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Has the language industry of the 21st century been racing ahead of
the translation profession and leaving translators behind? Or are
translators adapting to new sociotechnical realities and societal
demands, and if so, how? The chapters in this volume seek to shed
light on the profiles and position of human translators in the
current decade. This collection draws together the work of leading
authors to reflect on the constantly evolving language industry.
The eight chapters present new perspectives on, and concepts of,
translation in a digital world. They highlight the shifts taking
place in the sociotechnical environment of translation and the need
to address changing buyer needs and market demands with new
services, profiles and training. In doing so, they share a common
focus on the added value that human translators can and do bring to
bear as adaptive, creative, digitally literate experts. Addressing
an international readership, this volume is of interest to advanced
students and researchers in translation and interpreting studies,
and professionals in the global language industry.
This book focuses on new perspectives on assessment in translator
and interpreting education and suggests that assessment is not only
a measure of learning (i.e. assessment 'of' learning) but also part
of the learning process (i.e. assessment 'for' learning and
assessment 'as' learning). To this end, the book explores the
current and changing practices of the role and nature of assessment
not only in terms of the products but also the processes of
translation. It includes empirical studies which examine
competence-based assessment and quality in translation and
interpreting education both at undergraduate and postgraduate
level. This includes studies and proposals on formative and
summative assessment in a wide range of educational contexts, as
well as contributions about relatively unexplored research areas
such as quality assurance and assessment in subtitling for the
D/deaf and the hard of hearing, and how closely translation
programmes fit the reality of professional practice. The findings
of this book lend support to existing theoretical frameworks and
inform course planning and design in translation education. As
such, it will be a valuable resource for translation educators,
trainers and researchers, translation and interpreting
practitioners and associated professionals. This book was
originally published as a special issue of The Interpreter and
Translator Trainer.
This book focuses on new perspectives on assessment in translator
and interpreting education and suggests that assessment is not only
a measure of learning (i.e. assessment 'of' learning) but also part
of the learning process (i.e. assessment 'for' learning and
assessment 'as' learning). To this end, the book explores the
current and changing practices of the role and nature of assessment
not only in terms of the products but also the processes of
translation. It includes empirical studies which examine
competence-based assessment and quality in translation and
interpreting education both at undergraduate and postgraduate
level. This includes studies and proposals on formative and
summative assessment in a wide range of educational contexts, as
well as contributions about relatively unexplored research areas
such as quality assurance and assessment in subtitling for the
D/deaf and the hard of hearing, and how closely translation
programmes fit the reality of professional practice. The findings
of this book lend support to existing theoretical frameworks and
inform course planning and design in translation education. As
such, it will be a valuable resource for translation educators,
trainers and researchers, translation and interpreting
practitioners and associated professionals. This book was
originally published as a special issue of The Interpreter and
Translator Trainer.
The development of translation memories and machine translation
have led to new quality assurance practices where translators have
found themselves checking not only human translation but also
machine translation outputs. As a result, the notions of revision
and interpersonal competences have gained great importance with
international projects recognizing them as high priorities. Quality
Assurance and Assessment Practices in Translation and Interpreting
is a critical scholarly resource that serves as a guide to
overcoming the challenge of how translation and interpreting
results should be observed, given feedback, and assessed. It also
informs the design of new ways of evaluating students as well as
suggesting criteria for professional quality control. Featuring
coverage on a broad range of topics such as quality management,
translation tests, and competency-based assessments, this book is
geared towards translators, interpreters, linguists, academicians,
translation and interpreting researchers, and students seeking
current research on the new ways of evaluating students as well as
suggesting criteria for professional quality control in
translation.
The development of translation memories and machine translation
have led to new quality assurance practices where translators have
found themselves checking not only human translation but also
machine translation outputs. As a result, the notions of revision
and interpersonal competences have gained great importance with
international projects recognizing them as high priorities. Quality
Assurance and Assessment Practices in Translation and Interpreting
is a critical scholarly resource that serves as a guide to
overcoming the challenge of how translation and interpreting
results should be observed, given feedback, and assessed. It also
informs the design of new ways of evaluating students as well as
suggesting criteria for professional quality control. Featuring
coverage on a broad range of topics such as quality management,
translation tests, and competency-based assessments, this book is
geared towards translators, interpreters, linguists, academicians,
translation and interpreting researchers, and students seeking
current research on the new ways of evaluating students as well as
suggesting criteria for professional quality control in
translation.
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