Empowering Translators through Entrepreneurship in Simulated Translation Bureaus

Egdom, Gys-Walt van; Konttinen, Kalle; Vandepitte, Sonia; Fernández-Parra, María; Loock, Rudy; Bindels, Joop

doi:10.7146/hjlcb.v60i0.121312

Cited by 9 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On a practical level, it means that translation coursework needs to entail a range of student-centred tasks, conducive to autonomous learning, which involve students either in practice, whereby they engage in simulated professional practice -for example, through student translation bureaus (van Egdom, 2020;Paradowska, 2021;Pietrzak and Kornacki, 2021) and translation projects (Kerremans and van Egdom, 2018) -or in internships, where they gain hands-on professional experience (cf. Elia Exchange, 2014;GALA, 2017;2019).…”

Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 99%

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Marczak

2023

View full text Add to dashboard Cite

Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.

show abstract

Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 99%

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Marczak

2023

View full text Add to dashboard Cite

show abstract

“…These studies generally confirmed the growing curriculum–industry gap and advocated for pedagogical modification. In response, other scholars delved into designing instructional activities underlying authentic experiential learning, for instance, simulations (Li, 2015 ; Kiraly and Massey, 2016 ; Van Egdom et al, 2020 ), team-based learning (Massey and Braendli, 2016 ), projects (Peverati, 2013 ; Santafé, 2014 ; Thelen, 2014 ), internships (Astley and Torres-Hostench, 2017 ; Li, 2018b ), or mentorships (Olalla-Soler, 2018 ). Meanwhile, another important direction of scholarly research on this front has been concerned with market exploration, such as user expectation surveys (Pöchhacker, 1994 ; Diriker, 2011 ) or job ad analysis (Wang and Li, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities

2022

View full text Add to dashboard Cite

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint.

show abstract

“…Changes in the translation market, characterized by Dunne (2012) as industrialization of translation, create incentives to widen the scope of translator education to include a variety of translation-related tasks like project management and quality assurance (Biel 2011). Collaborative translation company simulations (see, for example, van Egdom et al 2020;Konttinen et al 2017) where students set up and run their own translation companies have emerged as a promising method for preparing translation students for successful careers in the translation industry.…”

Section: Introductionmentioning

confidence: 99%

A self-efficacy scale for measuring student progress in translation company simulations

Konttinen

2021

Acr

Self Cite

View full text Add to dashboard Cite

Applying factor analysis on survey data, this paper develops a concise scale of translation service provision self-efficacy aimed for diagnosing learning needs and assessing progress in pedagogical translation company simulations. First, a model of translation service provision activities based on the translation service provision standard ISO 17100 and a business process model of translation service is constructed and operationalized as a draft scale. The draft scale is then tested in an international survey (n = 380) conducted in connection with translation company simulation courses in university-level translator education. Exploratory factor analysis is used to identify dimensions and adequate items for a concise scale that comprises two four-item subscales: a project management self-efficacy subscale and a translation-production self-efficacy subscale. The scale is validated through confirmatory factor analysis. It is expected to be useful as a light-weight measurement instrument for frequent testing or as a compact part of more extensive scales.

show abstract

Empowering Translators through Entrepreneurship in Simulated Translation Bureaus

Cited by 9 publications

References 3 publications

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities

A self-efficacy scale for measuring student progress in translation company simulations

Contact Info

Product

Resources

About