Translator And Interpreter Training

Topics included in this volume are centered around the politics of translator and interpreter education in higher education in the US as well as in Europe and the perceived image of elitism of these disciplines; other essays discuss the tension and disciplinary boundaries between foreign language training and translator and interpreter education. Topics dealing with specific quality control issues in the teaching of interpreting and translation, discussions of innovative approaches to research, e.g., isotopy and translation, and a review of teaching conference interpreting complete this volume.

This book comprehensively examines the development of translator and interpreter training using bibliometric reviews of the state of the field and empirical studies on classroom practice. It starts by introducing databases in bibliometric reviews and presents a detailed account of the reasons behind the project and its objectives as well as a description of the methods of constructing databases. The introduction is followed by full-scale review studies on various aspects of translator and interpreter training, providing not only an overall picture of the research themes and methods, but also valuable information on active authors, institutions and countries in the subfields of translator training, interpreter training, and translator and interpreter training in general. The book also compares publications from different subfields of research, regions and journals to show the special features within this discipline. Further, it provides a series of empirical studies conducted by the authors, covering a wide array of topics in translator and interpreter training, with an emphasis on learner factors. This collective volume, with its unique perspective on bibliometric data and empirical studies, highlights the latest development in the field of translator and interpreter training research. The findings presented will help researchers, trainers and practitioners to reflect on the important issues in the discipline and find possible new directions for future research.

Training institutions offering specialized translation and interpreting programs need to keep up with the rapid development of digitalization and the increasingly sophisticated requirements of the language industry. This book addresses digital trends and employability in the market from the aspect of training: how have the latest digital trends shaped the language industry, and what competencies will translators, interpreters and T/I trainers need so as to meet current market requirements? Four major subjects of high relevance are discussed in 12 chapters: (1) collaborative partnership in the field of fit-for-market practices with a focus on e-learning materials; (2) competence development in translator and interpreter training; (3) the implications of neural machine translation and the increasing significance of post-editing practices, as well as (4) the role of new technologies and new methods in the work and training of interpreters and translators. With an introduction written by Juanjo Arevalillo, managing director of Hermes Traducciones and former vice-president of the European Union of Associations of Translation Companies, the book creates a fresh momentum for researchers, academics, professionals and trainees to be engaged in a constructive dialogue.

As a research area, education in the fields of translation and interpreting has received growing attention in recent years, with the increasing professionalization of the language-mediation sector demanding ever more highly trained employees with broader repertoires. This trend is evidenced in the present collection, which addresses issues in pedagogy in a variety of translation and interpreting domains. A global range of contributors discuss teaching, evaluation, professionalization and competence as they apply to an array of educational and linguistic situations. Translator and Interpreter Training: Issues, Methods and Debates presents an in-depth consideration of the issues involved in this area of translation and interpreting studies, and will be of interest to all students and academics working and researching in the field.

Selected papers from a lively conference on the state of the art in translator and interpreter training. Topics range from culture specific problems (in Iran, South Africa and Canada, for instance) to the internationalization of the profession. The book is brim-full of teaching ideas and strategies: problems of assessment, teaching translators to be professional and business oriented, using cognitive methods, terminology management, technical translation, literary translation, theory and practice, simultaneous/consecutive interpreting, subtitling and many other related topics.

Corinne McKay's blog Thoughts on Translation is one of the web's liveliest gathering places for freelance translators...now available in book format Wondering whether to charge by the word or by the hour? How to receive payments from clients in foreign countries? How to write a translation-targeted resume? It's all in here, in chunks that take just a few minutes to read. Corinne McKay is also the author of "How to Succeed as a Freelance Translator," the original career how-to guide for freelance translators, with over 5,000 copies in print. Her practical, down-to-earth tips are based on her own experience launching and running a successful freelance translation business after a first career as a high school teacher.

Analyzes topics and issues in translator and interpreter training, focussing on areas that are new and underexplored, yet crucial for translator/interpreter practice.

Situated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated collaborative work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners’ capacity to think and act like professionals. This book sets out to gauge the extent to which different factors influence the implementation of Situated Learning models in various teaching and learning contexts. It presents an understanding of Situated Learning that goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, i.e. real-world, or semi-authentic professional settings. This wider remit of Situated Learning encompasses previously underrepresented contextual factors pertaining to translation traditions, historical trends, community beliefs and customs, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability. The pedagogical considerations of these key aspects make this book particularly useful for both novice and seasoned teachers of translation and interpreting with an interest in informed practical advice on how to implement the principles of Situated Learning in collaborative teaching and learning environments that seek to promote translators’ and/or interpreters’ professional competence. This book was originally published as a special issue of The Interpreter and Translator Trainer.