter in the university context

Sign language interpreter in the university context

Según la información proporcionada por las participantes, se ha podido determinar que la formación como intérpretes de lengua de señas, tanto de la intérprete chilena, como de la colom[r]

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