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ADAPTATION OF AMERICAN EXPERIENCE IN TRAINING MASTERS IN TECHNICAL TRANSLATION TO UKRAINIAN UNIVERSITIES

ADAPTATION OF AMERICAN EXPERIENCE IN TRAINING MASTERS IN TECHNICAL TRANSLATION TO UKRAINIAN UNIVERSITIES
Oksana Strelchenko, postgraduate student

National Academy of Pedagogical Sciences of Ukraine - Institute of Higher Education , Ukraine

Conference participant

The article deals with the features of professional training of mastersin technical translation in the USA.The development of new information and communication technology influences an ever changing professional reality that requires almost constant updating, attention is paid to the essence of masters training in technical translation.The ways and conditionsof implementation of the U.S. experience in training masters in technical translation in the universities of Ukraine are substantiated.

Keywords: professional training, technical translationand interpretation, an American experience.

 

Problem Raising. Studying masters professional education in technical translation in the United States universities is of great interest for scholars of many European countries as the size of its economy is similar to that of Europe, its degree of subsidiary is in some cases comparable to Europe. For Ukraine as a state striving to enter the European Union and integrate its economic space is veryimportant to be successful in trading and exchanging goods and technologies with other countries and impact on the world market.

In the U.S. universities, masters in technical translation are prepared to work as professionals in translation and interpretation fields. Although interpretation and translation have much in common, the practice of each profession requires different skill sets. 

Translators must be able to conduct thorough research and produce camera-ready documents on tight deadlines. Interpreters must be good public speakers who are adept at grasping meaning and solving complex linguistic problems quickly.

The growing needs of Ukrainian society in highly skilled, competitive, intellectually developed professional translators impose new demands on their professional expertise in various fields of translation, including information technology.  Training of qualified technical translators and interpreters is one of the important tasks for higher educational institutes in Ukraine.

The analysis of the recent research works and publications. Many international scholarshave written muchconcerning the need for reform in professional training masters such as Kenneth Arrow, Michael C. Roberts, Jed A. Yalof, R. Storra, G., Perkinson G. Ben-David C. Kerr, F. English C.Finch, and so on.

Uwe Muegge emphasizes that different types of cloud-based applications should be used in training masters in technical translation, such as Moodle,TermWiki, Wordfast Anywhere, Lingotek and etc [5].

 Some scholars arise the problem that translators are inadequately prepared for the complexities of translating (D. Voss, M. Flammia [6], Nicole St. Germaine-Madison[3],U. Muegge[5] and etc.)

According to European commission, training masters in technical translators who are non-native speakers and intend to become technical translators, and whose prep­aration will take place in a non-native-speaking environ­ment, face an additional difficulty [4].

The aim of the article. The article suggests some methods that can help educators fill in gaps in present-day technical translator training in Ukrainian universities with the main focus on the USA masters training, and with ideas and elements that can inspire courses with the same aims in other countries.

The exposition of main material. The aim of the master of technical translating is to care for proficient bilinguals with the linguistic, technical and professional skills, experience and abilities to work as translators, as well as an academic grounding in translation hypothesis and analysis experiences.

Translator associations, civil society in the United States are highly developed, and there are numerous non-government associations for translators and interpreters. The field is dominated by the American Translators Association, but there are many further associations at the state and regional levels [4].American Translators Association operates a certification system in order to prepare students for professional lives, they take a career-oriented course and they are encouraged to take advantage of internships and local employment opportunities. The many associations for technical translation are under the umbrella of the National Council on Interpreting in Health Care, while court interpreting is represented at national level by the National Association of Judiciary Interpreters and Translators.

 A remarkable feature of the field is the way in which many associations, including the two umbrella organizations for medical and court interpreting, expressly include employers, interest groups, academics, administrators and sometimes government agencies, alongside practicing language professionals [4].

 Every U.S. University has its own programme structure and modules. Subjects can be compulsory and optional; at least two of modules must be selected.

Compulsory module, e.g. Economics / Business Translation (language pair-specific) provides students who have no previous experience of specialist translation in economics/business with the opportunity to reach an acceptable professional level of translation competence. It combines regular translation practice in smaller groups with lectures on the underlying principles of economics and applied economics.

Scientific / Technical Translation (language pair-specific) provides students who have no previous experience of specialist translation in science/technology with the opportunity to reach an acceptable professional level of translation competence. It combines regular, weekly translation practice in smaller groups throughout the year with a background lecture on the underlying principles of science and technology.

New York University School of Continuing and Professional Studiessuggests its own core courses for masters in technical translation (see table).

                                                                                                                                       C - Compulsory, O - Optional

Modules

Credits

MA

Economic / Business Translation

2 x 15

C*

Scientific / Technical Translation

2 x 15

C*

Ab initio Language for Translation Purposes

2 x 15

C*

Computer-assisted Translation Tools

2 x 15

C*

Translation Issues 1

15

C

Translation Issues 2

15

O

Technical Writing

15

O

Translation of Persuasive Texts

15

O

Translating Cultures

15

O

Issues in Literary Translation

15

O

Creative Writing and Professional Practice

15

O

Translation, Interpreting and Corpora

15

O

Interlingual Subtitling

15

O

Monolingual Subtitling for the Deaf and Hard of Hearing

15

O

Research Methods in Translation

15

O

Dissertation

60

C

 

 

The Certificate can be earned in different language pairs, e.g. Germanto English Core Courses suppose such courses as German to English Commercial, German to English Commercial Translation II, Translation I, German to English Legal Translation I, German to English Legal Translation II, German to English Patents Translation, German to English Translating Computer Related Material, German to English Medical Translation, Introduction to CAT and Terminology Management, Computer-Assisted Translation, German to English Technical Translation. Four of these courses are required. The whole course begins with main subject – German to English: An Introduction to Translation. This course provides working through different text types in German, gaining experience with each domain covered, learning to cater a text for the intended audience, and understanding the research necessary for different subjects. Each week, students translate a short text into English and provide terminology documentation and parallel text research. Additionally, students are expected to identify the strategies used in the translation and to participate in a virtual workshop for each text via the online course forum [2].

German to English Commercial Translation I gives practice in translating documents related to business, economics, financial markets, marketing, advertising, and other topics, while receiving guidance from the instructor. Acquire the resources that every student can build upon to find solutions to increasingly difficult translation problems.

For instance, in the Monterey Institute of International Studies in California, the M.A. in Translation & Interpretation program reinforces mastery of the written and oral aspects of the students’ working languages by performing both translation and interpretation of related texts. Recent technological innovations blur the distinction between the two. More than 60 percent of students choose to pursue an MATI degree. Graduates have found that being able to provide both translation and interpretation services give them a significant edge in today’s competitive job market [1].

Studying, translation practice in small language-specific groups, with a focus on professional standards are the main methods in the U.S. Universities. There is a wide range of options to choose from, allowing a student to customize his studies. Learning from professionals and academics in a supportive environment, a student has a highly specialized program, preparing him for a growing professional market, as well as for the exciting research opportunities in this expanding field [3]. Professional technical translators bring their real-world experience and standards into the classroom as tutors. Experienced academic staff with excellent research records will help every student to develop a broad understanding of the current and future challenges of technical translation. Regular seminars in Translation Studies series, held throughout the year, provide additional insights from a range of experienced professionals.

Conclusion.  Professionally-oriented advanced (Master’s degree) programmes in translator education and training, enhancing their public visibility via an interactive online map are well developed in the U.S. universities. The selection of the content, forms and methods of teaching "foreign language for technical translators" for masters of Foreign Languages ​​is an important account of the American experience of professional training masters in technical translation. Educational institutions independently modify and supplement the content of educational programs in training professionals of any industry to choose the priorities of educational activities, introduce new skills.

Suitable components of American experience allow to define organizational and pedagogical conditions of training masters in technical translation and interpretation for the implementation into education process in universities of Ukraine.

 

References:

1. Monterey Institute of International Studies.  – Monterey, 2014. – http://www.miis.edu/ academics/programs/translationinterpretation

2. New York University School of Continuing and Professional Studies [Electronic resource].  – New York, 2014. – http://www.scps.nyu.edu/content/scps/academics/course_detail.html?id=TRAN1-CE9902#sectionBlock

3. St. Germaine-Madison N. "Instructions, Visuals, and the English-speaking Bias of Technical Communication." / Nicole St. Germaine-Madison. – Technical Communication. –  53.2, 2006. – P. 184-194.

4. Studies on translation and multilingualism The Status of the Translation Profession in the European Union. – [Electronic resource] – European Commission, July 2012. – http://ec.europa.eu/dgs/translation/publications/studies/translation_profession_en.pdf

5. Training for technical translators: an interview with Uwe Muegge [Electronic resource]. – The ATA Chronicle, April 2013. – http://works.bepress.com/cgi/viewcontent.cgi? article=1114&context=uwe_muegge

6.  Voss D., Flammia M. Ethical and Intercultural Challenges for Technical Communicators and Managers in a Shrinking Global Marketplace / Daniel Voss, Flammia Marcia. – Technical Communication, 54.1 ,2007. – P. 72-87.

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