Translator education in Poland and Ukraine: does the academia vs industry gap persist?

2021 ◽  
pp. 1-20
Author(s):  
Mariusz Marczak ◽  
Oleksandr Bondarenko
Keyword(s):  
Translator Education

scholarly journals Training and Employability: What are the LSPs looking for and what can the graduates offer?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Valero Garces Carmen
Keyword(s):  
European Union ◽  
Service Providers ◽  
Shared Responsibility ◽  
The European Union ◽  
Job Market ◽  
Directorate General ◽  
Market Trends ◽  
Translator Education ◽  
And Training ◽  
The Eu

Training and employability are two terms that frequently appear in the speeches both in those in charge of designing educational policies as well as in reports of economics or market trends. Training is necessary for integration into the job market. The aim of this article is to provide data extracted from several studies on university – language service providers (LSP) relations in the European Union for the period 2010-2017. The EU DGT (Directorate - General for Translation) through the European Master´s in Translation network (EMT network) and EUATC (European Union of Associations of Translation Companies), developed those studies. The first and last studies focused on language service providers’ companies (LSP) while the second offers information on graduates and their training. In this way we aim to show both sides of the situation, which can be summed up in the following way: What are employers looking for and what can the graduates offer?. The results of the research presented seem to indicate that translator education and training is a shared responsibility of universities and LSP in a highly competitive market

Competition and Collaboration in Translation Education

2015 ◽  
pp. 1-26
Author(s):  
Tarek Shamma
Keyword(s):  
Pilot Study ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Group Work ◽  
University Student ◽  
The Other ◽  
Negative Effects ◽  
United Arab Emirates University ◽  
Translator Education

This chapter discusses the results of a pilot study that explored the use of contests in translation pedagogy, proposing methods for designing classroom and extracurricular contests. Three translation contests (two in-class and one extracurricular) were conducted for undergraduate students at United Arab Emirates University. Student questionnaires were used to examine the potential role of contests in translator education and, in particular, the positive and negative effects of competition on students' motivation. The use of group work was also examined as a method of minimizing the potential negative effects of competition, as described in the literature. The study indicates that contests can be useful in stimulating student motivation, especially on the basic levels of education. On the other hand, it is suggested that, while group work is seen as effective and desirable by most students, there are caveats to be considered when planning and implementing this type of activity.

Quality Assurance in Translation and Corporate Communications

2019 ◽  
pp. 57-87 ◽  
Author(s):  
Gary Massey ◽  
Regine Wieder
Keyword(s):  
Quality Assurance ◽  
Pilot Study ◽  
Added Value ◽  
Self Concept ◽  
Future Research ◽  
Corporate Communications ◽  
Quality Models ◽  
Translator Education

While the nature and status of translators' work are changing due to technologisation and other factors, translation is acquiring a strategic function in organisations. The intercultural component of translation competence makes translators well positioned to play a key role in assuring quality in international corporate communications. But quality models envisage only restricted interactions between translators, clients and communications specialists. Moreover, evidence about translators' self-concepts shows them underequipped to adopt the roles that meaningful cooperation with corporate communications suggests. This chapter reports on a pilot study at the interface between translation and corporate communications in Switzerland. Presenting findings from a survey of translation and communications professionals, it reveals underdeveloped feedforward and feedback cultures and a translator self-concept that underplays the mediatory, advisory added value of human translation. Concrete implications for quality assurance and translator education are drawn and future research is outlined.

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