PDF A Project Based Approach To Translation Technology 1St Edition Rosemary Mitchell Schuitevoerder Ebook Full Chapter
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A PROJECT-BASED APPROACH TO
TRANSLATION TECHNOLOGY
Consecutive Interpreting
A Short Course
Andrew Gillies
For more information on any of these and other titles, or to order, please go to
www.routledge.com/Translation-Practices-Explained/book-series/TPE
Additional resources for Translation and Interpreting Studies are available on the
Routledge Translation Studies Portal: http://routledgetranslationstudiesportal.com/
A PROJECT-BASED
APPROACH TO
TRANSLATION
TECHNOLOGY
Rosemary Mitchell-Schuitevoerder
First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Rosemary Mitchell-Schuitevoerder
The right of Rosemary Mitchell-Schuitevoerder to be identified as author of this work
has been asserted by her in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Mitchell-Schuitevoerder, Rosemary, author.
Title: A project-based approach to translation technology /
Rosemary Mitchell-Schuitevoerder.
Description: London ; New York : Routledge, 2020. |
Series: Translation practices explained |
Includes bibliographical references and index.
Identifiers: LCCN 2020003466 | ISBN 9780367138820 (hardback) |
ISBN 9780367138844 (paperback) | ISBN 9780367138851 (ebook)
Subjects: LCSH: Translating and interpreting–Technological innovations. |
Translating and interpreting–Data processing.
Classification: LCC P306.97.T73 M58 2020 | DDC 418/.020285–dc23
LC record available at https://lccn.loc.gov/2020003466
ISBN: 978-0-367-13882-0 (hbk)
ISBN: 978-0-367-13884-4 (pbk)
ISBN: 978-0-367-13885-1 (ebk)
Typeset in Bembo
by Newgen Publishing UK
For John, Thomas, Benjamin, Simeon
CONTENTS
Bibliography 153
Index 159
FIGURES
MS Microsoft
MT machine translation
NDA non-disclosure agreement
NGO non-government organisation
NLP natural language processing
NMT neural machine translation
PDF portable document format
PE post-edit
PEMT post edit machine translation
PM project manager
PO purchase order
POS parts of speech
Q&A question and answer
QA quality assurance
RBS risk breakdown structure
RSI repetitive strain injury
SaaS software as a service
SEO search engine optimisation
SL source language
ST source text
SR speech recognition
STT speech-to-text
T&C terms and conditions
TAUS translation automation user society
TBX TermBase eXchange
TEnT translation environment tool
TL target language
TM translation memory
Tmdb terminology database
TMS translation management system
TMX translation memory eXchange
ToB terms of business
TQA translation quality insurance
TTS text-to-speech
TT target text
TU translation unit
WCMS web content management system
WWW World Wide Web
XLIFF xml localization interchange file format
XML Extensible Markup Language
GLOSSARY
This book is designed for instructors whose students are new to translation tech-
nology. It can also be used for students and professionals who want to learn more
about translation technology and project management. This book is not a manual of
technological translation tools, nor is it a guide to translation project management.
If students have not yet been introduced to CAT tools, the suggestion is to throw
them in at the deep end. The manufacturers of CAT tools and other translation soft-
ware products provide detailed manuals, videos, Q&A pages, and knowledge base
portals. It is important to point students to the Help sections in the CAT tool. Don
Kiraly (APTIS Newcastle upon Tyne 2019) suggested that a 30-minute introduction
to the CAT tool by the instructor should be enough to get students started, on con-
dition that they use the CAT tool daily. The instructor’s colleagues should allow and
encourage students to deliver all their translation work in CAT tools. An introduction
to CAT tools for teachers may be helpful.The key to CAT tool competence is regular
use. A weekly instruction class is relatively unproductive, because it is not enough to
consolidate a large amount of newly learnt skills, however small they may be.
The project-based approach aims to give the students an all-round perspective
of translation projects, workflow, and of the teamwork required to complete large
multilanguage translation projects using translation environment tools (TEnTs).
The book does not aim to be prescriptive: suggested TEnTs may not be access-
ible and they could become obsolete over time. One can only use what is available
in the educational institution. There is the option to download demo versions on
personal devices. The URL address www.routledgetranslationstudiesportal.com/
in the textbook points to the (editable) Routledge Translation Studies Portal. The
double asterisks ** in the book are important markers that signify useful URL
addresses in the Portal.The asterisks are followed by the title of the relevant section
on the web page. If URLs are not accessible, you may be able to find alternative
sites from your location.
Introduction for instructors xxv
real world into the learning process (Rohlfing et al. 2003). A student who struggles
with the CAT tool and does not experience the interplay, who cannot understand
the context, and cannot visualise the situation, is likely to give up on translation
technology.They must learn to see the whole picture: the situation is created by the
source text with its characteristics and constraints (e.g. PDF formats), the context as
a construct that depends on factors, such as language pair and direction (are there
enough students in class with the same language pairs?), access to the internet, etc.
The context controls and challenges the user. A CAT tool presents its own bound-
aries and limitations and they too are part of the context.The student is confronted
with a situation and is challenged to act appropriately within it. They need to learn
to shape translation technology instead of being shaped by it; in the book they learn
about issues surrounding machine translation, translation quality in TEnTs, digital
ethics, translating in the cloud and this knowledge should help them make choices
and set parameters.
‘Situated learning’ gives the student a chance to reflect on the role and impact
of translation technologies and to see the bigger picture (Bowker 2015). We need
to create an authentic workplace in the classroom where students work and learn
collaboratively in preparation for a career in the translation industry. The ‘Food for
thought’ sections in this book invite discussion or reflection on the theory. The
project-based assignments combine understanding, reflection, learning, and team-
work in practice.
Project-based assignments
The project-based assignments in the chapters offer frameworks which can and
should be adapted by the instructor, in line with situation and context, and com-
petencies. The assignments challenge the students to remember, understand, apply,
analyse, evaluate, and create (Bloom’s revised taxonomy 2001). The instructor leads
discussions and offers support during planning and execution stages. After the
team’s self-analysis and evaluation, the instructor sits down with the students for a
final assessment of their collaborative translation project.
experienced most management and linguist roles pertaining to the creation and
completion of a translation project. They will also have tried and managed a var-
iety of technological features. They should have taken turns in managing multiple
translation projects. Project management and other business-focussed or career-
oriented skills must be consolidated in the final chapters. The instructor could
arrange a presentation on project management by a colleague or student from the
business school at any time.
Assessment
A project-based approach to translation technology is built on the premise that
what happens in the industry should be trialled in class. Errors are made, outcomes
may vary, and evaluation is essential to achieving improvement. Three types of
assessment in collaboration between instructor and students can be used as a starting
point (Robinson et al 2008):
Students must not forget the ultimate objective of learning about translation tech-
nology, which is to improve translation quality. The submission of a final translation
by a team can be graded by the instructor.
• peer/
self-
assessment of translation quality and efficiency through project
management
• the individual student should assess their own translation quality and efficiency
achieved through collaboration and project management
Individual assessment should be of the student’s own translation against the bench-
mark translation.
Team setup
Students who have not yet worked in the translation industry may not neces-
sarily be familiar with concepts such as project management or project-based
translation. Both concepts are explained in Chapter 1 but students will need
guidance and support when setting up their teams to carry out a project-based
assignment. The assignments vary between two kinds of team setup: the pro-
ject team in which a team of students work together and a project manage-
ment team that manages and contracts students to do the work. The boundary
between the two types of team is not strict, and there may be situations where
there are not enough students to form teams and assignments will have to be
carried out collaboratively. Setting up a team is challenging and needs to be
well organised:
Some time after I had left, the company found that they needed a
descriptive and illustrated catalogue of the engine, and they had no
one to write it; so they came to me, and in my office in New York I
prepared one for them, for which they gave me the credit by printing
on the title-page and cover the line, “By Charles T. Porter.” I took the
same pains with this that I should have done had I owned the whole
place.
The following letter, referring to an engine made by me in Newark,
was sent by the addressee to the Southwark Foundry with an order
while I was engaged on their catalogue. They made a blue-print of it
and sent it to me for insertion.
Youngstown, O., Dec. 21st, 1882
Mr. F. L. Waters—
Mankato Minn.
Dear Sir—
Your favor recd, making enquiry how we like the Porter Allen Engine: would say,
we have now run it four years, it has never failed one minute or cost one cent for
repairs nor varied a revolution from its speed, are using it now non-condensing but
think of using a condenser before long. As we use it in connection with our water
power, which is variable, sometimes too high and sometimes too low, making up
the deficiency with the Engine, be it all or little, we do not know just how much coal
we require for a Barrel in case we had no water, this much I think I know. That it is
the finest Engine made, Simple, durable, and Economical, and always ready for
effective duty.
We run a Buckeye in the Diamond Mill and a good Engine at our mine, but the
Porter-Allen is my favorite by all odds, ours is 13×24, 160 Revolutions (never more
nor less). They are now designed to run 200 Rev. for that size.
If neatness effectiveness durability and Economy & Steadiness is any object to
you, you will always be glad you bought a Porter-Allen, or I am vastly mistaken.
I know that has been my experience. We now run constantly day & night the
year round (Sundays excepted).
Respectfully Yours
Homer Baldwin
The Fall and Rise of the Southwark Foundry and Machine Company. Popular
Appreciation of the High-speed Engine.