Cross-curricular Training of Specialized Translators: an Interdisciplinary Didactic Experience in Economic and Technical Translation
Abstract
The recent changes in the translation market call for a review of the teaching and learning methods used to train new professionals. The rigid traditional division of specialized translation into fields of knowledge does not correspond to market needs, which often involve working with texts that combine content from different disciplines. In this paper, we present an interdisciplinary didactic experience carried out during two consecutive academic years in which students and teachers of two specialized translation modules cooperated in an economic and technical translation project. Specifically, a research article on economic growth and human capital that combined economic content with statistical analysis methods was chosen as the source text. The design of the project required considering the competencies and learning outcomes planned for each module in order to enhance the establishment of connections between specialties. In addition, it was necessary to consider a variety of aspects related to the planning and development of the different project phases, because not all students were enrolled in both modules. For evaluation, a rubric was constructed with five criteria that were adjusted to the requirements of specialized translation and the translated genre. For each criterion, five levels of achievement were defined, four associated with the levels of evaluation of research articles, and a fifth one aimed at rewarding excellence. Both the academic results of students and their evaluation of the learning experience suggest that the method used could be a good option for meeting their interdisciplinary training needs and enhancing their motivation and involvement in learning. For the above reasons, the relevance of including modules based on the development of cross-curricular translation projects in future translation and interpreting curricula should be assessed.
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Aguayo Arrabal, N. (2017). La interdisciplinariedad como elemento clave en la conceptualización de los Estudios de Traducción en el campo de conocimiento. Skopos 8, 3-26. https://helvia.uco.es/xmlui/handle/10396/16964
Akkerman, S. & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research 81(2), 132-169. DOI: https://doi.org/10.3102/0034654311404435
Araki, Michael E. (2018). Polymathy: A New Outlook. Journal of Genius and Eminence 3(1), 66-82. DOI: https://doi.org/10.18536/jge.2018.04.3.1.05
Bernstein, B.B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Lanham, MD: Rowman & Littlefield.
Blasco Mayor, M.J. & Jiménez Ivars, A. (2000). Proyecto interdisciplinar para la enseñanza de la traducción científico-técnica. In F.J. Ruiz de Mendoza Ibáñez (Ed.), Panorama actual de la lingüística aplicada. Volumen II: Lingüística e informática. Lexicología. Traducción, (pp. 1187-1196). Online Resource.
Cagnolatti, B.E. (2021). Formación de traductores universitarios: experiencias interdisciplinarias en el campo de la traducción de las ciencias sociales y humanas. Mutatis Mutandis 14(2), 642-661. DOI: https://doi.org/10.17533/udea.mut.v14n2a17
Carmona Ruiz, M. (2020). Análisis de terminología especializada para la traducción interdisciplinar de un webminario de temática médica: el caso de Rheumatoid Arthritis Pathophysiology (signs and symptoms). Futhark 15, 19-32.
Chua, K.J. (2014). A comparative study on first-time and experienced project-based learning students in an engineering design module. European Journal of Engineering Education, 39(5), 556-572. DOI: https://doi.org/10.1080/03043797.2014.895704
Conley, S.N., Foley, R., Gorman, M.E., Denham, J. & Coleman, K. (2017) Acquisition of T-shaped expertise: an exploratory study. Social Epistemology 31(2), 165-183. DOI: https://doi.org/10.1080/02691728.2016.1249435
DeZure, D. (2010). Interdisciplinary Pedagogies in Higher Education. In R. Frodeman (Ed.), The Oxford Handbook of Interdisciplinarity, (pp. 372-386). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.013.45
Dorst, K. (2013). Academic Design. Published inaugural lecture at the TU Eindhoven, The Netherlands.
Eklics, K., Kárpáti, E., Cathey, R.V., Lee, A.J. & Koppán, A. (2019). Interdisciplinary Medical Communication Training at the University of Pécs. 5th International Conference on Higher Education Advances (HEAd’19). Universitat Politècnica de Valencia, Valencia, 2019.
FIT-Fédération Internationale des Traducteurs. (1955). Bibliographie internationale de la traduction. Babel 1(1), 36-37. DOI: https://doi.org/10.1075/babel.1.1.16bib
Gantogtokh, O. & Quinlan, K.M. (2017). Challenges of designing interdisciplinary postgraduate curricula: case studies of interdisciplinary master’s programmes at a research-intensive UK university. Teaching in Higher Education 22(5), 1-18. DOI: https://doi.org/10.1080/13562517.2016.1273211
García González, M. & Veiga Díaz, M. (2015). Guided Inquiry and Project-Based Learning in the field of specialised translation: a description of two learning experiences. Perspectives: Studies in Translatology 23(1), 1-17. DOI: https://doi.org/10.1080/0907676X.2014.948018
Henke, N., Jevine, J. & McInerney, P. (2018). You don’t Have to be a Data Scientist to Fill this Must-Have Analytics Role. Harvard Business Review. Feb. 2018. https://hbr.org/2018/02/you-dont-have-to-be-a-data-scientist-to-fill-this-must-have-analytics-role?autocomplete=true
Hersam, M.C., Luna, M. & Light, G. (2004). Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course. Journal of Engineering Education 93(1), 49-57. DOI: https://doi.org/10.1002/j.2168-9830.2004.tb00787.x
Holzer, A., Gillet, D., Laperrouza, M., Maître, J.P., Tormey, R. & Cardia, I.V. (2018). Fostering 21st Century Skills through Interdisciplinary Learning Experiences. Paper submitted to the 46th SEFI Annual Conference, Copenhagen. https://libra.unine.ch/entities/publication/ba06ef30-1cf6-492e-a998-f75409637689/details
Jensen, A.A., Stentoft, D. & Ravn, O. (2019). Problem-Based Projects, Learning and Interdisciplinarity in Higher Education. In A.A. Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education. Research and Perspectives from Aalborg University, (pp.9-20). Cham: Springer.
Klaassen, R.G. (2018). Interdisciplinary education: a case study. European Journal of Engineering Education 43(6), 842-859. DOI: https://doi.org/10.1080/03043797.2018.1442417
Knöll, M., Konert, J., Hardy, S., Dutz, T., Gutjahr, M., Rudolf-Cleff, A., Vogt, J., & S. Göbel. (2014). Interdisciplinary Course on Urban Health Games - Concept and first results of an interdisciplinary course on location-based games for health. Proceedings of the 1st Workshop on Smart City Learning, European Conference on Technology Enhanced Learning (EC-TEL).
Lam, J.C.K., Walker, R.M. & P. Hills. (2014). Interdisciplinarity in Sustainability Studies: A Review. Sustainable Development 22, 158-176. DOI: https://doi.org/10.1002/sd.533
Lee-Jahnke, H. (2011). Interdisciplinary approach in translation didactics. Rivista Internazionale di Tecnica della Traduzione 13, 1-12. https://www.openstarts.units.it/handle/10077/9172
Mandal, J. (2019). The importance of interdisciplinarity. Looking back: the best of the 2019 UK Global Meeting. Schmidt Science Fellows.
Massey, G. (2021). Transitioning from Interdisciplinarity to Transdisciplinarity in Applied Translation Studies: Towards Transdisciplinary Action Research in Translator’s Workplaces. Journal of Translation Studies 2, 51-78. DOI: https://doi.org/10.3726/JTS022021.4
Mayoral, R. & Fouces, O. (2011). La traducción especializada y las especialidades de la traducción. Castellón: Servei de Comunicació i Publicacions de la Universitat Jaume I.
Menken, S. & Keestra. M. (2016). An Introduction to Interdisciplinary Research. Theory and Practice. Amsterdam: Amsterdam University Press.
Murphy, K. (2014). Robert Burton and the problems of polymathy. Renaissance Studies 28(2), 279-297.
Ožbot, M. (2015). Translation Studies - Interdisciplinary, Multidisciplinary or Transdisciplinary?. Meta 60(2), Résumés du colloque 60e anniversaire de META: «Les horizons de la traduction: retour vers le futur», 360. DOI: https://doi.org/10.7202/1032911ar
Petrie, H.G. (1992). Interdisciplinary education: Are we faced with insurmountable opportunities?, Review of Research in Education, 18 (1), 299-233. DOI: https://doi.org/10.3102/0091732X018001299
Picchiello, M., Morrow-Howell, N., Stark, S. & Carpenter, B. (2020). Longitudinal Impact on an Interdisciplinary Course on Aging for First-Year Students. Innovation in Aging, 4, Supplement 1, 444. GSA 2020 Annual Scientific Meeting. DOI: https://doi.org/10.1093/geroni/igaa057.1437
Rojo López, A.M. & N. Campos Plaza, (Eds.). (2016). Interdisciplinarity in Translation Studies. Theoretical Models, Creative Approaches and Applied Methods. Bern: Peter Lang. DOI: https://doi.org/10.3726/978-3-0351-0954-2
Root-Bernstein, R. (2009). Multiple Giftedness in Adults: The Case of Polymaths. In L.V. Shavinina (Ed.), International Handbook on Giftedness, (pp. 843-870) Cham: Springer. DOI: https://doi.org/10.1007/978-1-4020-6162-2_42
Root-Bernstein, R. & Root-Bernstein, M. (2019). Five Takeaways About ‘Polymathy’. 2019 State of the Sciences Lecture. College of Science. NC State University.
Spelt, E.J.H., Biemans, H.J.A, Tobi, H., Luning, P.A. & Mulder, M. (2009). Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review, Educational Psychology Review, 21, 365-378. DOI: https://doi.org/10.1007/s10648-009-9113-z
Steenhuis, H.J. & Rowland, L. (2018). Project Based-Learning. How to Approach, Report, Present, and Learn from Course-Long Project. New York: Business Expert Press.
Stentoft, D. (2019). Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learning. In A. A. Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education. Research and Perspectives from Aalborg University, (pp. 49-60). Cham: Springer. DOI: https://doi.org/10.1007/978-3-030-18842-9
Veiga Díaz, M. (2020). Adquisición y evaluación de competencias para la traducción inversa premium de artículos científicos. In C. Botella Tejera, C. Iliescu Gheorghiu & J. Franco Aixelá (Eds.). Translatum nostrum: la traducción y la interpretación en el ámbito especializado, (pp. 173-190). Granada: Comares.
Way, C. (2002). Traducción y Derecho: Iniciativas para desarrollar la colaboración interdisciplinar. Puentes 2, 14-26.
Weingart, P. (2010). A Short Story of Knowledge Formations. In R. Frodeman (Ed.). The Oxford Handbook of Interdisciplinarity, (pp. 3-14). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.001.0001
Akkerman, S. & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research 81(2), 132-169. DOI: https://doi.org/10.3102/0034654311404435
Araki, Michael E. (2018). Polymathy: A New Outlook. Journal of Genius and Eminence 3(1), 66-82. DOI: https://doi.org/10.18536/jge.2018.04.3.1.05
Bernstein, B.B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Lanham, MD: Rowman & Littlefield.
Blasco Mayor, M.J. & Jiménez Ivars, A. (2000). Proyecto interdisciplinar para la enseñanza de la traducción científico-técnica. In F.J. Ruiz de Mendoza Ibáñez (Ed.), Panorama actual de la lingüística aplicada. Volumen II: Lingüística e informática. Lexicología. Traducción, (pp. 1187-1196). Online Resource.
Cagnolatti, B.E. (2021). Formación de traductores universitarios: experiencias interdisciplinarias en el campo de la traducción de las ciencias sociales y humanas. Mutatis Mutandis 14(2), 642-661. DOI: https://doi.org/10.17533/udea.mut.v14n2a17
Carmona Ruiz, M. (2020). Análisis de terminología especializada para la traducción interdisciplinar de un webminario de temática médica: el caso de Rheumatoid Arthritis Pathophysiology (signs and symptoms). Futhark 15, 19-32.
Chua, K.J. (2014). A comparative study on first-time and experienced project-based learning students in an engineering design module. European Journal of Engineering Education, 39(5), 556-572. DOI: https://doi.org/10.1080/03043797.2014.895704
Conley, S.N., Foley, R., Gorman, M.E., Denham, J. & Coleman, K. (2017) Acquisition of T-shaped expertise: an exploratory study. Social Epistemology 31(2), 165-183. DOI: https://doi.org/10.1080/02691728.2016.1249435
DeZure, D. (2010). Interdisciplinary Pedagogies in Higher Education. In R. Frodeman (Ed.), The Oxford Handbook of Interdisciplinarity, (pp. 372-386). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.013.45
Dorst, K. (2013). Academic Design. Published inaugural lecture at the TU Eindhoven, The Netherlands.
Eklics, K., Kárpáti, E., Cathey, R.V., Lee, A.J. & Koppán, A. (2019). Interdisciplinary Medical Communication Training at the University of Pécs. 5th International Conference on Higher Education Advances (HEAd’19). Universitat Politècnica de Valencia, Valencia, 2019.
FIT-Fédération Internationale des Traducteurs. (1955). Bibliographie internationale de la traduction. Babel 1(1), 36-37. DOI: https://doi.org/10.1075/babel.1.1.16bib
Gantogtokh, O. & Quinlan, K.M. (2017). Challenges of designing interdisciplinary postgraduate curricula: case studies of interdisciplinary master’s programmes at a research-intensive UK university. Teaching in Higher Education 22(5), 1-18. DOI: https://doi.org/10.1080/13562517.2016.1273211
García González, M. & Veiga Díaz, M. (2015). Guided Inquiry and Project-Based Learning in the field of specialised translation: a description of two learning experiences. Perspectives: Studies in Translatology 23(1), 1-17. DOI: https://doi.org/10.1080/0907676X.2014.948018
Henke, N., Jevine, J. & McInerney, P. (2018). You don’t Have to be a Data Scientist to Fill this Must-Have Analytics Role. Harvard Business Review. Feb. 2018. https://hbr.org/2018/02/you-dont-have-to-be-a-data-scientist-to-fill-this-must-have-analytics-role?autocomplete=true
Hersam, M.C., Luna, M. & Light, G. (2004). Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course. Journal of Engineering Education 93(1), 49-57. DOI: https://doi.org/10.1002/j.2168-9830.2004.tb00787.x
Holzer, A., Gillet, D., Laperrouza, M., Maître, J.P., Tormey, R. & Cardia, I.V. (2018). Fostering 21st Century Skills through Interdisciplinary Learning Experiences. Paper submitted to the 46th SEFI Annual Conference, Copenhagen. https://libra.unine.ch/entities/publication/ba06ef30-1cf6-492e-a998-f75409637689/details
Jensen, A.A., Stentoft, D. & Ravn, O. (2019). Problem-Based Projects, Learning and Interdisciplinarity in Higher Education. In A.A. Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education. Research and Perspectives from Aalborg University, (pp.9-20). Cham: Springer.
Klaassen, R.G. (2018). Interdisciplinary education: a case study. European Journal of Engineering Education 43(6), 842-859. DOI: https://doi.org/10.1080/03043797.2018.1442417
Knöll, M., Konert, J., Hardy, S., Dutz, T., Gutjahr, M., Rudolf-Cleff, A., Vogt, J., & S. Göbel. (2014). Interdisciplinary Course on Urban Health Games - Concept and first results of an interdisciplinary course on location-based games for health. Proceedings of the 1st Workshop on Smart City Learning, European Conference on Technology Enhanced Learning (EC-TEL).
Lam, J.C.K., Walker, R.M. & P. Hills. (2014). Interdisciplinarity in Sustainability Studies: A Review. Sustainable Development 22, 158-176. DOI: https://doi.org/10.1002/sd.533
Lee-Jahnke, H. (2011). Interdisciplinary approach in translation didactics. Rivista Internazionale di Tecnica della Traduzione 13, 1-12. https://www.openstarts.units.it/handle/10077/9172
Mandal, J. (2019). The importance of interdisciplinarity. Looking back: the best of the 2019 UK Global Meeting. Schmidt Science Fellows.
Massey, G. (2021). Transitioning from Interdisciplinarity to Transdisciplinarity in Applied Translation Studies: Towards Transdisciplinary Action Research in Translator’s Workplaces. Journal of Translation Studies 2, 51-78. DOI: https://doi.org/10.3726/JTS022021.4
Mayoral, R. & Fouces, O. (2011). La traducción especializada y las especialidades de la traducción. Castellón: Servei de Comunicació i Publicacions de la Universitat Jaume I.
Menken, S. & Keestra. M. (2016). An Introduction to Interdisciplinary Research. Theory and Practice. Amsterdam: Amsterdam University Press.
Murphy, K. (2014). Robert Burton and the problems of polymathy. Renaissance Studies 28(2), 279-297.
Ožbot, M. (2015). Translation Studies - Interdisciplinary, Multidisciplinary or Transdisciplinary?. Meta 60(2), Résumés du colloque 60e anniversaire de META: «Les horizons de la traduction: retour vers le futur», 360. DOI: https://doi.org/10.7202/1032911ar
Petrie, H.G. (1992). Interdisciplinary education: Are we faced with insurmountable opportunities?, Review of Research in Education, 18 (1), 299-233. DOI: https://doi.org/10.3102/0091732X018001299
Picchiello, M., Morrow-Howell, N., Stark, S. & Carpenter, B. (2020). Longitudinal Impact on an Interdisciplinary Course on Aging for First-Year Students. Innovation in Aging, 4, Supplement 1, 444. GSA 2020 Annual Scientific Meeting. DOI: https://doi.org/10.1093/geroni/igaa057.1437
Rojo López, A.M. & N. Campos Plaza, (Eds.). (2016). Interdisciplinarity in Translation Studies. Theoretical Models, Creative Approaches and Applied Methods. Bern: Peter Lang. DOI: https://doi.org/10.3726/978-3-0351-0954-2
Root-Bernstein, R. (2009). Multiple Giftedness in Adults: The Case of Polymaths. In L.V. Shavinina (Ed.), International Handbook on Giftedness, (pp. 843-870) Cham: Springer. DOI: https://doi.org/10.1007/978-1-4020-6162-2_42
Root-Bernstein, R. & Root-Bernstein, M. (2019). Five Takeaways About ‘Polymathy’. 2019 State of the Sciences Lecture. College of Science. NC State University.
Spelt, E.J.H., Biemans, H.J.A, Tobi, H., Luning, P.A. & Mulder, M. (2009). Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review, Educational Psychology Review, 21, 365-378. DOI: https://doi.org/10.1007/s10648-009-9113-z
Steenhuis, H.J. & Rowland, L. (2018). Project Based-Learning. How to Approach, Report, Present, and Learn from Course-Long Project. New York: Business Expert Press.
Stentoft, D. (2019). Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learning. In A. A. Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education. Research and Perspectives from Aalborg University, (pp. 49-60). Cham: Springer. DOI: https://doi.org/10.1007/978-3-030-18842-9
Veiga Díaz, M. (2020). Adquisición y evaluación de competencias para la traducción inversa premium de artículos científicos. In C. Botella Tejera, C. Iliescu Gheorghiu & J. Franco Aixelá (Eds.). Translatum nostrum: la traducción y la interpretación en el ámbito especializado, (pp. 173-190). Granada: Comares.
Way, C. (2002). Traducción y Derecho: Iniciativas para desarrollar la colaboración interdisciplinar. Puentes 2, 14-26.
Weingart, P. (2010). A Short Story of Knowledge Formations. In R. Frodeman (Ed.). The Oxford Handbook of Interdisciplinarity, (pp. 3-14). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.001.0001
Veiga Díaz, M., & García González, M. (2023). Cross-curricular Training of Specialized Translators: an Interdisciplinary Didactic Experience in Economic and Technical Translation. CLINA Revista Interdisciplinaria De Traducción Interpretación Y Comunicación Intercultural, 9(2), 17–40. https://doi.org/10.14201/clina2023921740
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