Servicios de valor añadido en contextos situacionales en traducciónDe los proyectos al portafolio
ISSN: 2223-2516
Year of publication: 2017
Volume: 11
Issue: 2
Pages: 136-154
Type: Article
More publications in: RIDU
Abstract
This paper analyzes the potential benefits of including value-added services content as a means of diversifying translation training curricula. ‘Value-added service’ is a term used in the language industry (EN 15038, 2006; ISO 17100, 2015) to refer to an open catalogue of differentiated language services offered by Language Service Providers (LSP). Such services require the exercise of basic core translation and intercultural skills but also entail differences when compared to more general, conventional translation tasks. Differentiation factors include specific technological input and different processes, formats and managerial frameworks, each of which require specific skills from the language professional. From a situational perspective (Calvo, 2015; González-Davies y Enríquez-Raído, 2016; Risku, 2002, 2009, 2016; Vienne, 1994), this paper reviews different approaches to the use of projects and portfolios in translator training contexts. An innovative, integrative work model is also presented, as a framework for bringing students into contact with different facets of the language industry today: e.g., marketing translation, editing, project management, post-editing, intercultural consulting, and transcreation. The paper thus shows how a vocational, highly-specialized project (retrospective approach) can be developed into a more transferable, more significant learning experience (prospective approach) (Calvo, 2015).
Bibliographic References
- Alonso, E & Calvo, E. (2015). Developing a Blueprint for a Technology-mediated Approach to Translation Studies. Meta, 60(1), 135-157. doi: https://doi.org/10.7202/1032403ar
- Biel, Ł. (2011). Training translators or translation service providers? EN 15038:2006 standard of translation services and its training implications. Journal of Specialised Translation 16, 61–76. Recuperado de https://goo.gl/X1T39Z
- Bruner, J., Wood D. & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology & Psychiatry 17(2): 89–100. doi: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
- Calvo, E. (en prensa). From Translation Briefs to Quality Standards: Functionalist Theories in Today’s Translation Processes. Translation & Interpreting.
- Calvo, E. (2011). Translation and/or Translator Skills as Organising Principles for Curriculum Development Practice. JoStrans, 16, 5–25. Recuperado de https://goo.gl/YXdHNq
- Calvo, E. (2015). Scaffolding Translation Skills through Situated Training Approaches. The Interpreter and Translator Trainer. 9(3), 306-322. doi: https://doi.org/10.1080/1750399X.2015.1103107
- Dewey, J. (2004). Democracy and Education. New York: Macmillan.
- Dunne, K. & Dunne, E. (2011). Translation and Localization Project Management. London: John Benjamins.
- EMT (2009). Competences for professional translators, experts in multilingual and multimedia communication. Bruselas: Dirección General de Traducción de la Comisión Europea. Recuperado de: https://goo.gl/ebjitR
- EN 15038 (2006). UNE-EN-15038: Servicios de traducción. Brussels: CEN.
- Fernández, F. (2008). Encargos reales para un aprendizaje por proyectos cooperativo y reflexivo de la traducción alemán-español. En L. Pegenaute, J. Decesaris, M. Tricás & E. Bernal (Eds.), III Congreso AIETI Vol. 2 (pp. 199–212). Barcelona: PPU. Recuperado de https://goo.gl/D97a3R
- Galán-Mañas, A. (2011). Translating authentic technical documents in specialised translation classes. Journal of Specialized Translation (Jostrans), 16. Recuperado de https://goo.gl/DyHEjF
- Galán-Mañas, A. (2013). L’apprentissage par projets dans la formation de traducteurs. Une expérience pour professionnaliser l’étudiant. Babel. Revue de Traduction. 59(1), pp. 41-56. doi: https://doi.org/10.1075/babel.59.1.03gal
- Galán-Mañas, A. (2016). The Learning Portfolio: a tool for assessment in competence-based translator training programs. The Interpreter and Translator Trainer (ITT), 10(2), 161-162. doi: https://doi.org/10.1080/1750399X.2015.1103108
- González-Davies, M. (2004). Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins.
- González-Davies M. & Enríquez-Raído, V. (2016). Situated learning in translator and interpreter training: Bridging research and good practice. Interpreter and Translator Trainer, 10(1), 1-11. doi: https://doi.org/10.1080/1750399X.2016.1154339
- Gouadec, D. (2005). Pédagogie par projets: le modèle rennais. Actes du Colloque international «Traductionlocalisation: technologies et formation». París: La Maison du Dictionnaire.
- Gouadec, D. (2007). Translation as a Profession. Amsterdam: John Benjamins.
- Hageman, S. (2016). (Non) Professional Translation, Authentic Projects? Why Terminology Matters. En D. Kiraly (Ed.), Towards Authentic Experiential Learning in Translator Education (pp. 33-52). Göttingen: V&R unipress.
- Hurtado, A. (Dir.) (1999). Enseñar a traducir. Metodología en la formación de traductores e intérpretes. Edelsa: Madrid.
- ISO (2015). ISO-17100. Translation Services. Genève: ISO.
- ISO (2017). ISO-18587. Translation services, Post-editing of machine translation output, Requirements. Genève: ISO.
- Kearns, J. (Ed.) (2008). Translator and Interpreter Training. Issues, Methods and Debates. London: Continuum International.
- Kelly, D. (2005). A Handbook for Translator Trainers. Manchester: St. Jerome.
- Kiraly, D. (2000). A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St. Jerome Publishing.
- Kiraly, D. (2005). Project-Based Learning: A Case for Situated Translation. Meta, 50(4): 1098–1111. doi: http://dx.doi.org/10.7202/012063ar
- Kiraly, D. (2012a). Growing a Project-Based Translation Pedagogy. Meta, 57(1), 82-91. doi: http://dx.doi.org/10.7202/1012742ar
- Kiraly, D. (2012b). Skopos Theory Goes to Paris: Purposeful Translation and Emergent Translation Projects. Recuperado de https://goo.gl/6djMMb
- Kiraly, D. (2016). Towards Authentic Experiential Learning in Translator Education. Göttingen: V&R Academic Mainz University Press.
- Lave, J. & E. Wenger. (1991). Situated Learning. Cambridge: CUP.
- Lobato, J. (2013). Propuesta didáctica para las clases de traducción especializada: el aprendizaje basado en proyectos. Tonos digital: Revista electrónica de estudios filológicos, 25. Recuperado de https://goo.gl/ZZLtha
- Mackenzie R. & Nieminen E. (1997). Motivating Students to Achieve Quality in Translation. En K. Klaudy & J. Kohn (Eds.), Transferre Necesse Est (pp. 339–344). Budapest: Scholastica.
- Malmkjaer, K. (1998). Translation & Language Teaching: Language Teaching & Translation. Manchester: St. Jerome Publishing.
- Mayoral, R. (2001). Aspectos epistemológicos de la traducción. Castelló: UJI.
- Mitchell-Schuitevoerder, R. (2013). A Project-based Methodology in Translator Training. En C. Way, S. Vandepitte, R. Meylaerts & M. Bartlomiejczyk (Eds.), Tracks and Treks in TS (pp. 127–142). Amsterdam: John Benjamins.
- Morón, M. (2012). La figura del Traductor-Intérprete en procesos de internacionalización: el caso de las convocatorias de becas del ICEX. Sendebar, 23, 251-274. Recuperado de https://goo.gl/FhyuzR
- Morón, M. (2016). ‘Spontaneous Virtual Mobility’ in translation and interpreting: results from an exploratory project. The Interpreter and Translator Trainer, 10(2). http://dx.doi.org/10.1080/1750399X.2016.1198182
- Morón, M. (en prensa). Del “texto” al “contexto” en la traducción comercial: bases para de un modelo para la transversalidad en Traducción. Sendebar.
- Morón, M. & Calvo, E. (en prensa). Introducing Transcreation Skills in Translator Training Contexts: A Situated Project-Based Approach. JoStrans.
- Morón, M. & Medina, A. (2015). La competencia del traductor que no “traduce”: el traductor en ámbitos de internacionalización empresarial. Monti, 8, 225-255. Recuperado de https://goo.gl/KWG4iA
- Nord, C. (1991). Text Analysis in Translation. Amsterdam: Rodopi.
- Nord, C. (1996). Wer nimmt denn mal den ersten Satz? En A. Lauer et al. (Eds.). Translationswissenschaft im Umbruch (pp. 313-327). Tübingen: Narr.
- Nord, C. (1997). Translating as a Purposeful Activity. Functionalist Approaches Explained. Manchester: St. Jerome.
- Olvera Lobo, M. D., Castro Prieto, M. R., Robinson, B., Quero, E., Muñoz Martín, R., Muñoz Raya, E.,…Domínguez-López, C. (2005). Translator Training and Modern Market Demands. Perspectives, 13(20), 132-142. doi: https://doi.org/10.1080/09076760508668982
- Olvera-Lobo, M.D., Robinson, B., Senso, J. A., Muñoz-Martín, R., Muñoz-Raya, E., Murillo-Melero, M.,…Conde-Ruano, T. (2007). Student satisfaction and perceived improvement with a Web-based collaborative work platform. Perspectives 15(2): 106-122. doi: https://doi.org/10.1080/13670050802153848
- OPTIMALE (en línea). OPTIMALE Project. Recuperado de: https://euatc.org/images/Optimale_WP4_Synthesis_report.pdf
- OTCT (en línea). OTCT Project. Recuperado de http://www.otct-project.eu/
- Pedersen, D. (2015). Transcreation in Marketing and Advertising: An Ethnographic Study (Tesis doctoral). Aarhus University, Dinamarca.
- Pérez, L. (2017). Análisis de las percepciones en torno a la práctica de la posedición en el sector profesional de la traducción en España (Tesis doctoral). Universidad Pablo de Olavide, Sevilla.
- Pozo, T. (2010). El Portafolios como recurso didáctico y estrategia evaluativa. Seminario formativo sin publicar. Sevilla: UPO.
- Rico, C. (2010). Translator Training in the European Higher Education Area. The Interpreter and Translator Trainer 4(1), 89–114. doi: https://doi.org/10.1080/1750399X.2010.10798798
- Risku, H. (2002). Situatedness in Translation Studies. Cognitive Systems Research, 3(3), 523–533. doi: https://doi.org/10.1016/S1389-0417(02)00055-4
- Risku, H. (2009). Translationsmanagement. Tübingen: Narr.
- Risku, H. (2016). Situated learning in translation research training: Research as a reflection of practice. The Translator and Interpreter Trainer, 10(2). doi: https://doi.org/10.1080/1750399X.2016.1154340
- SDL. (2016). How Transcreation Can Address the Challenges in Global Marketing. Recuperado de https://goo.gl/ziwW4c
- Toudic, D. (2016). Professionally-oriented practices and project-based learning (ppt). OPTIMALE. Recuperado de https://goo.gl/G36Gds
- Van der Meer, J. (2016). A paradox in individual-based models of populations. Conservation Physiology, 4(1). doi: https://doi.org/10.1093/conphys/cow023
- Varney, J. (2009). From Hermeneutics to the Translation Classroom: A Social-constructivist Approach to Effective Learning. The International Journal for Translation & Interpreting Research, 1(1): 27–43.
- Vermeer, H. J. (2004). Skopos and Commission in Translational Action. En L. Venuti (Ed.), The Translation Studies Reader (pp. 227-238). Oxon: Routledge.
- Vienne, J. (1994). Toward a Pedagogy of ‘Translation in Situation’. Perspectives 2(1), 51–59. doi: https://doi.org/10.1080/0907676X.1994.9961222
- Way, C (2016). Intra-university Projects as Solution to the Simulated/Authentic Dilemma. En D. Kiraly (Ed.) Towards Authentic Experiential Learning in Translator Education (pp. 147-160). Göttingen: V&R Academic Mainz University Press.