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The proper place of localization in translation curricula

An inclusive social, object-driven, semiotic-communicative approach
  • Jesús Torres del Rey
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The Evolving Curriculum in Interpreter and Translator Education
This chapter is in the book The Evolving Curriculum in Interpreter and Translator Education

Abstract

The teaching of localization has traditionally been an uneasy fit in translation programs, with little consensus about contents, aims and orientation. In this chapter, localization is first analyzed in terms of disciplinary and professional scope, qualifications and definitional overlaps with translation, resulting in a number of criteria for the prototypical definition and the teaching of the localization activity: type of product, multimodality, transformational co-agency and new textual genres. Translation theories (like functionalist, user-centered and systemic-participatory approaches) and educational models (like constructivist, constructionist and other situated, embodied, emergent approaches) are then explored and complemented, in light of the previous discussion, with frameworks like Human-Computer Interaction and social semiotics, leading to the proposal of an inclusive approach combining a communicative and semiotic approach with a strong social and object-driven learning orientation.

Abstract

The teaching of localization has traditionally been an uneasy fit in translation programs, with little consensus about contents, aims and orientation. In this chapter, localization is first analyzed in terms of disciplinary and professional scope, qualifications and definitional overlaps with translation, resulting in a number of criteria for the prototypical definition and the teaching of the localization activity: type of product, multimodality, transformational co-agency and new textual genres. Translation theories (like functionalist, user-centered and systemic-participatory approaches) and educational models (like constructivist, constructionist and other situated, embodied, emergent approaches) are then explored and complemented, in light of the previous discussion, with frameworks like Human-Computer Interaction and social semiotics, leading to the proposal of an inclusive approach combining a communicative and semiotic approach with a strong social and object-driven learning orientation.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
https://doi.org/10.1075/ata.xix.11tor

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
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