This section is reserved to the methodological and teaching guidelines for courses developed as part of the eCoLoTrain project, namely Terminology, Translation Memories, Software Localisation and Project Management.
eCoLoTrain courses contain the principles needed for translation teachers willing both to enhance their knowledge and integrate translation technology into their translation classes. Although all courses can be completed online by translation teachers as well as by translation students, they are not intended to be used solely for e-learning. They can most suitably be used in a mixed scenario (blended learning) where teachers combine online materials with face-to-face classes.
Guidelines Structure
The guidelines are mainly organised according to the eCoLoTrain course modules: Terminology Management, Translation Memory, Project Management, and Software Localisation, plus a section devoted to integrated scenarios.
You will also find guidelines covering
- Translation Class Dynamics
- Teaching space
- Curriculum
The last three sections apply to all eCoLoTrain courses (unless otherwise stated). The guidelines on 'Translation Class Dynamics' are devoted to different possible class dynamics when teaching translation with tools, for example according to the number of available student PCs. The guidelines on 'Teaching space' present some issues concerning the room layout which should be considered when using a PC lab. The section 'Curriculum' provides a scheme illustrating a possible sequence of translation training courses integrating the teaching and use of translation technology.
ICT Skills
At this point, it is worth noting that our courses on ICT skills are intended as a prerequisite for teachers who want to integrate translation and localisation tools in their translation classes; this means that we have not designed guidelines for teaching ICT skills. However, it would be reasonable for translation teachers to advise their students to test their own ICT skills using our ICT Skills courses.
eCoLoTrain Courses and Guidelines
Nowadays, many translator training institutes have implemented courses on how to use translation tools within their curriculum or are planning to do so. The problem that still persists and that the eCoLoTrain project intends to solve is that there remains a big gap between these courses and translation courses, as the knowledge on translation technology in 'traditional' translation teachers is often not sufficient to integrate the use of the tools in their translation courses.
The aim of the eCoLoTrain courses is to bridge this gap by teaching the tools to translation teachers who should then be able to implement the tools in their translation classes. The main focus of the eCoLoTrain guidelines is to give ideas to translation teachers on HOW to integrate the tools in their translation classes.
Courses on Translation - Courses on Tools
In order to be comprehensive and to make clear what we think is necessary for the students to know before applying the acquired knowledge in translation courses using translation technology, we also make some suggestions on how to teach these tools. Nevertheless, we think that ideally the teaching of these tools should be performed in separate courses by specialised teachers and trainers, not by translation teachers.
As a general rule, it is self-evident that for all translation courses teaching materials have to be prepared in a machine-readable form. On the one hand, this is necessary to be able to process the materials with a computer. Apart from that, it reflects professional reality and is thus also preferable for the learning environment.
Evaluation
Evaluation is “determining the extent to which students reach the educational objectives set by the institution or standard-setting body that issues their ‘diploma’. Evaluation is part of a decision-making process through which the instructor collects information systematically through a test, analyzes that information and relates the results of each student or of the class in general to objectives in the course” (Goff-Kfouri, 2004).
In traditional LSP and general translation classes, evaluation is a controversial topic which remains relatively undiscussed although it is addressed in papers and conferences by translation teachers from universities, translation institutes, etc. This is because translators teaching in the field often have little pedagogical knowledge (cf. Goff-Kfouri, 2004). Usually, evaluation methods used in translation classes involve giving students texts to translate in class or at home and applying error typologies based on criteria such as text fluency, meaning, grammar, use of terminology, general impression and/or mechanicals (translation of fixed elements such as dates, measures, etc).
eCoLoTrain guidelines do not cover any specific evaluation aspects for LSP and general translation courses, CAT tool courses, “integrated scenarios” where CAT tools are integrated in LSP or general translation classes. Translation teachers and trainers can freely use our guidelines and course materials without having to stick to a specific evaluation schema. However, teachers will have to confront the following question, especially when teaching in “integrated scenarios”: Other than the common evaluation of translation skills, should the use of CAT tools for achieving targeted translation or terminology tasks in translation classes be also evaluated? If so, how?
Acknowledgments and References
The materials that were used as reference to prepare the eCoLoTrain guidelines are listed below. Materials available on the Internet include their web address:
- Goff-Kfouri, C.A. (2004) Testing and Evaluation in the Translation Classroom. In: Translation Journal, URL: http://accurapid.com/journal/29edu.htm
- Pym, A. (2002): "Asymmetries in the teaching of translation technology". Paper written within the frame of the research project “Evaluación de medios de aprendizaje a distancia en la formación avanzada de traductores” (BFF-2002-03050), Ministerio de Ciencia y Tecnología, Madrid, Spain. [en]