redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación
La REVISTA ELECTRÓNICA DE DIDÁCTICA DE LA TRADUCCIÓN Y LA INTERPRETACIÓN -redit- aparece promovida por un grupo de profesores interesados en el desarrollo científico y la práctica profesional de la enseñanza y el aprendizaje de la traducción y la interpretación (TI). El objetivo de la revista es acoger diversos enfoques teóricos y propuestas de acción pedagógica aplicada a la TI así como enfoques de la enseñanza hacia la labor profesional y sus requerimientos. Pretendemos, pues, que sea una plataforma para el intercambio entre especialistas interesados en la reflexión sobre la enseñanza en los estudios de traducción e interpretación, especialmente en el nuevo contexto de la Sociedad de la Información que conlleva cambios profundos en los planteamientos pedagógicos, y cuyas oportunidades y limitaciones es importante estudiar.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Retour in simultaneous interpreting: curricular reality versus market reality.
This article focuses on the curricular response of Spanish universities regarding the requirements of the market concerning retour interpreting. Within the context of the Western model, we have analyzed the curricula of those Spanish universities that have undergraduate and postgraduate programs in interpreting. As a reference for the Eastern model, we have studied the curricula of the Charles University in Prague. The results showed that undergraduate programs in Spain do not accurately reflect the current market reality, while Spanish postgraduate programs and undergraduate and postgraduate curricula within the Eastern model reveal a positive response regarding the formation of students in the retour direction.
Copyright (c) 2024 redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación
Foreign language teaching in translation and interpreting degrees: the instructors' perspective
This article presents the results of a survey among foreign language teachers in translation and interpreting (TI) programmes. The survey focuses on three areas: teaching methodologies, teachers’ opinions on the adequacy of orienting language training towards TI, and their opinion on the usefulness of the Common European Framework of Reference (CEFR) for this training. The results show that the majority of respondents support the development of a specific methodology and rate the CEFR positively in this educational context. Data on teaching methodologies reveal that classroom teaching varies considerably, ranging from established methods to teacher-designed procedures.
Copyright (c) 2025 redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación
Ein Friedlicher Tag: Innovations in Academic Training in Audio Description for Animated Short Films Among University Students
Audio description (AD) is a valuable tool not only for facilitating access to content for individuals with visual disabilities but also for educational purposes for the general public (Le Bihan, 2020; Starr, 2022). AD encompasses various film genres, each requiring specialized training, particularly in the case of animation (Martínez-Martínez, 2010; Génim & Martin, 2023). This paper presents the results of a didactic activity conducted in the subject Translation 1 C-A (German) at the University of Granada (2023-2024). The activity involved translating an audio-described animated short film from German to Spanish. It enhanced students’ linguistic and translation skills, provided motivation, and raised social awareness, proving to be an innovative educational experience.
Flipped Classroom and Generative Artificial Intelligence in Translation Training: Analysis of Undergraduate Students’ Perception
Generative artificial intelligence (GenAI) is becoming increasingly important in the training of future translators. Pedagogical approaches such as the flipped classroom may be suitable for introducing GenAI. Given the scarcity of studies linking the flipped classroom with the use of GenAI for translation, a survey methodology study was carried out with two groups of Translation students (N = 67) with the double aim of familiarizing students with the flipped classroom approach and, in addition, training them in GenAI. The results obtained showed a generally favorable perception of both the flipped classroom and GenAI. However, critical and dissenting voices emerged, and they deserve to be addressed in future studies.
MedDRA in pharmaceutical translation training
The pharmaceutical industry leads one of the most important economic sectors worldwide and generates an enormous number of documents, which makes pharmaceutical translation an important source of work for professionals who specialize in this field. Rapid globalization prompted the creation of MedDRA (Medical Dictionary for Regulatory Activities), a standardized medical-pharmaceutical terminology, currently mandatory in all Western countries, which the future pharmaceutical translator must know. However, it is a rather complex and extensive tool; it is not open access – which makes it difficult to include it in the curricula – and there are practically no articles in Spanish. This paper provides a description of MedDRA, with special emphasis on its importance and usefulness for the training of medical-pharmaceutical translators.
Audiodescription of Emotions in Films: Accessing Inside-Out from the “Right Side Out”
In this paper, we would like to reflect on the choices made in the production of an audio-described script for an animated film. Whoever prepares the script for an audio description must, without doubt, have a profound linguistic knowledge, as well as a great knowledge of the work it describes, its message, its creator and its style, as well as its recipients. This linguistic and documentation training, knowledge of subtitling and the ability to understand the meaning in short periods of time are vital when it comes to transmitting as many stimuli as possible to blind “spectators”. From a pragmatic-cognitive perspective, we want to reflect on the capacity of analysis, interpretation and transmission of non-verbal stimuli in the form of verbal stimuli in an animated film that requires a maximum effort of information compression for the written script. This is the film Inside Out (2015), winner of the Oscar for Best Animated Film. To this end, relevant fragments of the film and the audio description prepared by the National Organization of the Spanish Blind (ONCE) through its mobile application Audesc Mobile are analyzed.
Traductología Cognitiva: Tratado General
Ricardo Muñoz Martín. 2023. Las Palmas de Gran Canaria: ULPGC. ISBN: 978-84-9042-495-7
Lectura fácil: Procesos y entorno de una nueva modalidad de traducción
Catalina Jiménez Hurtado y Laura Carlucci (Coords.). 2024. Las Palmas de Gran Canaria: ULPGC. ISBN: 978-84-9042-495-7
“Tale as Old as Time”: Animation as a Medium in Teaching Audiovisual Language and Audio Description
This article presents a didactic sequence for learning the fundamentals of filmic audio description (AD) using audiovisual materials that employ animation techniques. The study also aims to raise students’ awareness of animation as a technique rather than as a children’s film genre. To achieve this, we review the principles of didactics in this translation modality and the principles of animation, we design sessions focused on teaching film language and AD quality standards, and we classify and analyse the most common errors made by students when creating audio description scripts (ADS). The study concludes that errors related to objectivity and the interpretation of film language are the most frequent, and that the sequence encourages students to be more interested in this technique and to recognize its importance in the history of cinema.
Didactics and assessment in interpreting: self-assessment, peer assessment, and expert assessment
This article is a preliminary proposal of an assessment model for conference interpreting (both simultaneous and consecutive) coming from the experience of the Department of Interpreting and Translation (DIT) at the University of Bologna and, more specifically, from the best practices emerging from teaching support (exercise hours) and extra-curriculum (tutorials) activities of conference interpreting between Italian and Spanish. However, these best practices may be applied to any language combination. The model is based upon three phases: self-assessment, peer assessment and expert assessment. The second part of this article describes the implementation modalities and the methods of this approach at DIT. To conclude, this article sheds lights on some potential investigation developments.
Presentation: resilience in new learning methods. New perspectives in teaching translation and interpreting online
Presentación a este monográfico de REDIt coordinado por Rubén González Vallejo.
FOIL (Formación Online para las Industrias de la Lengua - Online Training for the Language Industries): translation training in the digital age
The continued growth of the language industries has boosted the emergence of scattered training solutions in the field of Translation, unveiling the clear gap between the needs of industry and the solutions provided by academia. The FOIL project (Formación Online para las Industrias del Lenguaje - Online Training for the Language Industries) aims to develop an innovative, online training model that takes advantage of current technological developments to offer new, industry-oriented, research-based qualifications. The main objective of the training model, integrated by five independent but complementary modules, is to meet needs of the language industries, lowering barriers for those who cannot access current qualification opportunities either for personal, economic, geographic, or any other reason, or looking for reskilling opportunities.
Translation between own languages (Spanish-Catalan): towards an autonomous learning of interferences
This article presents an online resource of exercises and practical activities, called Traduscopi (<traduscopi.wixsite.com>), created to improve written competence in Catalan by preventing linguistic interference with Spanish and French, targeted at translation students. Specifically, new exercises and materials focusing on Spanish-Catalan interference are presented, as a result of the second phase of the development of the resource. This resource aims to encourage students’ autonomy in the learning process as well as the collaborative work between teachers of related subjects. Given that mastery of the Catalan language is one of the basic and transversal competences of the degree in Translation and Interpreting, it is hoped that using this resource will have a positive impact on the student’s curricular training as a whole in the long term.
The use of PSeint for integrated development of computational thinking, linguistic skills, and English for specific purposes in environments based on educational audiovisual translation
21st century education requires the development of digital and linguistic competences in an integrated way. The use of pseudocode for didactic purposes is widely used in engineering-related fields and has great potential for the development of computational thinking and numerical sense. However, its use in the field of language teaching is still scarce and unexplored. This proposal aims to move towards a transdisciplinary STEAM approach, where language learners have the opportunity to develop their linguistic, translation, numerical sense, and computational thinking competences in an integrated manner based on a proposal that combines CLIL (Content and Language Integrated Learning) and DAT (Didactic Audiovisual Translation).
Machine translation and post-editing within the framework of hybrid teaching: a collaborative and instrumental Perspective
The relevance of machine translation (MT) and post-editing in the professional practice of translation, as well as in translator training programmes is becoming increasingly evident. As a result, a large number of universities have decided to adapt their curricula to include subjects directly related to such contents. This paper presents a didactic proposal for the development of instrumental competence (specifically, in relation to machine translation and post-editing) through group dynamics using a hybrid teaching method. The aim of this pursuit is to develop students’ instrumental competence and enhance their professional projection, since the proposed activities are intended to provide the basis for the introduction to the students to the concept of post-editing and its typology. The results obtained include the detection of style and terminology problems in the results of translations carried out by machine translation systems and the debate on several issues related to the dichotomy posed by MT as an professional opportunity or a threat.
Copyright (c) 2023 redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación
The Faro Class: how to use b-Learning in the subject of French language and culture applied to translation and interpreting
This article deals with the implementation of a teaching proposal for the subject “Lengua y cultura ‘C’ aplicadas a la Traducción e Interpretación (IV) – Francés” of the Grado en Traducción e Interpretación at the Universidad de Málaga (academic year 2021-2022). Given the impossibility of tackling each of the subject blocks in person, our wish as teachers was to be able to work on some of the content through virtual learning environments. Our reflection gave rise to the conception of an activity we call El Faro clase, whose main objective was none other than to cover the needs of the subject’s lexical block. Thus, in the following pages we present how this proposal, inspired by the radio programme El Faro, developed, adapted, and applied to the subject that is the object of this work.
Stressors derived from remote simultaneous interpretation: the discussion forum as an identification tool for training
Remote Simultaneous Interpreting has become an indispensable tool in the wake of the pandemic, raising a number of questions for interpreting practice and training.In order to identify the professional issues of concern to trainee interpreters, a discussion forum was held focusing on the training preparation of students and their suitability for the current professional context.Among the results, concerns about privacy, technical difficulties, loss of information due to the absence of non-verbal language and limitations due to distance between co-workers stand out. This underlines the need to explore what new training needs must be covered in the face of a professional context full of new challenges.
The translation program of the Beirut School of Translators and Interpreters revised in light of the level scales in translation competence according to the EFFORT project
The objective of quality in the current context of IA revolution has become a great challenge for institutions that teach translation. Because there is no quality without clear and precise standards, the EFFORT project proposes a European reference framework for translation level scales. This article proposes to reconcile the translation teaching program at the Beirut School of Translators and Interpreters (ETIB) with the translation level scales proposed by the EFFORT project. The objective of this reconciliation is to verify the compatibility of the proposed translation level scales with the structure of the ETIB translation program and to highlight the necessary changes so that the ETIB can align the structure of its program with the proposed translation level scales.
translation teaching, translation competence, level scales, reference framework, quality standard
On Terminological Changes in Law: Translation Activities with Terms Related to Legal Professions
Although legal language is known for its conservative nature, its terminology changes over time to adapt to new social contexts. This paper aims, on the one hand, to reflect on this aspect by showing the problems it poses for translation students and, on the other, to offer examples of practical activities that help them, right from the beginning of their training, to become aware of this characteristic and of the difficulties it can entail for translation. The exercises are based on terms that designate legal professions because, being very culturally marked elements, they are susceptible to changes in their denominations and, therefore, allow us to illustrate the problem that we wish to address.
Translation Teachers ´ Competences at the School of Translators and Interpreters of Beirut (ETIB) Compared to the EMT Translators Trainer’s Profile Framework. Approaches and Perspectives
Reflecting on the translation teaching competence at university level has become a need and a necessity in a context of globalization and digital revolution, in order to meet the challenge of excellence in an increasingly demanding labor market. The School of Translators and Interpreters of Beirut (ETIB), a member of EMT network, conducted an empirical research that identified 64 competences required from its instructors. For a better alignment with the standards and requirements of the EMT, and in order to highlight the specificities of ETIB as a higher education institution, an effort to reconcile the competences of ETIB’s instructors with the competences listed in the EMT Translator Trainer Profile framework seems to be essential. Translator Trainer Profile framework.
Audio Describing an Animated Film: Challenges of a Master’s Degree Final Practical Project
Audio description (AD) is a growing arts and media assistive service “that makes audiovisual products accessible and enjoyable for the blind and visually impaired by transferring images and unclear sounds into a verbal narration that interacts with the dialogues and sounds of the original text with which it forms a coherent whole” (Reviers and Vercauteren 2013 in Vercauteren 2016: 11). As an object of study and as an intersemiotic, intersemiospherical or intermodal practice, audio description has become a major area of ??interest not only in audiovisual translation, but also in translation studies (Taylor and Perego 2022). This interest goes hand in hand with technological developments in the translation industry which mirror some global trends, among which the increasing need for audiovisual localization (translation) (Bussey 2019: online). In this article, we present an overview and reflect on our final project as a student enrolled in the Master's in Audiovisual Translation: Localization, Subtitling and Dubbing offered by ISTRAD, Instituto Superior de Estudios Lingüísticos y Traducción, and the University of Cadiz in Spain. More specifically, the project involved audio describing the animated film Pour la France, an end-of-studies history-themed film in 2D animation, produced in 2019 by Vincent Chansard, as part of the diploma Concepteur et réalisateur de films d'animation at Gobelins, École de l'image. After having defined our theoretical framework, we present our methodology based on the main steps in the preparation of an audio description project, by highlighting the various challenges that we encountered as well as the solutions we proposed.
DEVELOPING WEB SEARCHING SKILLS IN TRANSLATOR TRAINING
This paper focuses on the development of online information literacy in translator training. First, it highlights the important role that information skills, especially web searching skills, play in translation as a cognitive activity requiring information and constant decision making, among others. Second, it argues that if we are to train translation students to work in different subject areas, text types and topics, our focus needs to shift from the acquisition of specialized knowledge in several domains to the development of information skills that can be used for problem solving in any field of expertise. Third, given that the need to seek, use and generate translation-related information depends on the type of users and translation tasks performed, it emphasizes the need for empirical studies that focus on real users and learning contexts. To illustrate the potential benefits of such an approach, this paper draws on the results obtained in a multiple-case study of the web search behaviours of a small cohort of postgraduate translation trainees in their first year of studies.
Copyright (c) 2017 redit - Revista Electrónica de Didáctica de la Traducción e Interpretación
German-Spanish Terminology of Energy Efficiency in Building Technology
The aim of this paper is to examine the terminology of energy efficiency in building technology. The practical part of this paper consists in a first step of a selection of texts for a corpus, from which the terms are extracted (German-Spanish). Two subcorpuses are elaborated with texts in German and Spanish respectively. The theoretical part synthesizes the results that have been subtracted from the corpus and orders the terms taxonomically. A linguistic classification of the terms is also carried out. A bilingual glossary (German-Spanish) is presented as a result.
Copyright (c) 2019 redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación
Linguistic awareness: correction and adequacy in French-Spanish translation
This article deals with the training of translation students; with the need to make them aware of the role they will play as translators from French to Spanish and of some demands of the profession; the principles of correctness and linguistic accuracy; some activities that could be proposed to expand their knowledge in both languages; and the consultation of various sources of documentation.
A didactic proposal for the training of interpreters based on complex thinking
During its more than fifty years of existence, the didactics of interpretation has been dominated by structural-functionalist approaches. This results in syllabus based on decontextualized objectives, centralization in cognitive aspects, and suppression of the person. In this article we set out the reasons that have led to design an Interpretation syllabus approached from the perspective of complex thought (Morin 1977, 1990) and constructivism (Piaget 1973; Von Glasersfeld 2011). This project was conceived for undergraduate and master students in the speciality of Interpreting at the universities of Salamanca, Heidelberg and Mainz. This article develops the conceptualization phase on which the theoretical bases were established for the skills to be acquired, as well as situation specific actions and exogenous and endogenous resources required during the learning process.
Copyright (c) 2019 redit - Revista Electrónica de Didáctica de la Traducción e Interpretación
APROXIMACIONES A LA TRADUCTOLOGÍA INSTITUCIONAL: TEORÍA, DESCRIPCIÓN Y APLICACIÓN EN EL PANORAMA ACTUAL
El presente trabajo tiene por objetivo ofrecer un análisis del panorama actual de la traducción, la interpretación y la terminología de ámbito institucional en lo que concierne a la teoría, la práctica y la docencia e investigación en la Universidad española. En un principio, se aborda el concepto “institucional” para ofrecer a continuación una propuesta de tipología textual que gira en torno a las instituciones generadoras de textos orales y escritos objeto de ser trasladadas a otras lenguas. Por último, se realiza un estudio comparativo de las asignaturas de los títulos de Grado y Postgrado ofertadas en universidades españolas para conocer el estadio de la docencia actual en este tipo de textos especializados.
Almahano Güeto, Inmaculada; Postigo Pinazo, Encarnación (eds.) 2013. Turismo y salud: traducción, interpretación y comunicación intercultural en el sector turístico europeo. Reseña.
Varela Salinas, María-José; Meyer, Bernd (eds.) 2015. Translating and Interpreting Healthcare Discourses.
TRANSFERENCIA DE LOS INSTRUMENTOS DE EVALUACIÓN DE LA ENSEÑANZA DE LENGUAS EXTRANJERAS A LA DIDÁCTICA EN INTERPRETACIÓN Y A LA CALIDAD EN LA INTERPRETACIÓN
Objeto de estudio del presente trabajo es el análisis del criterio de evaluación fluidez en el marco de la Enseñanza de las Lenguas Extranjeras con el propósito de definir qué criterios pueden servir no solo para evaluar la fluidez y la calidad de la expresión oral pero también la calidad de una interpretación. El núcleo de nuestro estudio es la fluidez, ya que entendemos que es uno de los criterios no verbales imprescindibles para considerar la calidad y competencia lingüística oral tanto en Enseñanza de las Lenguas Extranjeras como en la Interpretación. Con nuestra investigación queremos contribuir a la definición de un baremo válido y fiable para medir la calidad de la expresión oral y con ello de la competencia de un hablante en general y del intérprete en particular. Este trabajo de investigación se presenta en el marco del proyecto de investigación FFI2014-56617-P La calidad en interpretación simultánea: Influencia en su percepción de factores no verbales (CISIPFAVER) financiado por el Ministerio de Economía y Competitividad de España.