Between patchwork quilts and vortices: Incorporating ...

Between patchwork quilts and vortices: Incorporating intra-curricular professional interactions into translator education Gary Massey & Maureen Ehrensberger-Dow, Zurich University of Applied Sciences 1st CTER Congress 2016: Inspirations for Translation Pedagogy, Kraków 15th March, 2016

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Overview •  Challenges -  Skills gap -  Institutional constraints •  Bridging the gap -  Developing translation competence -  Didactic approaches •  Meeting the curricular challenge -  Between quilts and vortices •  Curriculum development as organizational development -  Staff CPD Zürcher Fachhochschule

Challenges: Bridging the skills gap •  “The academy-industry divide” (Drugan 2013: 38) -  Quality issues reflect a significant disparity between the ivory tower and “wordface”. •  Market adequacy issues (e.g. LIND-Web 2013) - Quality, productivity, technology skills •  Follow-up actions (Translating Europe Forum 2014: 5) -  Teach real-life skills to meet market needs -  Enhance quality and range of work placements -  Real-world translators as student and trainer trainers

Zürcher Fachhochschule

Challenges: Institutional frameworks Constraints •  Infrastructural (learning spaces, technologies) •  Human (competence profiles) •  Regulatory -  Restricted work-experience options -  Long planning cycles (need for shell modules) -  “Patchwork quilt” modularisation (Kiraly & Hofmann 2016: 71) o  “Compartmentalization” risk (Kelly 2007: 137) Ø  Limited inter-modular transferability


Bridging the skills gap: Developing translation competence “For [...] curricular planning [...] we need a catalogue of fairly detailed [...] outcomes [...] to assess student profiles, sequence outcomes, and subsequently design [...] activities.” Language

Thematic

EN 15038:2006 ISO 17100:2015

Translation Intercultural service provision

Technological

Areas of competence •  •  •  •  •  •  • 

Info mining


TYPE OF COMPETENCE

DEFINITIONS / COMPONENTS

Communicative and textual Intercultural Thematic Professional and instrumental Attitudinal Interpersonal Strategic (Kelly 2007: 133-135)

Bridging the skills gap: Developing translation competence Integrative meta-competence

Kelly 2007

Co-emergence

This “dynamic vortex model of learning processes [...] reflects [...] a non-linear, embodied, enactive and autopoietic [...] system. It assumes that learning systems are fractal and the model can hence depict learning within an individual, a class session, a group or even a community of practice.” (Kiraly 2015: 64)

(Kiraly 2016; Kiraly & Hofmann 2016) Zürcher Fachhochschule

Bridging the skills gap: Developing translation competence Integrative meta-competence through work placement

(Kiraly 2015; Kiraly & Hofmann 2015) Zürcher Fachhochschule

Bridging the skills gap: Didactic approaches “Authentic experiential learning” (e.g. Kiraly et al. 2016a) •  Work placements - Emergent workplace competence - International projects: o EGPS, ELIA Exchange •  Mentorships (students and staff) - Professional associations •  Authentic intra-curricular learning scenarios -  (Simulated) translation companies (e.g. Thelen 2014; Vandepitte 2009) -  Collaborative project-based teaching at various levels of complexity (cf. Kiraly et al. 2016b) Zürcher Fachhochschule

Meeting the curricular challenge: Between quilts and vortices

3 2 1

Semester

Assignment complexity: (hetero-)functionality, audience, modality

Competences Communicative Textual

Thematic

Professional Instrumental

Attitudinal Interpersonal Strategic

Genre

Domain

Medium / Locus

Managing assignments


Meeting the curricular challenge: Between quilts and vortices Diverse methods and approaches Authentic projects led by teaching professional translators with active participation of client organisations

Product

Individual

Group

Process

Screen recordings Workplace observation Commentaries, self-report Self-diagnosis & -assessment Peer/teacher feedback & assessment

(cf. Massey & Brändli 2016; Massey & Ehrensberger-Dow 2013; Massey, Jud & Ehrensberger-Dow 2015) Zürcher Fachhochschule

Meeting the curricular challenge: Between quilts and vortices Insourcing professional practice •  Team-taught modules: -  Background seminars on models, methods, processes -  Workshops led by external professionals (commercial, GOs, IOs, NGOs…) o  Melding translation theory and practice o  Revision, pre-editing, PE, QM, SEO, AVT, ergonomics ... o  Barrier-free communication (e.g. easy-to-read language) o  Professional skills (ethics, entrepreneurship etc.) •  Combined MA modules and CPD courses o Student peer-learning interactions with CPD professionals Zürcher Fachhochschule

Meeting the curricular challenge: Example of a shell module Competence Prof./Instr. Them./Prof. Prof. Them./Prof. Prof.

Block

Leader

Subtitling

MA / Commercial

Economic translation

Freelance

ASTTI Congress: équivalences 2015 Association Legal translation

Institutional (CH)

Translation workplace ergonomics

aR&D

Comm./Text. Easy-to-read language

aR&D

Comm./Text. Reading between the lines

MA

Comm./Text. Good-enough text reception

MA

Prof./Instr.

MA staff Zürcher Fachhochschule

Dubbing

Industry partners

MA / Commercial

Research staff

Curricular solutions: Revision & Post-Editing Rev 1 Rev 2

Rev 3

Rev 4 PE 1 PE 2

Introduction and input: definitions, revision phases, and revision parameters aR&D on revision Monolingual and bilingual revision Revision workshops with LSP professionals (GE, FR, IT; commercial, freelance & institutional) Justifying changes; revision in the L2 Revision in the L2 workshops with LSP professionals (EN or GE; commercial & institutional) Quality assurance processes Revision in real-time with QA manager (GE, FR, IT; commercial) Post-editing guidelines , post-editor profiles, tools aR&D on post-editing Fast vs. full post-editing; bilingual vs. monolingual post-editing aR&D on post-editing Post-editing workshop with LSP trainer


Curriculum development: A dynamic learning process Quality management system •  Sounding boards for students and teachers •  Student evaluation surveys on courses, curriculum, administration •  Teaching assessments by line managers and external experts •  Annual MBO target-setting and evaluations •  Graduate career tracking •  Peer reviews •  Action research and case studies


Curriculum development as organizational development Reflective practice (cf. Schön 1987) •  Melding metacognition and practice through theory- and researchdriven teaching


he following pages set out a general reference framework for competences applied to tor teacher/trainer staff. A translator teacher/trainer staff is to be encouraged and im to acquire the competences proposed in each of the five areas (as well as meeting damental requirements specified above – academic qualification and relevant onal practice). Their universities or teaching contexts should support individuals in g these competences. This proposal, however, does not prescribe how, when or where ld be done, because training is a continuous process (you are not at once and forever , a translator, a Translation Studies (TS) scholar and a course designer).

Curriculum development as organizational development

Competences

Reflective practice

competences listed below are not presented in order of importance. They have each (cf. some Schön 1987) classified into one domain for the sake of clarity, although competences may rgued to belong to more than one domain. In addition, the question of their ication remains open. One of the major objectives of the EMT Network is to promote ultimately to implement this set of competences.

•  Melding metacognition and practice through theory- and researchdriven teaching Professional competence (translation service provision) Didactic competence Theoretical field knowledge

(EMT Translator Trainer Profile 2013)

e 1. Competences of translator teachers/trainers. Zürcher Fachhochschule

Competence

Curriculum development as organizational development Staff CPD - Professional mentorships, shadowing, freelance work - Team teaching, mutual observation - Participation in o authentic project work and/or theory modules o (action) research projects


Thank you... ... and any questions? Between patchwork quilts and vortices: Incorporating intracurricular professional interactions into translator education Gary Massey & Maureen Ehrensberger-Dow, Zurich University of Applied Sciences 1st CTER Congress 2016: Inspirations for Translation Pedagogy, Kraków 15th March, 2016


References Drugan, J. (2013). Quality in professional translation: Assessment and improvement. London: Bloomsbury. EMT expert group (2009). Competences for Professional Translators, Experts in Multilingual and Multimedia Communication. Brussels: European Commission. EMT Translator Trainer Profile. (2013). Competences of the trainer in translation. Brussels: European Commission Directorate-General for Translation. http://ec.europa.eu/dgs/translation/programmes/emt/key_documents/translator_trainer_profile_en.pdf EN 15038 (2006). Translation Services – Service Requirements. Brussels: European Committee for Standardization. ISO 17100 (2015). Translation services – Requirements for translation services. Geneva: ISO. Kelly, D. (2007). Translator competence contextualized. Translator training in the framework of higher education reform: In search of alignment in curricular design. In D. Kelly & K. Ryou (Eds.), Across boundaries: International perspectives on translation studies (pp. 128-142). Newcastle: Cambridge Scholars Publishing. Kiraly, D. (2016). Towards a postpositivist curriculum development model. In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp. 67-87). Göttingen: V&R unipress/ Mainz University Press.


References Kiraly, D. & Hofmann, S. (2016). Authentic project work and pedagogical epistemologies: a question of competing or complementary worldviews? In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp. 53-66). Göttingen: V&R unipress/Mainz University Press. Kiraly, D., et al. (Eds.). (2016a). Towards authentic experiential learning in translator education. Göttingen: V&R unipress/Mainz University Press. Kiraly, D., Rüth, l., & Wiedmann, M. (2016b). Enhancing translation course design and didactic interventions with e-learning. In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp. 89-112). Göttingen: V&R unipress/Mainz University Press. LIND-Web Forum. (2013). Workshop conclusions: 2nd forum of the Language Industry Web Platform. Joining forces for a stronger language industry, 24 October 2013. Brussels: European Commission Directorate-General for Translation. http://ec.europa.eu/dgs/translation/programmes/languageindustry/platform/index_en.htm Massey, G., & Brändli, B. (2016). Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator educationIn D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp. 177-199). Göttingen: V&R unipress/Mainz University Press.


References Massey, G., & Ehrensberger-Dow, M. (2013). Evaluating translation processes: Opportunities and challenges. In D. Kiraly, S. Hansen-Schirra, & K. Maksymski (Eds.), New prospects and perspectives for educating language mediators (pp. 157-177). Tübingen: Narr Francke Attempo. Massey, G., Jud, P., & Ehrensberger-Dow, M. (2015). Building competence and bridges: The potential of action research in translator education. In: P. Pietrzak & M. Deckert (Eds.), Constructing translation competence (pp. 27-48). Frankfurt am Main: Peter Lang. Schön, D. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass Publishers. Thelen, M. (2014). Preparing students of translation for employment after graduation: Challenges for the training curriculum. Presentation. In: Fourteenth Portsmouth translation conference, 8 November 2014. Portsmouth: University of Portsmouth. Translating Europe Forum. (2014). Report and follow-up actions: Translation Europe forum 2014. Linking up translation stakeholders. Brussels: European Commission Directorate-General for Translation. http://ec.europa.eu/dgs/translation/programmes/translating_europe/documents/ report_actions_2014_en.pdf Vandepitte, S. 2009. Entrepreneurial competences in translation training. In: I. Kemble (Ed.), Eighth Portsmouth translation conference proceedings: The changing face of translation (pp. 120-130). Portsmouth: University of Portsmouth. Zürcher Fachhochschule