A SAMPLE COURSE description & syllabus

Dr. Constanza Gerding Salas

Universität Leipzig - Universidad de Concepción, May 2012

English-Spanish Translation Methodology & Practice II

Course description

Hands-on experience in the translation, editing, and finalization of authentic texts.

Theory incorporated gradually and according to necessity.

Material drawn from a variety of fields and text types.

Emphasis on professional presentation.

Included are sight translation assignments and team translation projects.

Leipzig - Concepción, 2012

English-Spanish Translation Methodology & Practice II

Pre-requisites

English-Spanish Translation Methodology and Practice I (beginners’ and intermediate levels)

Bilingual proficiency & bicultural competence at level C1 (Common European Framework)

Advanced computer skills at user’s level web engine searchers, e-mail use, discussion groups, TAC software, word processor, image editor, text converter, etc.

Leipzig - Concepción, 2012

Learning outcomes

After completing this course, students should be able to:

1. Analyze a source document for translation and estimate production time and cost.

2. Perform linguistic/terminological research and develop glossaries and other material for further reference.

3. Show ability to understand linguistic and cultural aspects of texts, taking into account sociolinguistic and discourse conventions of ST and TT.

Leipzig - Concepción, 2012

4. Reformulate ST according to a tacit or explicit translation brief by applying translations procedures and strategies.

5. Create, edit, and proofread a client-ready translation in a variety of fields under real-life conditions (alone or in a team).

6. Evaluate cognitively and metacognitively the quality of a translation; exercise unbiased self-evaluation.

7. Be ready to accept criticism from peers, editors, and proofreaders, and learn from it.

8. Put professional ethics into practice.

Leipzig - Concepción, 2012

Texts types and topics

1. Popular science texts and technical reports

2. Scientific papers and scientific paper abstracts

3. Instruction manuals and users’ guides

4. Current issues for sight translation

5. Journalistic texts on current political, social, economic and cultural events

6. Opinion pages: columns, editorials, letters to the editor

Up-to-date texts Preferably without a recognized translation,

unless contrastive work is to be doneLeipzig - Concepción, 2012

Related contents

Technical procedures for English-Spanish translation (Vásquez-Ayora, 1977; Newmark, 1988a, 1988b; Delisle, 1999).

Spanish and English linguistic, discourse and pragmatic contents, according to necessity (Bosque & Demonte, 1999, and Quirk et al., 1985, respectively).

Ethics in translation (Baker & Maier, 2011).

Leipzig - Concepción, 2012

Methodology

Translation commission checklist (Sunwoo, 2007; Gouadec, 2009); translation brief (Nord, 1997) or implicit translation brief.

Reading, identification of translation problems and difficulties, matching of text and brief.

Summary in TL of main ideas of ST.

Leipzig - Concepción, 2012

Selection of translation method and procedures according to brief specifications.

Oral or written TT reformulation according to brief specifications.

Analysis and discussion of various translation proposals. Active participation.

Revision and assessment of TT in the light of class discussion.

Criticism and peer assessment.

Leipzig - Concepción, 2012

Assessment weighting

Leipzig - Concepción, 2012

Other features Course duration

• Half-yearly (16 weeks): four 90-minute sessions per week

• Yearly (32 weeks): two 90-minute sessions per week

Attendance

• Students are expected to attend classes regularly. 80% compulsory attendance.

Make-up tests

• NOT given. Exceptions are made only if students provide a valid reason for absence PRIOR to test date.

Leipzig - Concepción, 2012

Syllabus• A tentative syllabus should be presented early,

and an update should be provided in class as needed. Example:

and so on…Leipzig - Concepción, 2012

For effective teaching…

teachers should take the following into account:

• Alignment of the three major components of instruction: learning outcomes, assessments, and instructional activities

• Articulation of clear academic expectations and standards

• Adoption of appropriate roles to support learning goals

• Provision of open, responsive learning environments

• Fostering interaction and collaboration between students

• Use of active learning techniques

Leipzig - Concepción, 2012

• Giving prompt feedback

• Assuming the teacher is nota know-it-all person

• Respecting diversity: talents, experience, learning styles

• Considering an adaptive curriculum: flexible and adaptable to multiple teaching situations

• Designing (if possible) a class setting that best adapts to learning

• Fostering sharing and cooperation

Leipzig - Concepción, 2012

Thank you

Leipzig - Concepción, 2012