My first day and first time teaching the course '' Professional Issues in Translation Practice'' in (2010).

In my course, I tried to bring in the real life situation of the translation profession through creating my own innovative approach, resulting from my early readings on   translator pedagogy literature and else. The course was made for the first time (in the programme) and I had to spend quite a long period choosing and planning material/activities and craeting assessment methods. I had a preliminary outline about my intervention, but I was lucky to find the students had just been back from their internship so I had asked the course administrator for their reports, and spent about half of the time during the first day discussing their internship experience. This discussion had helped me to reshape my course outline, and I presume that the more the teachers know about their students learning styles and needs the better they will be in a position to assess their teaching and improve it accordingly ( Viau et Bouchard, 2006, p1).

Being a course about professional issues in practice, I resorted to use active pedagogies, workshops, use of ICT and case studies. The focal point was to create simulations of the real world of translation, how language services are carried out in the real world or the virtual world (online freelance) and the constraints. I was trying to link between the course at hand and the profession ( Viau et Bouchard, 2006, p. 38). From time to time I present a brief lecture to students to guide them through some declarative knowledge they might need to help them apply it and reflect on it while dealing with Problem Situations or Case studies.

 

     Nevertheless, I must admit that I faced problems in trying to apply the active pedagogies as well as the ICT tools in the MA class due to:

  

 - Students uneasiness with these types of activities, since they are still influenced by the old paradigm whereby knowledge is and should be transmitted from one fountain (the teachers) and that students should absorb that knowledge and compete with each other to be distinguished. The professor is judged on how bright she or he is in delivering the course content. 

 -  I tried to incite them to bring in their laptops or use internet at home to communicate with each others on online discussion groups and do research on special sites to get them used to the online environment since it takes a big chunk of their future work. Nevertheless, neither the university infrastructure nor students financial situation helped me to run this activity smoothly. 

Fouad

The Portsmouth Confrence Highlights on Translator Education and Training

Finally, Julie McDonough (Lecturer at York university) had placed in her Blog the main outcomes of the 21st century new innovative knowledge that was discussed at the confrence. I was waiting for that ..!

I quite liked Julie's choice of TOPICS and presentations:

'' one by Justyna Giczela-Pawtwa on how relevant undergraduate and graduate translation students consider translation theory, another by Akiko Sakamoto, who spoke about the positive and negative experiences of offering optional online translation workshops to students at the University of Leicester, and a final one by Agata Sadza, who spoke about developing a project management course for students at London Metropolitan University.''

I think these three elements in translation programmes are very very innovative insights that are congruents with 21st requirements for translator education and training. There is a need to design research based Translation and (Interpreting) programmes that can include the above factors( at least one of them ). The first point about students' (under and postgraduates) perception about theory is aleardy a good point to consider. It is good to have future translators believe in the utility of theory.

Also, creating a course on project managemnet (translation projects) is a very welcome idea. After all, thsi work pattern does exist already in the world of translation practice. Many job ads require translation project managers, so why cannot we find the tools, contenst and an appropriate pedagogical approach to embed it in the curriculum for final years or MA students? (another solution is to offer it as an optional course and see how is the demand on it) .

Fouad

محاضرة بعنوان   فهم وتحليل النص لأغراض الترجمة

تم تقديم هذه المحاضرة/ الورشة لطلبة من  مصر الشقيقة عبر الانترت ...كان ذلك أول درس قدمته عبر الانترنت بالتعاون مع   جمعية عتيدة للترجمة و حوارالثقافات     

Online course entitled ' Text Analysis for Translation Purposes'

My first online course given to students from Egypt in collaboration with the newly set distance and online translation programme (March 2010)

Here is the link to the course:

http://www.atida.info/training/course_details.php?course_id=4

Looking back at the course syllabus and delivery method, I now think that it could  have been organised otherwise : in terms of the way objectives were outlined, the way the facilitation (actually teaching rather than facilitation) was carried out. At the time, the organisers were always talking about ' giving the lecture' as if we were in a traditional face to face context. It should not have been organised that way, the contents as well as the activities should be designed in a different way ....a way that would suit the learning and teaching conditions of the new online environment. Despite all this , I tried to diversify my activities in the intervention and instigate interaction. The problem was that I could not hear or see the students. They could see and hear all what I do ( we used the GOTO MEETING SOFTWARE ), but I could only see their textual communication in the chat box below. No voice and No faces.


The organisers said that this was mainly to keep the Internet connection flowing since visual or voice communication may be interruption the connection. This could be solved provided that the IT infrastructure was was well taken care of. Later on, when I made some research into ethical and cultural issues into e-learning phenomenon in the Arab world, i came across the local cultural constraints ( which I can very well understand), especially that small group of students I had were female students. Cultural and religious differences exists and we have to adjust to them in online education. I see what they want to know and then I reply by voice or showing / demonstrating on the screen ( they can see all that I write on the screen-based white board...my computers screen, since I can use the interface software so as they can follow my power power point slides.

Now, I would do something else. The above was only a replica ( a lecture mode) of the face to face classroom. I think outstanding learning outcomes could be achieved if we could start teaching or training future translators or interpreters in an online environment.

Fouad

A point on  Liaison Interpreting

 (community interpreting)

 ( Can it can work better if we integrate technology in the curriculum?)

In the west, especially in heavily immigrant populated countries ( north america, the nordic countries..ect) this phenomenon is better known by ' community interpreting', mainly carried out in Public hospitals , immigration contexts...ect

Although my research focus is on translator education, it is difficult to diregard interpreter training from the equation. As highlighted in some readings on translation studies ( Munday, 2004, 2008, 2012), in research it is difficult to split the two complimentary fields : Translation and Interpreting studies ( with some differences of course). Also, the fact that I trained student interpreters for two years while I was teaching in Higher Education in Morocco makes it even compeling. Reflecting on both Translation and interpreting practice while researching in theoretico-empirical or pure theoretical  sources makes it even compeling.

My MA was in Translation & Interpreting (Heriot Watt University), I done it at the time when Prof. Basil Hatim was still there. The experience was rewarding.

Here is some tips I can highlight based on my earlier teaching experience in liaison and consecutive interpreting (2008-2010)..

• Active pedagogies work well in organizing group work ( organizing students in teams of three)
•  Using a scenario based technique in the classroom : I tried to first prepare a case( strory or event)where there is a thematic problem (immigration, hospital context, Trade center, airport)...then, in group, we did some brainstorming discussions , mostly critical dicussion in the classroom about the problem at stake.
•  Students get together in groups ( groups of three: Dcotor/patient/interpreter OR Buyer/seller/interpreter)and ( as per the instruction I designed for thsi specific purpose), they needed to prepare a dialogue (long enough) and present the story (simulation) in the classroom as it occurs  in real time.
• Next session, when they come in to perform, I set an evaluation grill for their colleagues to evaluate them. Myself I give my own evaluation as well ( professional aspect: non verbal, verbal, terminology, voice articulation, speaking in public...ect).

Things went much better when I brought into the classrrom two YOUTUBE videos of interpreter interventions (examples of interpreting done by professional and non-professionals). This  streamed video (learning object or material) had a great impact on students. Then, I realised that they needed a diffrent type of learning environment : a technology / multimedia enhanced environment.

After that, I designed other activities where both media enhanced technologies as well as active pedagogies were integrated : This had great outcomes in terms of not only learning , but also improving their SELF-ESTEEM .They felt they could do it on the ground. That is , for me, an educational outcome. If the learning objectives were that the student COULD BE ABLE TO INTERVENE in a such or such situation....Job is done then !

For interpreter training, integrating technology is very important element in the elarning curve.However, which tools to use and which pedagogical priniciples to rely on to design and deliver courses ? and how to design a learning environment for that specific type of training...That is what I am working on in my current project. There is abundant research in educational technology, e-learning, educational studies, psycho-education....ect that can help to design such courses for translators or interpreters.

Educational studies can inform Translator and Interprerter tarining. 

Fouad

Innovative educational approaches to interpreter training: integrating technology and active pedagogies

  

CONFERENCE

Pedagogical approaches to interpreter training

(Interesting online conference ...coming up soon ) 

The Link:

https://www.iatis.org/index.php?option=com_k2&view=item&id=604:pedagogical-approaches-to-interpreter-training

 

My remark:

 The use of technology as well as  blended, online and distance modes of training in translator or interpreting education seem to be an emerging phenomenon. With globalisation and changing work patterns in the translationa nd interpreting industry ( immigration, changing demographics, digital natives, e-generation...ect), it seems that it makes sense to rethink existing pedagogical and educational models or approaches.

Check also that this conference is going to be delivered on Blackboard platform , saving plenty expenses (air fair, hotels..ect). I hope other confrences or discussions could be discussed regularly amongst the Translationa dn interpreting scholars, teachers, students and practitioners following this method of presentaion and event organization (Virtual video conferencing).

In the field of online education, these type of encounters enhance collaboration and exchange of experiences and practices that could yield better and efficient results for the community.
Some of the universities organize their seminars for the doctoral students via online meetings ( Live video-conference meetings).

Fouad

Languages and Translation Departments:

E-learning , online learning and integrating technology in the teaching and learning process.

This is a great move and initiative from King Khalid University. Similar initiatives were taken by King saud University (Wiki Project for enhancing Arabic content in the Internet).Good to hear this.

The same project (WIKI project)was supported by Qatar Foundations in Doha. Shame that Arabic is amongst one of the six UN languages and -yet- its content is so poor in the Internet. My next project is to open an Arabic blog whereby the contents on translation and interpreting news, practise and research will be published in Arabic. Another solution, is to create a multilingual knowledge base online . Coming up soon...!!!

I am quite aware of the efficiency of using WIKIS in training students on revision skills using a collaborative approach (project based collaborative approach- Kiraly (2000) . I hope you may have some ideas about this or ways to clarify this in a better way. Did some of you have used these tools before in teaching?. I can see the Wikis' educational potential in nurturing and developing crucial competencies that are badly needed in translation practise : working in groups , in networks (at international and local levels), coordination skills ( who is doing what, training on meeting deadlines through working online , coping with last minute changes). 

The Wiki platform in the case of Arabic could serve two things :

1- Training translators on major skills badly needed in the real world of translation (revision, collaboration)

2- Filling up a gap : empowering the Arabic Language content on the Internet (Imagine how many times we translators need assistance from google search  in fixing terminological or phraseological issues and we find how poor are the online resources in Arabic). However, when I work on a technical translation from French or Spanish into English, researching documents (parallel corpus data, for instance)  or terminology becomes easier ....

Fouad

Very interesting and emerging trends in translationa nd interpreting.

12^th Portsmouth Translation Conference
'Those Who Can, Teach': Translation, Interpreting and Training

Innovative trends and tendicies in Translation and Interpreting. Please check the topics dicussed in this conference.

http://www.port.ac.uk/research/translation/portsmouthtranslationconference/


For the first time I see themes like :

• Best practice for practical translation workshops
• Translator training and cognition
• Translators, interpreters and CPD
• Translator and interpreting training online (distance learning)
• Training the trainer
• Relevance of translation theory in and outside the classroom
• Educational theories
• Employability
• Clients need educating too!

These are indeed 21st century topivs and innovative trends to look for... Those highlighted in BLUE fall into the area  of my ongoing research as a Phd candidate.

Fouad

اصدار قرار من قبل الشيخ خليفة آل نهيان لأجل تعديل مهنة الترجمة بالامارلت

New law issued regarding translation practice in the UAE...very interesting. Please check below link.

Notice that the Diploma in translation is compulsory to get certified...imagine how many new training / opportunities there will be ....universities need to respond to these type of training requests, such as creating certificates, online and disatnce courses , diplomas as well as Full BA and MA degrees.

These diplomas should also be geared to satisfy the needs of the new type of demographics ( already existing practioners, people who already work and have family commitments ). So, other training contents and educational  approaches need to be designed/developed. Courses like translation studies, ethical issues and relevant historical studies in translation may be on the menu. The practIcing adult (TRANSLATOR) is back to university to get more education and training to transform and improve his or her previous ways of doing things. In the case of the UAE there will be even practitioners who need linguistic upgrade as well as conceptual and technical development - provided that there will be a team of translator trainers, researchers or scholars who can enhance 21st  competencies and beliefs into the currricula. A thorough market awareness and use of technology as well as an acquaintance with the more recent approaches (dynamic and active pedagogies) in translator education and training for both adults professionals  returning to study and traditional students is necessary to do that.

There is a difference when you train traditional students, and when your clients (students) are adults who happen to be back to university just to improve their career prospects or comply with legal requirement to carry on their practice- like in case of the attached article.


http://www.albayan.ae/across-the-uae/news-and-reports/2012-11-26-1.1773730

Fouad

  ضرورة تفعيل جانب الارشاد الأكاديمي في الجامعات العربية...مسؤولية فردية و مؤسساتية؟
(article content: absence of academic and career orientation at Arab Uiniversities:
 The need to mobilise institutional and individual efforts to solve the problem  )


The link
http://www.aawsat.com/details.asp?section=55&article=705897&feature=1&issueno=12416

Fouad

 Video about new approaches to learning / teaching.....Learning in and beyond the classroom

The topic is geared to people (teachers, trainers, working personnel in private organisations) who need to make efforts to embrace new working practices and approaches.

The link:

http://youtu.be/Z21qHTEsjzs

Useful link for translator trainers and researchers to rethink approaching training practices and issues in a translation programme/course.Think about creating a translation certificate or diploma programme for non-traditional students (people already working a freelancers or in-house) to seek further professional development or accreditation ( Obtain a diploma in translation they dont have, for instance).

Also, it may apply for normal MA or BA courses in teaching translation in a bi-modal university (giving both classroom- based  and distance courses), some translational competences could be better enhanced through a learner- centured approach , collaborative in nature (project work in practicums) and supported by educationally sound technology tools, especially web based technologies (e-mails, forums, threads, chats, synchroneous tools).

Fouad

 Course Outline from face to face classroom into an online version of the course

As part of teacher training course in Higher Education before I started my PhD (In 2011), I submitted as part of my assignment an innovative type of work consisting in the possibility of converting a course in terminology and documentation given by a professor working in translation and linguistics department here in Montréal (canada). Here is the brief abstract for that mini-paper. I would like to develop it into a paper for publication.

       In this assignment, I will present a course outline designed by a professor in the translation and linguistics department at the Université xxxxxxx for first year undergraduates. It is about Terminology and research documentation. The professor had agreed to use his sample as data for my assignment.

        In the coming paragraphs, I shall discuss the structural aspects of the document as well as analysing components and finalising with an attempt to propose a possibility of using the same course to be delivered online through making adequate justifications and suggestions. Taking the course to an online platform will only be discussed in a glimpse since the main purpose in this assignment is mainly to focus on the main important of an efficient course outline and role of ‘aligning’ the objectives, the learning outcomes and the assessment tasks, as well as analysing those elements of the outline and project my own appreciation of the document based on  new insights from learning theories, instructional design and andragogy (how adults learn) applied to translator or interpreter training.

Fouad 

On Freelancing Practice in Translation

An online  workshop in tele-translation work (online freelancing) I gave in 2011 . ATIDA ( Arabic Translation an Intercultural Dialogue Association).

Here is the Link to the (prelimenary) syllabus  .

http://atida.info/training/course_details.php?course_id=66 (The prsentation was given in Arabic)

The workshop was in Arabic/English & sometimes Arabic Dialect (informality allowed given the nature of the intervention). About 48 participants were online. ATIDA decided to offer the course free for promotional reasons. It was a challenge to manage the online facilitation  due to the massive flow of questions I received. A moderator (with whom I should have prior arrangement to organize the activities ) was not available. So, on the spot I had to pick up, amongst all this flow, ONLY relavant questions. Under no circumstances I could have replied to all queries in 1h 30min. On the other hand, that shows how the audeince were interactive and dynamic. Some of them were replying and helping  their classmates on their queries in the chat box (asynchroneous learning object)  which I totally amired : interaction took place not only between me and them BUT also between students themselves; I mean students who did not know each other . I guess that is the type of collaboration that some Pedagotrads like Kiraly ( 2000, 20003) had been talking about, but not in  a technology enhanced learning space ( online or distance learning context).These Arabic speaking students came from all different countries ( including some had participated from Spain, Germany and France).

I learnt few things I will avoid next time when I undertake the same workshop either online or face to face ( in a classroom context). Online facilitation or intervention is different from f2f in terms of learning design, teacher's role and teaching/learning physical environment ( Wall &Bricks against the online platform  or LMS (Learning managemnet system). Training for instructors who want to undertake such initiatives is necessary.

 A Power Point version of the course is available for those interested . Please contact me @ fouadelkarnichi.gmail.com.

Fouad ELKARNICHI