A SAMPLE COURSE description & syllabus

1. A SAMPLE COURSE description & syllabus Dr. Constanza Gerding Salas Universität Leipzig - Universidad de Concepción, May 2012

2. English-Spanish Translation Methodology & Practice II Course description • Hands-on experience in the translation, editing, and finalization of authentic texts. • Theory incorporated gradually and according to necessity. • Material drawn from a variety of fields and text types. • Emphasis on professional presentation. • Included are sight translation assignments and team translation projects. Leipzig - Concepción, 2012

3. English-Spanish Translation Methodology & Practice II Pre-requisites • English-Spanish Translation Methodology and Practice I (beginners’ and intermediate levels) • Bilingual proficiency & bicultural competence at level C1 (Common European Framework) • Advanced computer skills at user’s level web engine searchers, e-mail use, discussion groups, TAC software, word processor, image editor, text converter, etc. Leipzig - Concepción, 2012

4. Learning outcomes After completing this course, students should be able to: • Analyze a source document for translation and estimate production time and cost. • Perform linguistic/terminological research and develop glossaries and other material for further reference. • Show ability to understand linguistic and cultural aspects of texts, taking into account sociolinguistic and discourse conventions of ST and TT.  Leipzig - Concepción, 2012

5. Reformulate ST according to a tacit or explicit translation brief by applying translations procedures and strategies. • Create, edit, and proofread a client-ready translation in a variety of fields under real-life conditions (alone or in a team). • Evaluate cognitively and metacognitively the quality of a translation; exercise unbiased self-evaluation. • Be ready to accept criticism from peers, editors, and proofreaders, and learn from it. • Put professional ethics into practice. Leipzig - Concepción, 2012

6. Texts types and topics • Popular science texts and technical reports • Scientific papers and scientific paper abstracts • Instruction manuals and users’ guides • Current issues for sight translation • Journalistic texts on current political, social, economic and cultural events • Opinion pages: columns, editorials, letters to the editor • Up-to-date texts • Preferably without a recognized translation, unless contrastive work is to be done Leipzig - Concepción, 2012

7. Related contents • Technical procedures for English-Spanish translation (Vásquez-Ayora, 1977; Newmark, 1988a, 1988b; Delisle, 1999). • Spanish and English linguistic, discourse and pragmatic contents, according to necessity (Bosque & Demonte, 1999, and Quirk et al., 1985, respectively). • Ethics in translation (Baker & Maier, 2011). Leipzig - Concepción, 2012

8. Methodology • Translation commission checklist (Sunwoo, 2007; Gouadec, 2009); translation brief (Nord, 1997) or implicit translation brief. • Reading, identification of translation problems and difficulties, matching of text and brief. • Summary in TL of main ideas of ST.  Leipzig - Concepción, 2012

9. Selection of translation method and procedures according to brief specifications. • Oral or written TT reformulation according to brief specifications. • Analysis and discussion of various translation proposals. Active participation. • Revision and assessment of TT in the light of class discussion. • Criticism and peer assessment. Leipzig - Concepción, 2012

10. Assessment weighting Leipzig - Concepción, 2012

11. Other features • Course duration • Half-yearly (16 weeks): four 90-minute sessions per week • Yearly (32 weeks): two 90-minute sessions per week • Attendance • Students are expected to attend classes regularly. 80% compulsory attendance. • Make-up tests • NOT given. Exceptions are made only if students provide a valid reason for absence PRIOR to test date. Leipzig - Concepción, 2012

12. Syllabus • A tentative syllabus should be presented early, and an update should be provided in class as needed. Example: and so on… Leipzig - Concepción, 2012

13. For effective teaching… teachers should take the following into account: • Alignment of the three major components of instruction: learning outcomes, assessments, and instructional activities • Articulation of clear academic expectations and standards • Adoption of appropriate roles to support learning goals • Provision of open, responsive learning environments • Fostering interaction and collaboration between students • Use of active learning techniques Leipzig - Concepción, 2012

14. Giving prompt feedback • Assuming the teacher is nota know-it-all person • Respecting diversity: talents, experience, learning styles • Considering an adaptive curriculum: flexible and adaptable to multiple teaching situations • Designing (if possible) a class setting that best adapts to learning • Fostering sharing and cooperation Leipzig - Concepción, 2012

15. Thank you Leipzig - Concepción, 2012