CLINA, vol. 9, nº 2

Teaching and Evaluation of Specialized Translation and Interpreting

Ondrej Klabal and Beatriz de la Fuente Marina (eds.)

 

Deadline for abstract submission (about 300 words) to revistaclina@usal.es: 31st July 2022.

Deadline for preselection of received abstracts: 15th September 2022.

Deadline for article submission (selected abstracts only) via https://revistas.usal.es/index.php/clina/login  (6,000-8,000 words): 31st December 2022.

Expected publication date: July 2023.

Languages: English, Spanish

In times when general translation and interpreting assignments are rarer and rarer for multiple reasons including the uptake of (neural) machine translation or better knowledge of foreign languages (especially English), the area of specialized translation and interpreting is becoming even more relevant for today’s professionals, and graduates, and thus the curricula of T & I programmes should reflect it to remain as profession-related as possible. More so that the field is not static and is undergoing major developments driven by artificial intelligence, or even the covid-19 pandemic which changed the working conditions substantially. These developments affect the ways translators and interpreters work, prepare for assignments, or even the nature of assignments they are commissioned. What used to be marginal in the past such as post-editing or remote simultaneous interpreting, is here to stay and has become the new normal.

Despite the importance of specialized translation and interpreting in practice, research into training and evaluation is still lagging behind. While there are fields such as legal translation where interest has been on the rise over the past decade, the papers on teaching biomedical or financial translation are still rather hard to find. The same applies to interpreting where the traditional focus has been on conference and/or community interpreting, ignoring the fact that specialized interpreting may be required in either of the settings (cf. medical conference and a medical encounter, business forum and business meeting).

In this context, the new issue of CLINA aims to address the phenomenon of specialized translation and interpreting teaching and evaluation from different perspectives, including (but not limited to) the following ones:

  • Teaching specialized translation and interpreting
  • Use of CAT-tools in translation teaching and practice
  • Resources for teaching specialized translation and interpreting
  • Challenges and solutions of translation into L2
  • Evaluation of the students’ performance (rubrics, criteria…)
  • Specialized translation and interpreting in international organizations
  • Changes in the profile of professional translators and interpreters (competences)
  • Reflections over professional experience
  • New developments in specialized translation and interpreting

Subareas can include legal translation, financial and business translation, biomedical translation, technical translation, etc., as well as all interpreting modalities.

 

BIBLIOGRAPHY

BERNARDINI, Silvia (2004). “The Theory behind the Practice: Translator Training or Translation Education?”, in Kirsten Malmkjær (ed.), Translation in Undergraduate Degree Programmes. Amsterdam: John Benjamins, 17–30.

BYRNE, Jody (2006). Technical Translation: Usability Strategies for Translating Technical Documentation. Dordrecht: Springer.

CAO, Deborah. (2014). “Teaching and Learning Legal Translation”, Semiotica, no. 201, 103–19.

CASTILLO BERNAL, Pilar (2022). “Análisis y tipología de errores e inadecuaciones en traducción biosanitaria”, en Iris Holl y Beatriz de la Fuente Marina (eds.), La traducción y sus meandros: diversas aproximaciones en el par de lenguas alemán-español, Ediciones Universidad de Salamanca: Salamanca.

CIRILLO, Letizia; NIEMANTS, Natacha (eds.) (2017). Teaching Dialogue Interpreting: Research-based proposals for higher education. Amsterdam: John Benjamins.

DOWNIE, Jonathan (2000). Interpreters vs Machines: Can Interpreters Survive in an AI-Dominated World? Routledge: London.

FREYRE, María Luisa (ed.) (1999). Textos especializados: comprensión y traducción por profesionales del área científico-técnica y por traductores. Buenos Aires: Universidad Nacional de la Plata.

GAMERO PÉREZ, Silvia (2001). La traducción de textos técnicos. Barcelona: Ariel.

GARCÍA IZQUIERDO, Isabel (2005). El género textual y la traducción. Reflexiones teóricas y aplicaciones pedagógicas. Berna: Peter Lang.

GASER, Rolf; GUIRADO, Cristina; REY, Joëlle (eds.) (2004). Insights into Scientific and Technical Translation. Barcelona: Universidad Pompeu Fabra.

GÓMEZ GONZÁLEZ-JOVER, Adelina (2011). “Course Design and Lesson Planning in Legal Translation Training”, Perspectives: Studies in Translation Theory and Practice 19 (3), 253–73.

GONZALO GARCÍA, Consuelo; GARCÍA YEBRA, Valentín (eds.) (2004). Manual de documentación y terminología para la traducción especializada. Madrid: Arco libros.

HOLL, Iris; DE LA FUENTE MARINA, Beatriz (2022). La traducción y sus meandros: diversas aproximaciones en el par de lenguas alemán-español, Ediciones Universidad de Salamanca: Salamanca.

HURTADO ALBIR, Amparo (1999). Enseñar a traducir: Metodología en la formación de traductores e intérpretes. Madrid: Edelsa.

KARWACKA, Wioleta (2014). “Quality assurance in medical translation”, JoSTrans, 21, 19-34.

KLABAL, Ondřej (2022). “Teaching Comparative Conceptual Analysis to Legal Translation Trainees”, in Teaching Translation vs. Training Translators. Olomouc: Palacký University Press.

MAYOR SERRANO, M.ª Blanca (2004). “Tipología textual pragmática en la comunicación biomédica (teórica) y formación de traductores”, Lebende Sprachen, 4, 168-175.

MAZZEI, Cristiano; AIBO, Laurence Jay-Rayon Ibrahim (2022). The Routledge Guide to Teaching Translation and Interpreting Online. London: Routledge.

MITCHELL-SCHUITEVOERDER, Rosemary (2020). A Project-Based Approach to Translation Technology. London: Routledge.

MONZÓ NEBOT, Esther (2015). “Understanding Legal Interpreter and Translator Training in Times of Change”, Interpreter and Translator Trainer 9 (2), 129–40.

NAVARRO DOMÍNGUEZ, Fernando A. (2015-2020). Medicina en español: “laboratorio del lenguaje”. Florilegio de recomendaciones, dudas, etimologías, errores, anglicismos y curiosidades varias del lenguaje médico, volúmenes I-IV. Alcobendas (Madrid): Fundación Lilly; Madrid: Unión Editorial.

PARRA-GALIANO, Silvia (2017). “Conceptos teóricos fundamentales en la revisión de traducciones y su reflejo en el Manual de revisión de la DGT y en las normas ISO 17100:2015 y EN 15038:2006”, Hermēneus, 19, 270-308.

ROGERS, Margaret (2015). Specialised Translation: Shedding the “Non-literary” Tag. Houndmills: Palgrave Macmillan.

TIPTON, Rebecca (2016). Dialogue Interpreting: A Guide to Interpreting in Public Services and the Community. London: Routledge.

TOLOSA IGUALADA, Miguel (ed.) (2014). La interpretación: Entre didáctica y profesión. Granada: Comares.

VALERO GARCÉS, Carmen (2008). Formas de mediación intercultural: traducción e interpretación en los servicios públicos. Granada: Comares.

WAY, Catherine (2008). “Systematic Assessment of Translator Competence: In Search of Achilles’s Heel”, in Kirsten Malmkjær (ed.), Translation in Undergraduate Degree Programmes, 88–103. London: Continuum.