Industry-based curriculum design & evolution

Industry-based curriculum design &

evolution

Dr Joanna DruganUniversity of Leeds

Centre for Translation Studieshttp://www.leeds.ac.uk/cts/

Curriculum design, Limerick, May 2004

Joanna Drugan, CTS, University of Leeds

Background

MA in Applied Translation Studies Programme designed & delivered in

conjunction with industry Average student numbers: 50 Range of languages: 11+ (including Arabic,

Chinese, Greek, Japanese, Russian) Minimum range of tools: Catalyst, Déjà Vu,

Passolo, Transit, Translator’s Workbench, Wordfast



Talk map

Evolution of industry & training provision Training gaps Recent research-led positive developments:

Questionnaire-based research into industry & alumni expectations

EU-funded eCoLoRe project Conclusion: negatives & positives



Recent changes in the translation industry

Global communication Increased volumes of multilingual

documentation Multiple file types Translation and localisation Time constraints CAT tools



LETRAC summary

LETRAC: Language Engineering for Translators’ Curricula, EU-funded study of European translator training provision, 1999

In most European countries, the job profile of translators has changed or is about to change



LETRAC conclusions

Translators do not feel well prepared by their institutions for the real world of work

All training institutions have more or less failed to prepare translators for the real market situation by not providing them with the required [computer] skills

Training in IT should be obligatory



Not just LETRAC…

Lambert (1996: 291): ‘The bureaucratic protection offered by the institutionalization of diplomas, curricula and institutes will not survive the globalization and the worldwide competition process unless it will be open to continuous revision, adaptation, tests, research and discussion.’



LETRAC

Conclusions: A ‘translator profile’ Suggested curriculum content

Problem: Rapid and ongoing evolution of industry Simply adopting LETRAC’s proposed curriculum

would mean we trained translators fit for work in 1999, not necessarily 2004, far less 2030



Questions

How far are we already responding to industry needs?

How can we continue to provide professionally relevant and academically rigorous training as the language industries evolve?



Training provision

‘LE/IT in translator curricula vary from nothing but basics in word processing to a broad range of sophisticated software tools (terminology management, translation memory, machine translation, Telecommunications/Internet, CD-ROM-based information systems...).’ – LETRAC

Better awareness and range of courses



Training provision

New courses Introduction of technical training to existing

courses Increased range/breadth of technical training

where it already existed More tools covered



Training gaps

Language pairs Uneven development Technical support Difficulty of recreating real-world scenarios in

the classroom Optional No technical training at all…



Positive developments

Unicode New tools – Wordfast TMX format & LISA standards Academics sharing materials and methods Employers’ awareness



The way forward – industry research

Wright (1998: NP): ‘Close cooperation between industry and academia is essential in order to meet market needs.’

Research into continuing evolution of the industry

One example: ongoing questionnaire-based investigations of what Language Service Providers want from graduates

Available at http://ecolore.leeds.ac.uk



Research findings

LETRAC ‘translator profile’ comparison Advanced word-processing skills: 100%

essential or desirable DTP skills: 60% Translation Memories and Terminology

Management: 87% Machine Translation: 40% Practical problem solving techniques



Research findings

Reliability Flexibility Technical and linguistic accuracy Speed General computer skills – ‘not a

technophobe’



Academics too

Wilss (1999: 236): ‘What is required today are practical knowhow, mental agility and a balance of rationality and imagination, routine and creativity.’

Need for trainers to develop graduates’ self-reliance and confidence when faced with new technologies in future



The way forward (2) - Alumni research

Wagner (ND: 401): ‘There never seems to be any formal follow-up, to see if a student’s academic training was appropriate to the world of work. Professional translators are rarely invited to give feedback to their former teachers.’

Matching questionnaire for graduates, over 10 nationalities (incl. speakers of Arabic, Chinese, Japanese)



Alumni research findings

Graduates believe even more developed technical skills are essential

Agreement on advanced word-processing skills, DTP skills

Translation Memory tools: 100% Terminology Management tools: 95% Machine Translation systems: >80%



Alumni research findings

Practical skills Website authoring & design Individual comments confirming industry

preferences: ‘Employers prefer universities which offer practical courses (i.e. less theory, less literature)’.



Conclusions

1. Monitor the industry closely by ongoing research

2. Involve the industry in design and delivery of training

3. Train in transferable skills; ongoing monitoring of graduates



Conclusions - negatives

Potential drawbacks: Practical Curriculum content: ‘Academia to turn

curricular interests away from outmoded concentrations in areas where there is no market demand’ (Wright, ibid.: NP) – consequences?

Lack of competent teaching personnel Need for ongoing training



Conclusions - negatives

Potential drawbacks: Poor quality of training materials, time

implications of designing materials Uneven development? Continuing and speedy evolution of industry

requirements



Conclusions - positives

Positive aspects: Recruitment Relevance Skills Recent developments: eCoLoRe




New sharing of relevant training materials www.ecolore.leeds.ac.uk :

Source files Translation memories in over 20 languages Glossaries Definitions of key terms Reports on evolution in conjunction with industry

(SAP, Atril)




Excitement? Kingscott (1996: 296): ‘If taught properly, this

can become quite exciting. Teaching the technical translator of the future could really open up New Horizons. The translator becomes proactive rather than reactive’.



Summary

Research into our industry Communication with partners Evidence-based knowledge to plan training Flexibility, openness to new ideas,

approaches and working methods Ongoing commitment to learning and

change

Industry-based curriculum design & evolution

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