Book of Abstracts - Teaching Translation and Interpreting
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Book of Abstracts
Teaching Translation and Interpreting 6
13-14 September 2019
Łódź, PolandPLENARY SPEAKERS
Maria González Davies
Universitat Ramon Llull, Spain
Student Agency in Translator Training. Setting a Framework for Good Practices
Agency has been discussed and researched for quite some time in different learning contexts.
Here, agency is regarded as the process through which learners become capable of strategic
actions which form the basis for autonomy and confidence in their own proficiency and
effectiveness. In this talk we will explore how student agency and collaborative learning can
interact to provide our students with professional and relational skills that set the basis for
lifelong learning. Collaborative environments that focus on both reflective and action-oriented
learning are especially favourable to the development of autonomous strategic learning. This
combined approach involves the acceptance and use of planned and spontaneous learning
opportunities embedded in contextualised activities, tasks and projects. Some practical
examples will help to illustrate the main points.
Bio
Maria González Davies is a freelance translator and Associate Professor in the Department of
Foreign Languages and Education at the Universitat Ramon Llull (Barcelona, Spain). She
previously worked at the University of Vic, where she was Head of the Translation Department.
She is the Head of the Research Group on Intercultural and Interlinguistic Competence and has
authored Multiple Voices in the Translation Classroom (2004), amongst other publications. She
is co-editing the Routledge Handbook of Translation and Education (2020) and is co-Editor of
the journal The Interpreter and Translator Trainer (Routledge).
Konrad Klimkowski
The John Paul II Catholic University of Lublin, Poland
Design Thinking in T/I Curriculum Design: Towards Participatory, Transformative
Learning Environments
Design Thinking is a methodology that proves useful when a team wants to develop a product
that takes into account the needs of the clients. The paper/lecture addresses the question if
design thinking can benefit curriculum designers in providing students with personalized
learning experience. I would like to focus in particular on two features of Design Thinking that
I find particularly pertinent to the challenges of contemporary (T/I) curriculum design.
21. Design Thinking can help modify our understanding of the notion of curriculum:
expand the view under which curriculum is “a list of competences to master plus procedures
for their development”; move towards a notion of “a shared space of complex learning
interactions.” This can be done by using DT as a product/goal-oriented approach and as a
human-centred, participation-based approach.
2. Using DT has an allopoietic effect (it leads to a product), but it has equally strong
autopoietic outcomes: working on a product has a transformative effect on the producing entity
(team, organization etc.)
Yet, the potential benefits of DT cannot be taken for granted. Hence I will also focus on
pros and cons of the approach in the T/I education context.
Bio
Konrad Klimkowski is a translator, interpreter, academic teacher and researcher in the field of
translator/interpreter education. He is an associate professor at The John Paul II Catholic
University of Lublin, Poland. His main research areas include social constructivist
translator/interpreter curriculum, communicative aspects of educational practices, learning as
co-emergence of knowledge and entrepreneurial skills in translator/interpreter education.
3REGULAR SPEAKERS
Özer Özge Bayraktar
Atılım University, Turkey
Efficacy of Collaborative Learning Tasks in Translation Pedagogy: A Quantitative
Study
Bearing in mind the responsibility of translators, which goes beyond merely transferring the
meaning and entails them to act as terminologists, cultural transmitters, linguists, editors, and
even authors, trainers in undergraduate translation and interpretation departments require to
apply a multi-faceted approach. Over the last decade, the importance of creating a constructivist
environment in translation classrooms has been foregrounded, and primarily, collaborative
learning has been discussed by a vast number of researchers. Theoretical and applied studies
shed light on how students can actively participate in classroom activities, achieve deep
learning, and get involved in real-life tasks in collaborative learning environments. The
collaborative learning approach calls for the interaction and cooperation of learners and
instructors pointing to the significance of such methods as teamwork in translation courses, and
that the gap between real-life and the courses taught at universities to be fulfilled through such
tendencies.
This study aims to investigate the efficacy of the collaborative learning tasks on the
translation skills of students through a pre-/post-test control group research design.
Accordingly, empirical results were obtained regarding the contribution of a collaborative
learning project, which was developed and applied by the researchers, to translation skills of
the students in medical translation course. Within the scope of this collaborative learning
method, the experimental group participated in teamwork and undertook various roles such as
terminologists, translators, proof-readers, and peer editors to check the final work. On the other
hand, the control group was instructed via the traditional translate-and-read method. The
research findings revealed a statistically significant difference in favor of the translation
performance scores of the experimental group. The noteworthy improvement in the translation
competences of the students, as revealed in the study, reiterates that the teaching and learning
methods in undergraduate translation departments should be revised.
Keywords: Collaborative learning, translator training, translation skills, medical translation,
translation pedagogy
Bio
Özge Bayraktar Özer completed her B.A and M.A degree programs in the Department of
Translation and Interpreting at Hacettepe University. She is currently studying for a Ph.D. in
Cultural Studies and Translation at Gazi University and working as a research assistant in the
Department of Translation and Interpreting at Atılım University, Turkey. Interpreting studies,
translation and interpreting pedagogy, translation history, and children's literature translation
are among her research interests. https://orcid.org/0000-0001-9684-570X
4Przemyslaw Boczarski
University of Łódź
A CAT and a Mac. A short analysis of modern CAT tools available for Mac platforms.
Mac computers presently account to approximately 10% of active computers globally and they
are being increasingly employed by translators as their primary work stations for a variety of
reasons. It is important to recognize the fact that they are a considerable market share, valuable
to the language industry software companies and that proper and modern Mac tools are required
by professionals around the world. This paper provides an empirical and a critical overview of
CAT (computer-assisted translation) tools available to users of Mac platforms. In doing so, the
paper first looks at all available solutions to Mac users distributed in three categories,
specifically; online platforms which do not require users to download any application as they
are browser-based; programmes running in virtual environments (virtual machines) which are
technically copies of Windows operating system installed on Mac platforms - both running in
parallel and simultaneously with MacOS and as separate dual-boot solutions. Finally, the third
and the last category are stand-alone, fully functional programme, installable in native MacOS
environment which provide translation tools available with or without Internet connection. The
paper provides a list of pros and cons of products which belong to all three categories and
reviews a selected number of well-performing, established and reliable solutions available in
the market. This paper reviews both free and payable options and analyses their usability and
functionality taking into consideration their file formats, proprietary standards, project
management workflows, management of vocabulary and translation memories, learning curve,
costs and licensing models. It also looks at more advanced options such as integration with
machine translation engines. This paper is meant to be a practical guide to both young
translators as well as those with substantial experience in translation and project management
who are considering to move from Windows to Mac platforms and who are seeking optimal
tools.
Keywords: CAT tools, translation, Mac, MT, Apple
Bio
Przemyslaw Boczarski received his BA in teaching English from the University of Gdansk in
2009. Between 2009 and 2015 he worked as a teacher of English, translator and interpreter in
Jamaica. Upon returning to Poland, he began his MA studies at the University of Lodz. He
defended his MA dissertation in 2017 and returned to Jamaica where he studied language
identity. He is now collecting materials for his PhD dissertation which explores the concept of
linguistic personalities of a multilingual mind. Przemek works as a translator and interpreter,
his working languages are A: Polish, B: English, C: Spanish and Portuguese.
5Hicham Boughaba
Abdelmalek Essaadi University, Morocco
Skill Transfer from Translation to Interpreting: a Case Study of an Effective Training
Method
This paper examines the contribution of translation studies and training to interpreting training
and didactics. Interpreting training usually takes place in institutions which also train
translators. In fact, some training programmes tend to offer a common basic training both for
translators and interpreters. The key question to be asked in this regard is: what can translation
contribute to acquiring interpreting skills? Early research in interpreting did not consider
translation as helpful to interpreters. However, in a general theory of translation, interpreting
and translation are regarded as two components of the same discipline (translation). If this
approach is valid, there should be elements common to both subdiciplines. Moreover, few
research efforts in the realm of translation and interpreting studies have attempted to identify
and test what specific skills learned from translation may be applicable to interpreting.
This is a qualitative research that used textual analysis as a method of data analysis. The
findings of the research showed that the interpreting trainees who have received translation
training before perform better than their peers who have not received any training in translation,
especially in Consecutive Interpreting sessions. This paper reports on the different interpreting
skills which interpreting trainees are thought to have acquired from translation studies and
practice. It focuses on how to suggest ways to deliberately acquire these skills in interpreting
training and methods to transfer them efficiently to the interpreting trainees’ competence.
Keywords: interpreting skills, skill transfer, skill development, skill acquisition, deliberate
practice
References
Gile, D. (2004). Translation Research versus Interpreting Research: Kinship, Differences and
Prospects for Partnership. In C. Schaffner (Ed.), Translation Research and Interpreting
Research. Traditions, Gaps and Synergies (pp. 10-34). Clevedon: Multilingual Matters.
Gile, D. (1995). Basic Concepts and Models for Interpreting and Translation Training.
Amsterdam/Philadelphia: John Benjamins Publishing Co.
Harris, B. (1981). “Prolegomenon to a Study of the Differences Between Teaching Translation
and Teaching Interpreting” in Cahiers de Traductologie no. 4, Editions de l'Université
d'Otawa.
House J. (1986) “Acquiring Translational Competence in Interaction”, in Interlingual and
Intercultural Communication. Ed. by J. House & S. Blum-Kulka, Tübingen, Gunter Narr,
pp. 179-191.
Lörscher W. (1991). Translation Performance, Translation Process, and Translation Strategies
– A Psycholinguistic Investigation. Tübingen, Gunter Narr.
Bio
Hicham Boughaba is an Assistant Professor of Linguistics and Interpreting at King Fahd School
of Translation (Abdelmalek Essaadi University) in Tangier, Morocco. He received his doctorate
6in Linguistics from Abdelmalek Essaadi University in 2015. His recent publications include:
“Effects of Children’s Early Home Language Environment on the Language of Schooling: The
Case of Berber in the North of Morocco” and “The Relation between Linguistics and
Translation from a Didactic Perspective”. His research interests include the contribution of
translation to interpreting training and didactics, and he is currently completing a translation of
Mona Baker’s In Other Words.
Awadh G. Baawaidhan
University of Lodz, Poland
Re-conceptualization of a message and meaning across language and Culture, a case
study
Based on the necessity of achieving dynamic displacement and re-conceptualization of the
message in target culture (TC), this paper attempts to reconcile elements of Nida’s dynamic
theory (1984), and re-conceptualization cycles of discourse meaning in translation proposed by
Lewandowska-Tomaszczyk (2010), with recent innovations of receiving a discourse message
from linguistic, cultural, and cognitive perspectives.
The main focus is put on the discussion of receiving and transferring a meaning and
message in different translation shifts; i.e., an original message is written - and conceptualized
- by an author, understood by the translator to be ‘re-conceptualized’ into another language and
culture, then the translated message is read by target language (TL) readers. Theoretical and
empirical research methods are applied to reveal the relationship between original speaker,
translator, and somebody who reads the translated message.
Relying on ‘cognitive processes’ of discourse message across language and culture, (20)
Arabic proverbs are translated into English to check up to what extent the translated conceptual
message stimulates the TL reader’s response. For this reason, an English version is given to 6
native speakers of English studying Arabic language. Their proposals, feedback, and integrative
discussion are analyzed from the cognitive semantic perspective. Argument among participants
reveals that although the texts have part of the content in common, the proverb message and
meaning are cognitively received in different ways. The analysis of data, derived from a
questionnaire, indicates that language and culture are responsible for the lack of resemblance
and identity of concepts, and greatly dominate the prototypical categorization. In conclusion,
the paper emphasizes the validity of achieving cognitive equivalence and message re-
conceptualization as ‘culture-specific’ that should be taken in translator’s consideration during
the translation process in general, and in translating figurative language in particular.
Keywords: Arabic, cognitive equivalence, conceptualization, re-conceptualization, English,
identity, prototype, resemblance.
Bio
Awadh G. Ba-awaidhan was a teacher of English language at secondary schools and the Faculty
of Education at the University of Hadhramout, Yemen. He received his BA at the University of
7Aden in 1995, and MA in linguistics (translation) at Sana’a University,2010. Now he is working
on his PhD. thesis in translation at the Faculty of Philology, University of Lodz. His general
researching interests are in languages and cultures, and his major area is translation studies,
particularly from a cognitive perspective. Ba-awaidhan published a book on language and
cultural problems in translating dialectical expressions, at Lambert Academic Publishing, and
articles in Springer publishing org. and Macrothink Institute, International Journal of
Linguistics. He participated in a lot of international conferences and workshops. The current
affiliation is Faculty of Philology, University of Lodz, Poland.
Mikołaj Deckert
University of Łódź
The limits of trainee sensitisation: audiovisual translation
As part of their training, students are sensitised to an array of phenomena. For instance, they
can be made aware of some contexts which are likely conducive to suboptimal translation
choices. Likewise, as part of an audiovisual translation course, participants might be instructed
to pay close attention to how the different semiotic resources interact to take this into
consideration when producing their target texts.
In this paper, using the case of audiovisual translation, I wish to address the question of
the optimum degree of sensitisation. The premise is that while it is uncontroversial to say that
trainees should be able to analyse the material they work with as they translate, the question
remains as to how far analysis and senstitisation should go. In this vein, we could ask whether
a student can be over-sensitised, in the sense that they are trained to devote too much attention
and time to analysis. The case in point here will be the gradable depth of processing of textual-
visual stimuli (cf. Matamala and Orero 2015), given that they may be differently salient on the
screen. I give examples of such stimuli in film and present results of experiments examining
how likely viewers are to identify stimuli that are not prototypically salient, and how viewers
reason about the status of such elements. This brings a number of considerations into play such
as authorial intent and its handling in translation. Also, could it be the case that trainees who
get into the habit of scrutinising the source material very carefully will then find it hard to
reliably simulate for themselves the comprehension process of a ‘regular’ viewer, which will in
turn (negatively) condition their translation choices? By extension, can the very fact of
translating entail over-attending to the (filmic) material and result in a translatorial
conceptualisation that is distorted compared to that of the non-translator viewers?
Keywords: audiovisual translation training, cognitive processing, decision making, visual
attention
References
Matamala, A. and Orero, P. (2015). Text on screen. In: A. Remael, N. Reviers and G.
Vercauteren (eds.). Pictures painted in Words: ADLAB Audio Description guidelines.
available at: http://www.adlabproject.eu/Docs/adlab%20book/index.html#text-screen
8Bio
In his current research he uses experimental and corpus methods to look into language and
cognition as well as interlingual translation. He authored a monograph (“Meaning in subtitling:
toward a contrastive cognitive semantic model”, 2013), and (co-)edited collections on
translation and cognition, pragma-cognitive research in language, audiovisual translation,
translation didactics and discourse studies. He serves on the editorial board of JoSTrans: The
Journal of Specialised Translation as peer-review editor, and is a founding member of the
Intermedia AVT Research Group.
Sylwia Gierszał -Sławik
University of Silesia
Pausal Phenomena as a Challenge for Trainee Interpreters: An Attempt at Categorizing
Pauses in Simultaneous Interpretation Output
Filled pauses are phenomena inherently embedded in the broader context of spoken discourse,
especially as concerns spontaneous speech and simultaneous interpretation. Within the
linguistic framework, the multifaceted character of the aforementioned phenomena poses
difficulty in providing a unanimous categorization and also manifests in a number of
taxonomies and multidisciplinary investigations. In light of the above, pausal phenomena still
constitute an under-theorized subject of linguistic studies leaving ample space for cross-
disciplinary research approaches. Due to the multidimensional character of filled pauses, they
have been so far investigated within such disciplines as linguistics (Goldman-Eisler, 1968;
Krivnova, 1991; Sobkowiak, 1997) psycholinguistics (Goldman-Eisler, 1968; Barik, 1973),
natural speech processing (Fant and Kruzkenberg, 1989) acoustics and speech synthesis
(Zellner, 1994) psychology (Kirner et. al., 2002; Campinone and Veronis, 2002) and finally
translation and interpreting studies (Tissi, 2000; Cecot, 2001). This paper is an attempt at
categorizing pauses occurring in simultaneous interpreting performed by a group of trainee
interpreters. Such categorization might provide valuable insights into the understanding of non-
fluencies which challenge the performance of aspiring interpreters and it might also help
establish a background for the potential improvements of interpretation output. The experiment
involved qualitative and quantitative analyses of SI output by a group of trainee interpreters
with special emphasis placed on the occurrence of pausal phenomena.
Keywords: pausal phenomena, filled pauses, categorization, simultaneous interpreting
9Marek Gralewski
State University of Applied Sciences in Konin, Poland
How to raise the student translator’s awareness of context in translation
The majority of students in their first year of translator education learn that translation does not
simply involve replacing one word from a source language with its target language equivalent
and that being equipped with grammatical competence and authoritative dictionaries is far from
enough for them to become professional translators. One of the factors that contributes to the
complexity of the translation process is context. Although the importance of this notion in
translation is generally acknowledged, there have been few attempts to define context in the
way that makes it relevant and useful for the everyday work of a professional translator or for
the application in translator training settings. As Verschueren (2012) puts it, “context is by
definition non-finite and cannot be described exhaustively”, but without proper attention to it,
a lot can be lost in translation or even, to put it more bluntly, translation wouldn’t be possible.
Departing from the perspective of linguistic pragmatics, the paper will discuss the issue of
context by elaborating it for the purpose of translation studies and by answering the question as
to why raising the student translator’s awareness of context might be an element of the teaching
process/translation didactics. Finally, the paper will attempt to suggest a model of pre-
translation analysis of source texts that will possibly help students of translation studies to learn
to develop contextual understanding of texts. The awareness of context, as part of the ever
approximate nature of translation competence, should ultimately lead to and inform well-
thought-out translation-related decisions the translator makes especially during the pre-
translation analysis of source texts, thus making this first step of the translation process more
organized and purposeful.
Keywords: translation studies, context, translator education, translation process, pre-translation
analysis
References
Carl, M., Bangalore, S., Schaeffer, M. (Editors). (2016). New Directions in Empirical
Translation Process Research. 1st ed. New York: Springer
Kiraly, D. C. (1995). Pathways to Translation: Pedagogy and Process Translation Studies. 1st
ed. The Kent State University Press: London
Mees, I. M., Alves, F., Göpferich, S. (Editors). (2011). Methodology, Technology and
Innovation in Translation Process Research. 1st ed. Frederiksberg: Samfundslitteratur
Press
Schaffner, Ch., Adab, B. (Editors). (2000). Developing Translation Competence. 1st ed. John
Benjamins Publishing Company: Amsterdam/Philadelphia
Verschueren, J. (2012). Ideology in Language Use: Pragmatic Guidelines for Empirical
Research. 1st ed. Cambridge: Cambridge University Press
Bio
Marek Gralewski teaches translation/interpreting and EFL and ESP courses at the State
University of Applied Sciences in Konin, and is currently working on his PhD dissertation in
10the Institute of English Studies at University of Łódź, Poland. The project analyses challenges
faced by translators in translating political texts and attempts to develop a structured method
for translating political language by employing an interdisciplinary approach. His research
interests include: translation studies, sociolinguistics, linguistic pragmatics, rhetoric, cognitive
linguistics, cultural and media studies, computer-assisted language teaching and learning.
Maria del Mar Haro Soler
University of Granada, Spain
Translation students’ confidence in decision-making: a mixed empirical study
Self-efficacy beliefs to translate, that is, the confidence that a translator o translation student
has in their ability to translate, have received little attention in translator education, probably
due to the difficulty in establishing didactic objectives for the development of realistic self-
efficacy beliefs (Presas 1998; Way 2014). This contrasts with the need underlined by several
authors (Fraser 2000; Atkinson 2014; Haro-Soler 2017) to identify pedagogical approaches and
teaching-learning practices that allow translator educators to incorporate self-efficacy beliefs in
translator education programmes in a structured way. The study presented here deals with
translation students’ confidence in their ability to make and justify their translation decisions
and pursued the following aims: a) to identify teaching-learning practices that can influence
students’ confidence in their ability to make and justify their translation decisions; b) to analyse
the reasons why the practices identified influenced the participant students’ confidence to make
and justify their decisions.
To achieve these aims a quasi-experimental field study was performed in a semester-
long course of the Degree in Translation and Interpreting offered at the University of Granada.
A mixed methodological approach was adopted and the following techniques were
implemented: classroom observation, interviews, surveys and focus groups. More specifically,
all the lessons in the intervention and the control groups were observed. Moreover, interviews
and focus groups were organised with the teachers in charge of the course where this study was
performed and with the students enrolled in it. In addition, to triangulate the qualitative data
collected through the interviews, classroom observation and focus groups, a questionnaire
including the Translator’s Self-efficacy Beliefs Scale (Haro-Soler 2018, 2019) was distributed
at the beginning and at the end of the course to detect if students’ self-efficacy beliefs had
changed (or not) during the semester.
The results show that practices such as presentations in the classroom, collaborative
work and feedback can increase students’ confidence in their ability to make and justify
translation decisions, provided that they are implemented in a student-centred environment.
These student-centred practices facilitate the understanding of the reasons why certain decisions
are (in)adequate, which contributes to self-regulated learning, mastery experience and the
increase of the students’ self-efficacy beliefs.
Keywords: decision-making, self-efficacy beliefs, translator education, student-centred
approach, quasi-experimental field study
11References
Atkinson, D. P. (2014). Developing Psychological Skill for the Global Language Industry: An
Exploration of Approaches to Translator and Interpreter Training. Translation Spaces, 3,
pp. 1-24.
Fraser, J. (2000). The Broader View: How Freelance Translators Define Translation
Competence. In: Schäffner, C. and Adab, B. (eds.). Developing Translation Competence.
Amsterdam: John Benjamins, 51-62.
Haro-Soler, M. M. (2017). Teaching Practices and Translation Students’ Self-efficacy: A
Qualitative Study of Teachers’ Perceptions. Current Trends in Translation Teaching and
Learning E, 4, pp. 198-228.
Haro-Soler, M. M. (2018). Las creencias de autoeficacia del estudiantado de traducción: una
radiografia de su desarrollo. Doctoral thesis [online]. Granada: University of Granada.
Available from: http://digibug.ugr.es/handle/10481/53590. [Accessed 10 April 2019].
Haro-Soler, M. M. (2019). Las creencias de autoeficacia del estudiantado: ¿cómo favorecer su
desarrollo en la formación en traducción? Kiraly, D. (ed.). Munich: Innovation in
Translation Studies and Language Teaching Series, AVM Verlag.
Presas Corbella, M. (1998). Los componentes de la competencia pretraductora en el marco del
diseño curricular. In: García Izquierdo, I. and Verdegal, J. (eds.). Estudios de Traducción:
Un reto didáctico. Castelló de la Plana: Universitat Jaume I, 131-134.
Way, C. (2014). Structuring a Legal Translation Course: A Framework for Decision-Making in
Legal Translator Training. In: Cheng, L., Sin K. K. and Wagner, A. (eds.). The Ashgate
Handbook of Legal Translation. Farnham: Ashgate, 135-152.
Bio
María del Mar Haro-Soler holds a PhD in Translation and Interpreting from the University of
Granada. Currently, she teaches translation courses at this institution and is certified as a sworn
translator. From 2014 to 2018 she held a Grant for the Training of Higher Education Teachers
from the Spanish Ministry of Education, Culture and Sport. She has published several chapters
in prestigious publishing houses, such as John Benjamins, as well as several papers in indexed
journals, all of them investigating translator education and, more specifically, translation
students’ self-efficacy beliefs. She is the author of the monograph Las creencias de autoeficacia
del estudiantado: ¿cómo favorecer su desarrollo en la formación en traducción? [Students’ Self-
efficacy Beliefs: How to Enhance their Development in Translator Education?], which will be
published in the following months.
Carmen Heine
Aarhus University, Denmark
Completing the loop of experiential learning in translator training: Self-inquiry and
knowledge creation
12“Learning is the process whereby knowledge is created through the transformation of
experience.” (Kolb 1984: 38) This paper proposes a more holistic and collaborative approach
between trainers and trainees so that the weakest link, i.e. “active experimentation” in Kolb’s
experiential learning cycle can be reinforced in translation curriculum. It advocates an overview
of individual trainees’ existing reflective learning practice, such as peer review feedback,
integrated Problem Decision Report (IPDR), translation commentary, and how trainers working
with and seeing trainees as partners and co-researchers can not only promote self-inquiry among
individual trainees but also consequently leads to a collective knowledge creation among both
trainees and trainers.
Keywords: reflective learning practice, IPDR, translation commentary, collective knowledge
creation
References
Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
Bio
Carmen Heine, Associate Professor, PhD, is currently working at the School of Communication
and Culture, at Aarhus University, Denmark. Her research area is located at the crossroads
between Writing Research and Translation Studies. She specialises in technical writing and
technical translation, academic writing and writing and translation didactics, with a focus on
text production process research. At the GAL, the German Association of Applied Linguistics,
she is section leader of the Writing Research section and at Aarhus University, she is one of the
heads of the Center for International Business Communication.
Olga Jęczmyk
Universitat Autònoma de Barcelona, Spain
Towards a classification of cognitive strategies for the resolution of translation problems
from French into Spanish
The aim of our investigation is to present a classification of cognitive strategies for the
resolution of written translation problems that will be used in an experimental study for the
acquisition of this kind of strategies.
We will present the analysis, a definition and a classification of cognitive strategies from
the compilation of data from the experiment on the Acquisition of Translation Competence
done by PACTE’s Group.
129 subjects from the 1st, 2nd, 3rd and 4th year plus the recent graduated students from
the Grade on Translation and Interpreting Studies from the Autonomous University of
Barcelona participated in PACTE’s experiment. All subjects translated a text in direct and
inverse translation and answered a survey on translation problems. The aim of the experiment
was to investigate the cognitive strategies they used during their translation assignment to
13resolve a selection of five prototypic problems called by PACTE as “rich points” (PACTE 2005,
Hurtado Albir 2017). There were a total of 229 answers from the survey.
The analysis of the answers of the survey allowed to create a classification of the
different categories of cognitive strategies. There will be also a presentation of quantitative data
of each category of cognitive strategies together with their extracted respective examples.
The classification of strategies from the study of PACTE will allow to continue
progressing into the investigation to determine how cognitive translation strategies work and
how they evolve during the Acquisition of Translation Competence. This classification will
serve as a point of reference for the next steps of the investigation.
Keywords: Cognitive translation strategies, prototypical problems, rich points, the Acquisition
of Translation Competence, quantitative analysis.
References
Hurtado Albir, A. (2017).Researching Translation Competence by PACTE Group. Benjamins
Translation Library. Amsterdam: John Benjamins Publishing Company.
PACTE (2005). “Primeros resultados de un experimento sobre la Competencia Traductora”, in:
Actas del II Congreso Internacional de la AIETI (Asociación Ibérica de Estudios de
Traducción e Interpretación) 'Información y documentación', Madrid: Publicaciones de la
Universidad Pontificia Comillas, 573-587.
Bio
Olga Jeczmyk Nowak holds a Degree in Translation and Interpreting at the Universitat Pompeu
Fabra, an MA in Translation, Interpreting and Intercultural Studies at the Universitat Autònoma
de Barcelona. She is a member of research Group PACTE from the Universitat Autònoma de
Barcelona and she is currently writing her PhD on cognitive strategies for the resolution of
translation problems.
She is a French, English, Italian, Polish into Spanish and Catalan translator and
interpreter. She has been a grant holder of simultaneous interpretation at the United Nations at
the FAO in Rome, Manager of the interns and content editor at the Terminology Coordination
Unit of the European Parliament in Luxembourg. She is the author of the translation and
interpreting blog www.20000lenguas.com.
Her research interests come within the following fields of research: Translator and
Interpreter Training; Cognitive Processes in Translating and Interpreting and Empirical
Research Methodology in Translation and Interpreting Studies (Translation).
14Tomasz Korybski
University of Warsaw, Poland
Five ways to use G Suite Applications in Translator and Interpreter Training
Exposure of students of translation and interpreting to technology seems to be a must nowadays
in the light of the recent technological developments that are changing the way
translators/interpreters work, and the way the industry operates. CAT tools, MT plug-ins and
PEMT exercises should already be in the mainstream of translator and interpreter training
curricula across Europe, but the educational process can also significantly benefit from other
easily accessible applications and software solutions.
This talk will aim at presenting a set of five ideas on how to use Google Suite
applications in interpreter and translator training – with a focus on the process of acquisition
and storage of information, the process of formative and summative feedback provision, and,
last but not least, the process of service delivery. The point of departure will be approaching
Google Suite as a useful toolbox for interpreter trainers and practising interpreters. The talk will
also refer to how technology use in sensu largo language teaching (e.g. Stannard and Basiel
2013) can feed into the practice of effective translator and interpreter training.
This presentation is meant to be practical, with recommendations for further research
on the effectiveness of openly available technological solutions in translator and interpreter
training.
Keywords: translator training, interpreter training, Google Suite, formative and summative
feedback in interpreter training
References
Fantinuoli, C. (2017) Computer-assisted preparation in conference interpreting, The
International Journal for Translation & Interpreting Research.
Korybski, T. (2017). Speech-to-text Technology as a Tool for Assessing and Improving the
Quality of Interpretation. Czech and Slovak Linguistic Review I-II/2017, 79-86.
Stannard, R., Basiel, A. (2013). A practice-based exploration of technology enhanced
assessment for English language teaching. In: Motteram, G. (ed.) Innovations in learning
technologies for English language teaching London: British Council, 145-174.
15Marcin Lewandowski
Adam Mickwiewicz University in Poznań, Poland
Cohesion in Polish-English translation and its teaching implications
The notion of textual cohesion (alongside the related concept of coherence) has been variously
defined and approached by different linguistic schools, such as structuralism, pragmatics or
cognitive linguistics (cf. Kaczmarek 2014). According to a recent definition, cohesion “refers
to the text-internal relationship of linguistic elements that are overtly linked via lexical and
grammatical devices across sentence boundaries” (Menzel et al. 2017: 1-2). Various cohesion-
related issues, including word order, have received due attention in English-Polish contrastive
grammar research. An important conclusion underlying these studies is that the English word
order is grammatically determined and presumed to be more fixed than word order in Polish,
which, in turn, is pragmatically conditioned (Górnicz 2014). This finding has natural
implications for securing cohesion in the translation of Polish texts into English.
The present contribution focuses on the ways of maintaining cohesive links in the
translation process in the Polish-English language pair. Of primary interest is how the thematic-
rhematic structure of Polish sentences can be successfully rendered in English to produce
cohesive, natural-sounding and communicative target texts with a good flow of information. In
other words, the paper centers on a specific aspect of textual cohesion called sequential
progression, in which “the predicate or the rhematic part of the sentences provides the topic
[topical subject] for the next” (Lautamatti 1987:88).
The above assumptions have implications for translation teaching. It has been observed
that, in view of the differences between Polish and English word order, university students, at
the start of their translator training, experience two general problems as they attempt to translate
longer stretches of text into English: (1) they produce cohesive passages, which contain errors
in word order (due to syntactic interference from Polish) or (2) they produce grammatically
correct sentences, which, however, form incohesive passages (i.e. ones in which sequential
progression is not retained). For this reason, students need to become acquainted with some
lexico-grammatical devices that help build cohesion in Polish-English translation. These
include, but are not restricted to, shifts from active to passive, subject-verb inversion, and other
structural alternations designed to produce sentences with SVO order.
Keywords: Polish-English translation, translator training, cohesion in translation, contrastive
grammar, word order
References
Hu, H.C. (1999). Cohesion and coherence in translation theory and pedagogy. Word 50 (1), pp.
33–46.
Górnicz, M.. (2014). Hipertematy a szyk zdania w polskich tekstach specjalistycznych. In:
Kornacka, M. (ed.). Spójność tekstu specjalistycznego. Warszawa: Wydawnictwo
Naukowe Instytutu Kulturologii i Lingwistyki Antropocentrycznej Uniwersytet
Warszawski, 21-29.
Kaczmarek, K. (2014). Interpretacja terminologii związanej z teorią tekstu w aspekcie
spójności (aspekt synchroniczny i diachroniczny w kształtowaniu się znaczeń na
przykładzie terminów kohezja i koherencja). In: Kornacka, M. (ed.). Spójność tekstu
16specjalistycznego. Warszawa: Wydawnictwo Naukowe Instytutu Kulturologii i
Lingwistyki Antropocentrycznej Uniwersytet Warszawski, 21-29.
Lautamatti, L. (1987). Observations on the development of the topic in simplified discourse.
In: Connor, U. and Kaplan, R.B. (eds.). Writing Across Languages: Analysis of L2 Texts.
Reading, MA: Addison-Wesley Publishing Company Inc., 87-114.
Menzel, K., Lapshinova-Koltunski, E. and K. Kerstin (2017). Cohesion and coherence in
multilingual contexts. In: Menzel, K., Lapshinova-Koltunski, E. and K. Kerstin (eds.). New
perspectives on cohesion and coherence: Implications for translation. Berlin: Language
Science Press, 1-10.
Bio
Marcin Lewandowski, PhD, is a senior lecturer at the Faculty of Modern Languages and
Literatures at Adam Mickiewicz University (AMU) in Poznań, Poland. His main areas of
research include sociolinguistics (predominantly sociolectal and registerial variation), cognitive
linguistics and translation studies.
For 12 years Marcin Lewandowski has been involved in practical translation training,
working with undergraduate students enrolled in the Ethnolinguistics program. He is also an
active freelance translator with expertise in the translation of research articles as well as
marketing and tourist texts.
Jingsong Ma
University of Toronto, Canada
Experiential Learning in Teaching Translation
Experiential learning plays an important role in teaching translation courses, because translation
is something you learn only by doing. In facilitating hands-on learning, service-learning, and
cooperative learning, we help students learn through reflection on translation procedures as well
as the product, to learn through benefiting others and the community, and to learn through team
work. In this paper I will discuss how we carry out experiential learning in terms of course
material selection, translation project design, and the evaluation schemes to improve students’
understanding of the subject and to advance the goal of the given curriculum.
First, in order to ensure professional practice presented in the course work, it is
necessary to select texts that constitute a real-world translation project, so that a variety of
activity can be designed to contextualize the texts and analyze them theoretically. The
translation materials must always be realistic and appropriate in terms of level of difficulty.
They should also comprise the types of texts exemplified in this area of specialization.
Consequently, students will gain analytical skills and problem-solving skills in translation.
Second, the group translation project was implemented to facilitate students' cooperative
learning. On Quercus, students exchange ideas, evaluate each other’s work and monitor each
other’s progress. I combine in-classroom instruction with related service in organizations and
the community. Therefore, students enhance their learning through direct application in real
world situations. Following this, students will be guided to reflect on their practical experiences
17and analyze the issues encountered to refine their translation skills and to strengthen their
awareness of translation principles.
Third, to facilitate the task of translation, of the translation task, I draw students’
attention to the theoretical reflections about the translational process and the various approaches
applied in translating the texts. Translation techniques and corresponding evaluation principles
will be emphasized. The evaluation scheme will be stipulated with the project design, which
includes translating problems such as linguistic or cultural untranslatability, solutions to lexical
ambiguity, writing style, assessment of the result and post-edition, etc.
I hope this paper will shed some light on the experiential learning from the aspects of
selecting content, designing of projects and evaluation schemes. With these various learning
activities, as well as the required engagement of the student, learning will always be extremely
active, and thus extremely effective.
Bio
Jingsong Ma holds a Ph.D. in Chinese Literature from the University of Toronto. She teaches
translation theories and translation studies in literature, business and official documents,
modern and classical Chinese language, and Chinese linguistics. She has the following
publications: a book on Chinese literature theory, Literature as Fusion of Mind and Dao (2009),
Chinese translations of books such as Rationality of Emotion (2005), Schumann on Music: A
Selection from the Writings (2013), and Gertrude Stein: A Life in Review (2015), and a co-
authored textbook Appreciation of the Works by Contemporary Chinese-Canadian Writers
(2017).
Olga Mastela
Jagiellonian University in Kraków, Poland
A Special Assignment: Transcreating Folk Tales
The paper presents a team translation project called “Translating Folk Tales from Niedzica”
accomplished under my supervision by the 1st and 2nd year MA students within the frames of a
specialised course at the Chair for Translation Studies and Intercultural Communication,
Jagiellonian University in Kraków, in the academic year 2018/2019.
The project started with a guided visit to Niedzica Castle, situated in southern Poland,
learning the castle’s history and listening to the performative reading of legends connected with
the place and its past inhabitants. The task that followed, namely translating (or rather
transcreating) the legends, required strategic thinking. Before actually beginning the translation
process, the students read Celtic legends and some other English-language folk tales, then
compared the ways in which the Poles and the Anglo-Saxons tended to construe their legendary
pasts and what the characteristic features of the respective styles of folk story-telling were.
Combining several different Polish versions of the folk tales from Niedzica Castle
finally led to the creation of new, interesting images of the legendary scenery, characters and
events. Therefore, the students who took part in the project can be called ‘the authors of
transcreations’, transcreation being in fact a post-modern way of designating adaptation,
18known in the history of literature for ages. The imaginative ways of rendering the tales in the
English language resulted in original adaptations, which were then discussed in class, revised
by other students and the supervisor, as well as consulted with an American native speaker.
The outcome of the project is currently being published in the 2nd volume of Translation
Collections edited by the Chair for Translation Studies and Intercultural Communication.
Keywords: adaptation, folk tale, legend, team translation project, transcreation
References
Crossley-Holland, K., ed. (1987). The Northern Lights. Legends, Sagas and Folk-tales. London;
Boston: Faber and Faber.
Delaney, F. (1989). Legends of the Celts. 1st ed. Glasgow.
Dybiec-Gajer, J. (2011). Wyjść poza tekst – projekt tłumaczeniowy jako narzędzie samooceny
i autorefleksji w dydaktyce przekładu specjalistycznego. In: Rocznik Przekładoznawczy.
Studia nad teorią, praktyką i dydaktyką przekładu, 6, M. Krajewska, L. Zieliński (eds).
Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika.
González Davies, M. (2004). Multiple Voices in the Translation Classroom. Activities, tasks
and projects, (Benjamins Translation Library, Vol. 54), Amsterdam/Philadelphia: John
Benjamins Publishing Company.
Janicka-Krzywda, U. (1996). Legendy Pienin. Kraków: Forma.
Kilanowski, P. (2018). O tym, co można ujrzeć po drugiej stronie lustra, czyli garść refleksji o
odbiciach, tłumaczeniach i wierszach. In: Postscriptum Polonistyczne. 1 (21), pp. 113-138.
[online]. Available from: http://www.postscriptum.us.edu.pl/wp-
content/uploads/2018/08/8-Kilanowski.pdf (Accessed on June 5th, 2019).
Mastela, O., Seweryn, A., eds (2019). Translating Folk Tales from Niedzica (Tłumaczenie
legend niedzickich). Translation Collections 2. [in print]
Pereira, C. (2016). Transcreation: Somewhere Between Literary Translation and Copywriting.
[online]. Available from: http://clarisapereira.com.ar/2016/05/17/transcreation-
somewhere-between-literary-translation-and-copywriting/ Accessed on June 5th, 2019.
Piotrowska, M. (2002). A Compensational Model for Strategy and Techniques in Teaching
Translation. Kraków: Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie.
Bio
Associate Professor in the Chair for Translation Studies and Intercultural Communication
(Jagiellonian University in Kraków) since 2017. Co-editor of the Chair’s Translation
Collections (vol. 1-3), author of publications devoted to Polish translations of Shakespeare’s
plays. She completed her MA programme at the Institute of Applied Linguistics, University of
Warsaw. In 2009, she received her PhD degree in linguistics. In her didactic work, she combines
the academic background with fifteen years’ experience as a freelance translator and reviser for
public institutions including the Institute of Literary Research of the Polish Academy of
Sciences, the Polish Press Agency and several Polish museums.
19Mariia Mikhailovskaya
Lomonosov Moscow State University, Russia
Teaching to cope with ideoligically-bound units in simultaneous interpreting
Ideologically-bound units represent a complicated cognitive as well as linguo-stylistic
phenomenon. During the Perestroika years, the Russian linguists viewed ideologically-bound
units primarily as an inherent feature of the Soviet discourse. Gradually, the perception and
understanding of these lexical units shifted dramatically, as it became evident that their essence
cannot be restricted to “sovietisms”. The Post-Soviet period saw the transformation of an
ideologically-bound unit into the key element of socio-political discourse. Presently,
ideologically-bound units are being explored as an overall interpreting problem, as their
ideological component is regarded as the main difficulty in rendering from the source language
into the target one.
It should be emphasized that the main function of ideologically-bound units is exerting
a certain impact, namely embedding an ideological quantum of meaning into the mass
consciousness and forming a common ideological space. This function is fulfilled at the
cognitive level using certain stylistic means. Ideologically-bound units possess a “mass
character” – that is, they are perceived identically by the members of a large group, people
sharing the same nationality, country of residence or political views. An ideologically-bound
unit is a dynamic phenomenon rather than a static mental construct, since the understanding
and perception of lexical units may change drastically depending on the epoch or the ideological
context that they function in.
The analysed corpus of authentic political speeches interpreted from Russian into
English indicate that, when it comes to rendering ideologically-bound units, interpreters start to
rush, making mistakes or omitting important semantic components of the phrase, failing to
make a professional decision consistent with the pragmatic situation. This happens only because
they work under extremely constricted temporal conditions, but also because, when interpreting
ideologically-bound units, they focus on the ideological component, which is objectively
difficult to render from the source language into the target one.
The main objective of the present research is to work out strategies that will enable
interpreters to adequately render ideologically-bound units from the source language into the
target one, retaining their meaning as well as speaker’s intentions and overall effect that the
speech has produced.
Keywords: ideologically-bound unit, context, realia, concept, simultaneous interpreting
References
Pochhacker F. (1995). Simultaneous interpreting: a functionalist perspective. Hermes, Journal
of linguistics no. 14, pp 31-53.
Piontek B. (2012). Obshhejazykovye faktory genezisa ideologemy kak kategorii politicheskoj
lingvistiki (na materiale pol'skogo i russkogo jazykov) Avtoref. diss. ...
kand. filol. nauk [Linguistic factors of an ideologeme genesis as a category of political
linguistics (as exemplified in the Russian and Polish languages)]. Moscow. (In Russ.)
20Bio
Mariia V. Mikhailovskaya is a Senior Lecturer at Lomonosov Moscow State University,
Faculty of Foreign Languages and Area Studies, Russia, a member of IATIS (International
Association for Translating and Intercultural Studies). She graduated from Lomonosov
Moscow State University in 2003 as a Master of Arts in Linguistics and Translation studies.
Mariia V. Mikhailovskaya is currently conducting PhD research into the phenomenon of
vertical context in consecutive and simultaneous interpreting with a special emphasis on socio-
political discourse. Her area of expertise includes discourse analysis in interpreting studies,
interpreter training methodology and interpreting quality assessment both for the classroom and
interpreting industry.
Urszula Paradowska
Jacob of Paradyz University (AJP) in Gorzow Wielkopolski, Poland
An intra-university authentic collaborative translation project: challenges
and opportunities
There is a general agreement among translator educators that the academia should not be
detached from the translation market. Students must aware of the expectations of their future
employers, and they need ”actual translation experiences” (Kiraly, 2013, p. 203) for their
translator competence to create itself. Authentic project work not only provides students with
an opportunity to develop service provision competence, information mining competence,
technological competence, and interpersonal skills (EMT Board, 2017), but also prepares them
for professional practice.
Situated learning has been advocated by translation scholars since the 1990s (Gouadec,
2007; Kelly, 2005; Kiraly, 2000; Nord, 1996; Risku, 2002). González-Davies and Enríquez-
Raído (2016, p. 2) define it as “a context-dependent approach […] under which learners are
exposed to real-life and/or highly simulated work environments and tasks, both inside and
outside the classroom.” The use of collaborative translation projects is based on the principle
that learning is a social experience and knowledge is constructed through social interaction
(Kiraly, 2015). As Klimkowski notes, a translation classroom should be “a meeting point where
people can construct knowledge and skills together” (2015, p. 20).
In recent years, a number of simulated and authentic collaborative translation projects
have been carried out, including large-scale projects such as the Translation Agency Simulator
at University of Meinz, authentic project work at the Zürich University of Applied Sciences,
the INSTIB network, and smaller projects (e.g. Krajka and Marczak, 2017; Lisowska, 2018;
Szymczak, 2013).
This paper presents an authentic collaborative translation project carried out in Spring
2019 at a small-city university in western Poland. During the last semester of a three-semester
Translation Project course, twelve students worked for two simulated translation bureaus,
completing twelve translation assignments commissioned by an external client, i.e. the
University’s Promotion and Information Department.
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