Journal articles on the topic 'Interpreter competences'
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Ulanova, Ekaterina. "Competences of the interpreter." Philology & Human, no. 1 (July 16, 2021): 68–79. http://dx.doi.org/10.14258/filichel(2021)1-05.
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The article describes the practical skills of the interpreter. It reviews necessary professional skills essential for the interpreter. The author describes professional and innate abilities as vital when mastering and improving one’s skills of the simultaneous interpretation: mental alertness, long-term and operational memories, diaphragm breathing, and communication skills. The presentation plays a decisive role in the interpretation, in this regard, the author speaks about the problem of the working tool of the interpreter: voice hygiene. A special place in the article is devoted to the concept of the background knowledge, cultural competence, and their practical significance for the interpreter. The author concludes that range and richness of the background knowledge means more than recent news from media. The article also depicts the grounds of common mistakes in studying interpretation. In conclusion, the author emphasises the necessity of interpreters’ motivation and qualified training that together with personal development and experience of intercultural communication can result in a competent professional interpreter.
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Olefir, Hanna, Ivan Deineko, and Iryna Deineko. "Core Competences of a Conference Interpreter." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 37 (2020): 127–42. http://dx.doi.org/10.17721/2663-6530.2020.37.09.
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Atthe international conference meeting, a conference interpreter plays a crucial role. He/she is not only a professional linguist, but also a communication expert, which is proved by research of G.Mounin, D.Seleskovitch,andM.Lederer. The competences of a conference interpreter are a subject of key scientific discussion.By analysing of international stakeholders’ activities in the conference interpreting field, we provide a system approach to the profession standards, which can become a basis for the prospective national field standards.The AIIC was the first to elaborate the profession standards. An interpreter is supposed to master the necessary terminology, to understand implied intention and hidden senses.The ISO has already introduced several standards for interpreting.Separate standards were introduced for the interpreting itself, technical requirements of conference interpreting, legal interpreting, and community interpreting. In Germany, specific regulation of information protection and confidentiality has been recently introduced. Around the world, interpreters tend to self-organise in order to lobby professional interests and to guarantee proper quality of service.New technologies introduce changes to the interpreter profession.Nowadays, distant conference interpreting is available when an interpreter is not actually present in the meeting room.A conference interpreter has to undergo a process of selection, to be fluent in his/her working languages, and to possess a number of psychological, physical and personal qualities necessary for effective communication.
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Zidar Forte, Jana. "Acquiring specific interpreting competence." Linguistica 52, no. 1 (December 31, 2012): 113–27. http://dx.doi.org/10.4312/linguistica.52.1.113-127.
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In postgraduate interpreter training, the main objective of the course is to help trainees develop various competences, from linguistic, textual and cultural competence, to professional and specific interpreting competence. For simultaneous interpreting (SI), the main focus is on mastering the SI technique and strategies as well as on developing and strengthening communicative skills, which is discussed and illustrated with examples in the present paper. First, a brief overview is given of all the necessary competences of a professional interpreter with greater emphasis on specific interpreting competence for SI. In the second part of the paper, various approaches are described in terms of acquiring specific skills and strategies, specifically through a range of exercises. Besides interpreting entire speeches, practical courses should also consist of targeted exercises, which help trainees develop suitable coping strategies and mechanisms (later on almost automatisms), while at the same time "force" them to reflect on their individual learning process and interpreting performance. This provides a solid base on which trained interpreters can progress and develop their skills also after joining the professional sphere.
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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.
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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
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Baily, Supriya. "Appraising the Ingredients of the Interpreter/Researcher Relationship." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 4 (December 17, 2018): 53–69. http://dx.doi.org/10.7577/njcie.2762.
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In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.
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Tufar, Ioana, and Ramona Trânca. "The Sign Language Interpreter in the Pandemic Context: Challenges and Opportunities." Review of Psychopedagogy 10, no. 1 (July 20, 2021): 33–40. http://dx.doi.org/10.56663/rop.v10i1.19.
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This study explores the situation of Sign Language interpreters in Romania during the Covid-19 pandemic from a pragmatic perspective. After a theoretic framework about Sign Language interpreting and competences of the interpreters, we described the data of our investigation. Results of the study indicate changes in Sign Language practice during Covid-19 pandemic, opportunities and challenges faced by interpreters during this period, interpretation requests, distance work with the sub-themes: platforms used, stressors, home interpretation with difficult aspects and advantages, balance between personal and professional life.
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Yermolovich, Dmitry, and Pavel Palazhchenko. "The splendor and misery of "Intercultural Communication" teaching modules." English Studies at NBU 2, no. 1 (August 20, 2016): 5–16. http://dx.doi.org/10.33919/esnbu.16.1.1.
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The paper examines in a critical light the approaches and theoretical grounds of certain educational projects seeking to promote "intercultural competence" in translators, both in Russia, the contributors’ home country, and in Western Europe, as exemplified by a European Union project. Some textbooks as well as teaching material and recommendations are placed under scrutiny for consistency, relevance and value to the training of professional translators/interpreters, especially at postgraduate level. It is shown that some guidelines presented as an improvement on current translation teaching practices repeat or repackage ideas developed decades ago by Russian and Bulgarian translatologists. The paper argues that there is no special need for artificially implanting or isolating an "intercultural communication" module in translation teaching, as translation is itself a primary form of international and, therefore, intercultural communication, and the best practices of its teaching, at least in the leading translator/interpreter schools of Russia, have incorporated the cultural component in harmony with other essential translation competences for at least half a century.
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Voievodina, Nina. "PLURILINGUAL EDUCATION TODAY: A PERSPECTIVE OF TEACHING INTERCULTURAL COMPETENCE IN GERMAN AFTER ENGLISH TO STUDENT INTERPRETERS/ TRANSLATORS." АRS LINGUODIDACTICAE, no. 5 (2020): 45–54. http://dx.doi.org/10.17721/2663-0303.2020.5.05.
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With plurilingual and pluricultural competences enjoying ever rising status reflected in the documents of Council of Europe, the processes of learning second or third foreign languages are in the focus of researchers’ scrutiny. Since German is most frequently taught after English (GaE) both in Europe and Ukraine, German language pedagogy promotes more effective intercultural learning of German. The paper aims to analyze approaches to teaching GaE offered by German applied linguists: structure of intercultural competence (ICC), objectives and methods of teaching ICC, with a special focus on the professional needs and ways to build ICC of student interpreters/translators. The critical analysis conducted provides evidence of a shift in teaching ICC as acquiring knowledge about “capital-letter” culture towards mastering pragmatics of intercultural interaction. The most common methods used to achieve this goal are teams of students. Professional needs, learning background and specifics of translators’ cognitive processes are considered to maximize ICC learning of student interpreters/translators. Since an interpreter / translator is viewed as a mediator between representatives of different cultures, the author formulates prerequisites of building their ICC in communicative activities simulating real-life intercultural encounters. The most accessible way of building ICC in Ukrainian schools of linguistics is a role-play. The author provides several examples of role plays, which appeared effective in her teaching practice, and calls for broadening the repertoire of methods employed.
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Ciordia, Leticia Santamaría. "A context-based approach to community interpreting. Perceptions and expectations about professional practice in the Spanish context." International Journal of Language, Translation and Intercultural Communication 5 (October 6, 2016): 67. http://dx.doi.org/10.12681/ijltic.10655.
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<p>The paper provides an overview of the evolution of the community interpreter’s profile in the direction of a more inclusive, participatory role were the effectiveness of the message and success of the communication rely on the basis of cooperation, empathy and mediation skills. On the basis of an<br />empirical study carried out in medical and legal settings, this paper reflects on the perceptions and expectations among both service providers and interpreting practitioners about the interpreter’s role, and the competences and the degree of involvement that should be expected as a result. The findings suggest that a gap seems to exist between real-life practices and standards of behaviour on paper, which are so limiting that they oblige the interpreter to ‘step out’ of the normative role. A correlation also seems to exist between the interpreter’s attitudes and the level of professionalization of community interpreting; in this sense, attention will be payed to the impact that current lack of regularisation in countries such Spain has on the interpreter’s performance. Finally, the author<br />singles out clients´ expectations and the nature of the interpreted encounter as key paradigms in determining the interpreter’s involvement, and concludes that it is not an entirely free choice on the part of the interpreter, but also and significantly a reaction to the expectations of the clients about which role is considered appropriate in a given setting.</p>
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ПАСІЧНИК, ТЕТЯНА. "СТРУКТУРА І ЗМІСТ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ УСНОГО ПЕРЕКЛАДАЧА ЯК ОСНОВА РОЗРОБКИ МОДЕЛІ ЙОГО МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (2019): 271–81. http://dx.doi.org/10.31494/2412-9208-2019-1-2-271-281.
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На сьогоднішній день актуальною є проблема формування професійної компетентності майбутніх викладачів усного перекладу, зокрема їх методичної компетентності. Для визначення структури і змісту методичної компетентності викладача усного перекладу необхідно побудувати робочу модель його професійної компетентності. Аналіз останніх досліджень свідчить, що серед науковців немає єдиного загальноприйнятого визначення змісту та складових цієї компетентності, незважаючи на її ключову роль у методиці викладання перекладу. Тому метою статті є визначення структури і змісту професійної компетентності усного перекладача як основи для розробки моделі його методичної компетентності. Ми розглядаємо професійну компетентність усного перекладача як інтегративну якість фахівця з усного перекладу, яка є динамічним поєднанням когнітивного-діяльнісного та особистісно-рефлексивного компонентів і проявляється в готовності та здатності до успішної реалізації його професійної діяльності та самовдосконалення впродовж життя. Когнітивно-діяльнісний компонент професійної компетентності усного перекладача включає професійні знання, навички, вміння та здатності, що відповідають таким фаховим компетенціям, як міжкультурна, перекладацька та фахово-соціальна. Особистісно-рефлексивний компонент охоплює психофізіологічні, морально-етичні, емоційно-вольові особливості усного перекладача та його здатність до рефлексії. Таким чином, особистісно-рефлексивний компонент включає якості, вміння та здатності, що відповідають фаховій особистісній компетенції. Успішне формування професійної компетентності в майбутніх усних перекладачів залежить значною мірою від рівня їх підготовки, зокрема від сформованості в них методичної компетентності. Перспективою подальших розвідок є розробка робочої моделі структури і змісту методичної компетентності викладача усного перекладу з урахуванням компонентного складу його професійної компетентності. Ключові слова: викладач усного перекладу, професійна компетентність, методична компетентність викладача усного перекладу, професійна компетентність викладача усного перекладу, професійна компетентність усного перекладача.
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Mikos v. Rohrscheidt, Armin. "REGIONAL TOURIST GUIDE-INTEPRETER – A NECESSITY CHALLENGE AND CHANCE IN POLISH TOURISM." Folia Turistica 54 (March 31, 2020): 69–97. http://dx.doi.org/10.5604/01.3001.0014.0513.
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Purpose. The research problems are: assessing effectiveness regarding the work of tour guides as important components of tourist services in reception regions and the issue of maintaining the demand for their services in conditions changed due to the deregulation of the tour guide and heritage guide professions. In this context, the author proposes to create a new type of service provider that combines the functions of a tour guide and heritage interpreter with regard to regions. The paper aims to justify the usefulness of this service for tourism stakeholders, to present the scope of responsibilities and competences of such a guide and to collect the recommendations regarding the process of its introduction. Method. The work is based on a status analysis of tour guiding and tourist heritage interpretation services after their deregulation in Poland. It also regards a comparative survey of their functioning in selected countries, where such regulation did not exist. This is connected with the author's experience as a guide, heritage interpreter and organiser of both services. Findings. The analyses show that the introduction of a new type of service providers will better adapt the tasks of guides to the heritage structure in a typical Polish region, as well as contribute to the efficiency of work and economic profitability. It will also allow to maintain and even increase the demand for services from tour operators, providers of individual tourism packages as well as local and regional tourism management organisations (DMOs), which will also facilitate the activities of this group of entities. Research and conclusions limitations. The effects of implementing the proposed solution may have more intense impact in regions with stronger identity and heritage cohesion as well as with a larger and better organised staff of guides and interpreters. Therefore, it is possible to limit its use in the first stage to such regions in Poland, which are indicated. Practical implications. The analysis can be important for the Polish tour guide staff and heritage interpreters working for the benefit of cultural tourists, as well as for the Destinations Management Organisations in Poland. The introduction of the proposed solutions should result in an increase of the demand for the services of guides and interpreters as well as maintaining or increasing the importance of their certification as proof of the qualifications and quality of their services. Originality. Due to the novelty of the proposed solutions, there are no equivalents in Polish literature on the subject. For the first time, the cultural intermediation and heritage interpretation has been presented as the topic of the recommended joint venture of professional guide organisations, area managers of tourism products and local/regional governments in the field of tourism management. Type of work. The article is a conceptual study, based on case analysis.
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Li, Shuangyu. "Co-construction of interpreted conversation in medical consultations." Applied Linguistics Review 4, no. 1 (March 29, 2013): 127–49. http://dx.doi.org/10.1515/applirev-2013-0006.
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AbstractIt has been largely accepted that face-to-face consecutive interpreting should be studied as a communicative event and an interactive process. Linguistic methods, including conversation analysis, have been used to investigate interactive elements in the discourse, such as turn-taking, adjacency pair, overlapping speech, repair, etc. Researchers acknowledge that participants' verbal behaviours in the turn-by-turn interactions are co-constructed by all participants; however, little has been said about the co-constructive mechanism. This research aimed to provide a better understanding of the generic mechanism of such co-construction, hoping to inform the training for interpreters and medical professionals who work with them.Using conversation analysis, I recorded seven naturally occurring interpreter-mediated GP consultations in the UK. Participants included two GPs, three professional and ad hoc interpreters and seven patients speaking either Urdu, Mirpuri Punjabi or Czech.My analysis elaborates on the inter-determination between the types of information the primary speakers (doctor and patient) produce in the current turn and the consequent actions the interpreter undertakes in the next turn, and also points out that such inter-determination is not definite in that the interpreter's turn design is also influenced by their own characteristics. This analysis emphasises that the interpreter, both professional and ad hoc, is key to the quality of the doctor-patient communication and doctors can alter their own behaviours to optimise the interpreter's turn-design and thus the communication outcome.This research provides an insight into the co-construction of the triadic interactions in interpreted medical consultations. With a better understanding of this mechanism, doctors may be taught to alter their verbal behaviours to optimise the interpreter's performance and thus improve their communication with patients. This interactional framework may also help us understand other critical issues of power, identify, cultural competence, etc.
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Xu, Han. "A survey study of lawyers' and interpreters' approaches to interactional management in interpreted lawyer-client interviews in Australia." Across Languages and Cultures 23, no. 2 (November 7, 2022): 226–44. http://dx.doi.org/10.1556/084.2022.00190.
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AbstractCanvassing views through a questionnaire-based online survey of 25 lawyers and 85 interpreters working in Australia, the present study investigates the approaches to interactional management employed by both lawyers and interpreters in interpreter-facilitated legal aid interviews. Specifically, the study examines lawyers' and interpreters' efforts at coordination before and during interpreted interviews, as well as interpreters' success in complying with ethical principles, and lawyers' knowledge of how to work with interpreters. The findings show that lawyers had a good understanding of their responsibilities when working with interpreters and played the role of coordinator by actively managing turn-taking and monitoring interpreting quality. Although most of the interpreter respondents performed to the ethical standards expected, some knowingly violated ethical principles by engaging in side conversations with the clients or by summarising rather than interpreting fully. The study further found statistically significant correlations between interpreters' level of professional qualifications and their competence in managing interactions and following ethical principles, which highlights the importance of training and professional accreditation for maintaining professional standards among interpreters.
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Hunt, Xanthe, and Leslie Swartz. "Psychotherapy with a language interpreter: considerations and cautions for practice." South African Journal of Psychology 47, no. 1 (August 2, 2016): 97–109. http://dx.doi.org/10.1177/0081246316650840.
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We examine the extent to which psychotherapy can be successfully conducted with the aid of an interpreter. We propose that, even if we assume idealistic levels of training on the part of the interpreter and the therapist, and openness on the part of the client, there are still many challenges inherent in interpreter-assisted therapy. We focus on some of the characteristics common to client experiences of effective psychotherapy, as well as the characteristics and habits of effective therapists, and show how the insertion of an interpreter into the therapeutic relationship could affect both. Where the literature provides, we also note steps which could be taken to minimise the harmful impacts and maximise the positive contributions which the therapist–interpreter–client dynamic could yield. In South Africa, where informal interpreters play the invaluable role of facilitating essential communication between psychotherapists and their clients, it is imperative that informal interpreters, and clinicians working with interpreters, are aware of some of the complex issues at play in interpreted interactions. The issue of interpreting in mental health care is commonly addressed only in regard to the question of the competence of interpreters; we suggest that attitudinal and skill issues are equally important for clinicians. We conclude that successful therapy with an interpreter necessitates a consideration of the dynamic interaction between all parties involved.
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Koreneva Antonova, Olga. "Aprendizaje corporeizado de la lengua alemana: metodología docente para traductores e intérpretes." mAGAzin Revista intercultural e interdisciplinar, no. 28 (2020): 59–67. http://dx.doi.org/10.12795/magazin.2020.i28.05.
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Las Ciencias Cognitivas experimentales muestran importantes progresos en cuanto al funcionamiento de los mecanismos de la adquisición de conocimiento y de la memoria. Esos avances deben ser considerados en la carrera de Traducción e Interpretación, ya que la profesión de traductor o intérprete no solo requiere una buena fluidez lingüística, sino también competencias cognitivas específicas muy desarrolladas. Así, numerosos estudios neuro y psicolingüísticos demuestran que las habilidades de la memoria de trabajo y del control ejecutivo interlingüístico, tan imprescindibles para la labor de traducción/interpretación que comprende el balanceo entre dos lenguas, son susceptibles a su entrenamiento mediante prácticas tempranas. Igualmente, existen progresos significativos en el conocimiento sobre otras competencias necesarias para esta labor, como pueden ser la fluidez conceptual, la competencia metafórica o la práctica de discurso en público, entre otras. El presente trabajo describe una experiencia de la didáctica del alemán para futuros traductores o intérpretes que integra los avances de las Ciencias Cognitivas experimentales. Se trata del entrenamiento de las competencias traductoras desde la fase inicial del aprendizaje del alemán, lo que convierte los estudios de Traducción e Interpretación en una experiencia empírica y corporeizada motivadora tanto para los alumnos como para los docentes.
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Zapolskykh, Svitlana. "Translator’s and Interpreter’s Professional Competence (Case Study: Bachelor and Master Degree Programs)." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (June 15, 2017): 186–94. http://dx.doi.org/10.15330/jpnu.4.1.186-194.
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The author focuses on the content of translator and interpreter’s competence, the relevance of the content of Bachelor and Master Degree Programs, formation of translator’s and interpreter’s competences according to the professional demand of the modern environment. The components of translator and interpreter’s competence have been analyzed, the problems related to professional training have been outlined, and possible solutions have been suggested
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КРАПЧАТОВА, Ярослава, and Наталія НАЗАРЕНКО. "САМОКОНТРОЛЬ РІВНЯ СФОРМОВАНОСТІ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В АУДІЮВАННІ ЯК РЕФЛЕКСІЯ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (September 2020): 301–8. http://dx.doi.org/10.31494/2412-9208-2020-1-2-301-308.
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Стаття полягає в розгляді теоретичних передумов організації самоконтролю англомовної компетентності в аудіюванні для майбутніх перекладачів та уточнення таких понять: рефлексія, само- і взаємоконтроль, самооцінка, тестове завдання, а також обґрунтування використання тестового завдання як ефективного засобу для перевірки навичок та вмінь в аудіюванні. Визначено чотири рівні самоконтролю. І рівень. Студент припустився помилки, сам її не помічає й самостійно на неї не реагує; СК як механізм зіставлення, відсутній. ІІ рівень. Студент, який припустився помилки, самостійно її не виправляє, але після зауваження викладача робить це досить швидко. Зовнішній контроль викладача слугує запуском самоконтролю. ІІІ рівень. Студент самостійно реагує на припущену помилку, тобто включається самоконтроль. ІV рівень. Студент виправляє помилку в момент її виникнення, іноді навіть не закінчуючи помилкової дії. Повний прояв самоконтролю. У статті визначаються три види само- і взаємоконтролю рівня сформованості англомовної компетентності в аудіюванні. Прогностичний (планувальний), мета якого полягає в здійсненні мовної антиципації, передбаченні змісту аудіо тексту, у вмінні планувати аудитивну та навчальну діяльність, визначенні й аналізі зон труднощів, плануванні результатів діяльності, порівнянні майбутньої діяльності із запланованим результатом, оцінці прогнозуючої діяльності. Процесуальний (за процесом), завдання якого полягає в необхідності засвоєння еталонних мовленнєвих дій, які реалізуються в процесі аудіювання. Процесуальний самоконтроль є органічним компонентом мовленнєвої навички та формується паралельно і комплексно з нею. Ознакою сформованості такого самоконтролю в аудіюванні є рівень розуміння прослуханого. Результативний (підсумковий) – студент має засвоїти навчальні дії, спрямовані на перевірку рівня розуміння прослуханого, а саме, зіставлення отриманого результату мовленнєвої діяльності з еталоном, тобто контроль за результатом дії. Для визначення рівня сформованості англомовної компетенції в аудіюванні ми використовуємо тестові завдання, зокрема електронну тестову програму «Hot Potatoes», оскільки вона включає основні типи тестових завдань, що використовуються нами для самоконтролю, зручна й проста у використанні, легко наповнюється і доступна для викладача, який не володіє мовою програмування. Ключові слова: рефлексія, само- і взаємоконтроль, самооцінка, тестове завдання.
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Yezhova, O., and D. Gryn. "Objectives of preparation of future specialists in technological education from the standpoint of a competence-based approach." Fundamental and applied researches in practice of leading scientific schools 28, no. 4 (September 1, 2018): 164–68. http://dx.doi.org/10.33531/farplss.2018.4.29.
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The article is devoted to the actual problem of formulating the goals of education of future masters of technological education from the standpoint of competence approach. The competence-based approach, the SMART approach, and the theory of taxonomy are applied in the study. The structure of the competence of the technology teacher is as follows: integral competence, general competencies, and professional competencies. The list of program competencies of masters of education by the specialty 014 Secondary educations, subject specialization 014.10 Secondary educations (Labor training and technologies) is established. The concept of "integrated competence" interpreted in accordance with the National Qualifications Framework. The general competencies are defined: knowledge and understanding of the subject area, ability to act on the basis of ethical motives, act socially responsible and consciously, work in the team, find and analyze information, apply acquired knowledge in practical situations, learn, communicate in the state language, use the knowledge of a foreign language in educational activities. The professional competences are defined: ability to realize the presence of integration processes; knowledge of general engineering and production issues; the ability to investigate the relationship of science with new phenomena and processes in production; ability to research and creative activities; the ability to use information technology, knowledge of modern equipment and technology; the ability to determine the properties and to select materials for the manufacture of products; the ability to organize work in a school workshop; ability to adhere to the requirements for labor protection, fire safety, environmental protection; the ability to control and assess the level of academic achievement of students; apply modern methods and educational technologies. The educational professional program of the second (master's) level of higher education is developed on the basis of definite program competencies and implemented in the V. Vynnychenko Central Ukrainian State Pedagogical University.
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Westermeyer, Joseph. "Linguistic Competence of Interpreters." Psychiatric Services 61, no. 3 (March 2010): 313. http://dx.doi.org/10.1176/ps.2010.61.3.313.
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Soto Ocampo, Frank. "Aprehender a interpretar: competencia del mundo mediático." Revista Boletín Redipe 10, no. 9 (September 14, 2021): 158–73. http://dx.doi.org/10.36260/rbr.v10i9.1434.
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Se presentan los hallazgos, resultados y conclusiones de la investigación sobre cómo las competencias de interpretación de textos e imágenes inciden en actividades académicas para ser un profesional competitivo. El objetivo consistió en explicar el estado de la formación sobre competencias de interpretación de textos e imágenes de los estudiantes de Comunicación Social. Se aplicó la metodología etnográfica que generó significación descubriendo los conocimientos y cogniciones de los estudiantes y profesores a través de cuestionarios, entrevistas y pruebas, además, del estudio de algunos cursos y la metodología del programa. Es una investigación @cualitativa basada en el análisis de los currículos, conocimientos de los sujetos y de documentos relacionados con la interpretación teniendo como base categorías tríadicas a priori. El resultado evidenció falencias en los procesos y los procesamientos de interpretación de los conocimientos para poder aprehender a aprehenderlos. La discusión lleva a preguntar si los estudiantes universitarios son competentes para entender, comprender e interpretar las narrativas auditivas y visuales. La conclusión indicó que para afrontar el estado de la formación en interpretación, es necesario aplicar el concepto teórico Cognición comunicativa interpretativa construido y sustentando en esta investigación.
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Bondarchuk, Julia, and Kseniia Kugai. "COMMUNICATIVE COMPETENCE IN TRAINING INTERPRETERS." Scientific Journal of Polonia University 51, no. 2 (June 14, 2022): 25–30. http://dx.doi.org/10.23856/5103.
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The article deals with the issue of future interpreters’ training. The essence, content and components of the interpreter’s professional competence have been characterized. There has been analyzed communicative competence as one of the main skills for future specialists in the sphere of translation. Communicative competence is an integrated use of language and nonlanguage means of communication. The basis of communicative competence are communicative skills formed through speech skills. Communicative competence also implies the ability to interpret non-verbal forms of communication. Translation as a special type of communicative activity aims at providing the opportunity to communicate and exchange information in a situation of intercultural (bilingual) communication. The process of translation is a kind of language activity, which aims at the most complete reproduction of the content and form of a target text. There have been used different methods in the study: general scientific (analysis and synthesis), methods of theoretical research, descriptive method (classification, cataloguing), continuous sampling method alongside definition analysis.
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Hyeyeon Chung. "Paraphrasing Competence of Professional Interpreters." Journal of Translation Studies 17, no. 2 (June 2016): 119–40. http://dx.doi.org/10.15749/jts.2016.17.2.005.
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Pino Urías, Naima, Ricardo Enrique Pino Torrens, and Graciela De La Caridad Urías Arbolaez. "Competencias comunicativas de los guías de turismo para interpretar el patrimonio." Revista Scientific 4, no. 11 (February 5, 2019): 177–95. http://dx.doi.org/10.29394/scientific.issn.2542-2987.2019.4.11.9.177-195.
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El trabajo propone una sistematización teórica sobre las competencias comunicativas de los guías de turismo para interpretar el patrimonio. En el campo de los estudios turísticos se han constatado la existencia de vacíos teóricos – metodológicos que orienten la práctica de estos profesionales, en este caso específico se presenta la necesidad del estudio de competencia comunicativa para la interpretación de patrimonio como una herramienta que le va a permitir la realización de excursiones guiadas, donde los profesionales no se limiten a repetir guiones a todos los grupos de visitantes, sin considerar las características de los mismos y contextos de procedencia, dicha problemática se debe en gran medida a que presentan carencias en el manejo de las técnicas de interpretación patrimonial y el no tomar en cuenta las motivaciones e intereses de cada segmento de mercado turístico. Los alcances del presente artículo están dirigidos a realizar un recorrido por los fundamentos de las competencias, definir qué se asume por competencia comunicativa para la interpretación del patrimonio, así como los sustentos metodológicos de la investigación, para el cual se utilizaron métodos cualitativos y cuantitativos.
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Пасічник, Тетяна Дмитрівна. "Structure оf the interpreter trainer methodological competence." Scientific and methodological journal "Foreign Languages" 101, no. 1 (February 24, 2020): 26–31. http://dx.doi.org/10.32589/1817-8510.2020.1.197396.
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Dvorianchykova, Svitlana, Julia Bondarchuk, Olga Syniavska, and Kseniia Kugai. "Development of Intercultural Communicative Competence in the Process of Teaching English to Future Interpreters." Arab World English Journal 13, no. 2 (June 24, 2022): 50–60. http://dx.doi.org/10.24093/awej/vol13no2.4.
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The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor’s degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program “The English language: translation in business communications” and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.
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Lianda, Regina Lucia Pelachim, Otávia Melina de Resende Costa, Bianca Alvin de Andrade Silveira, Izabela Azevedo Santos, Karine Gabrielle Fernandes, and Izadora Nelly Pavani e. Silva. "O Aprendiz Surdo e a Química / Deaf Students and Learning of Chemistry." HOLOS 5 (August 19, 2020): 1–19. http://dx.doi.org/10.15628/holos.2020.8303.
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A educação inclusiva é um assunto cada vez mais discutido atualmente e a educação especial enfrenta o grande desafio de promover a inclusão. No caso de alunos com deficiência auditiva (surdos), está sendo respeitado o aspecto legal da disponibilidade do profissional Tradutor e Intérprete de Libras no acompanhamento aos alunos, o que não necessariamente está garantindo o acesso às aprendizagens, pois há dificuldades de comunicação entre professor e aluno surdo, falta de conhecimento sobre a surdez e adaptações metodológicas isoladas na sala de aula. O Tradutor e Intérprete não apresenta conhecimentos específicos de todos conteúdos programáticos de um curso, constituintes de diversas disciplinas. A área de Química apresenta especificidades em seus conceitos que requerem habilidades para suas transmissões e nos casos envolvendo estudantes surdos, parece clara a importância do professor possuir também competências para lidar com essas transmissões de conhecimentos. Este trabalho objetivou ministrar um curso de média duração para pessoas surdas de Barbacena/MG, tornando-as capazes de compreender os processos químicos, em seus aspectos descritivos, em laboratório e sua atuação sobre esses, visando conseguir os efeitos desejados em sua vida cotidiana. Houve promoção de inclusão dos alunos surdos, bem como a formação e a qualificação de recursos humanos, colaborando com a capacitação em educação especial de todos os envolvidos, em particular as futuras professoras.________________________________________________________________Inclusive education has been increasingly on debate at present and special education faces the great challenge of promoting inclusion. Regarding to hearing-impaired students (deaf students), the legal aspect relating to providing a Translator and Interpreter of Brazilian Sign Language (Libras) to be with students has been carried out, which does not necessarily guarantee learning access, since there are communication barriers between teachers and deaf students, lack of knowledge on deafness and isolated methodological adaptations in the classroom. The Interpreter does not have specific knowledge regarding course syllabus from a variety of disciplines. Chemistry presents specificities in its concepts that require abilities for its transmissions and when it comes to involving deaf students, it seems clear the importance of teacher’ competences to deal with that issue. This work aimed at teaching a medium-term course for deaf people in Barbacena / MG, enabling them to understand chemical processes in the laboratory, in their descriptive aspects, as well as their action on them, in order to provide desired effects in their daily lives. The deaf students’ inclusion has been promoted, as well as training and qualification of human resources have been provided, which collaborated with special education training of all those involved, particularly to pre-service teachers.
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KRAVCHENKO, L., and V. ONIPKO. "MANAGEMENT COMPETENCE OF THE FUTURE SERVICE MANAGER: ORGANIZATIONAL AND METHODMETHODICAL COMPONENTS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 155–61. http://dx.doi.org/10.33989/2075-146x.2021.27.247074.
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The article presents an analysis of the process of formation of managerial competence of future specialists in the field of service (on the example of hotel and restaurant business) in the course of professional training in institutions of higher and higher education. Based on the research of scientists on the training of future specialists in the field, a number of organizational and methodological competencies have been identified; the definition of "managerial competence of future service managers" is interpreted as a multicomponent dynamic combination of management knowledge, organizational skills, skills to train staff, ways of thinking, views, values, relevant personal qualities, implemented at the level of higher education 24 "Service Area 24" "Hotel and restaurant business. It is proved that structurally such competence is an integrated set of integrated, general ("soft" skills) and special ("hard" professional, subject, managerial and professional skills) competencies and determines the ability of the future manager to successfully conduct professional activities, purposefully improve professional the level of management and leadership in his subordinate staff of the hotel and restaurant company, build a career and create your own concept of success in life. The organizational competencies include the following: knowledge of the theoretical foundations of the organization of the process of providing services, forms, tools, methods and techniques of organizing the cognitive activities of staff; structure, psychological and pedagogical aspects of communication in the enterprise or the entrusted team; types of formal, semi-formal and informal methods of decision-making and implementation; ability to analyze organizational environments, prepare strategic and operational plans, appropriate measures and procedures; implement tasks based on the positive aspects of each employee. To methodical competences - mobility of knowledge (constant updating of the information for the successful decision of problems in concrete conditions); flexibility of methods (application of methods depending on conditions), critical thinking (creativity, non-standard, originality of design), responsibility for actions and decisions.
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Boykova, Fani. "Competences and Intersubject Integration in Bulgarian Language Learning – Opportunities, Perspectives and Challenges." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 64, no. 5s (November 1, 2022): 48–60. http://dx.doi.org/10.53656/bel2022-5-5-afbtciilbel.
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The article examines the integrative potential of the text for developing competences and intersubject connections in Bulgarian language learning. Attention is dedicated to the found in the curricula possibilities for integrating concepts and themes from different subject areas. The topic area is interpreted in the context of the idea of shaping key competences for lifelong learning and the competence approach in modern language learning. Methodological ideas are offered for the realization of intersubject connections and the development of key competences.
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Meng, Qingliang. "Promoting Interpreter Competence through Input Enhancement of Prefabricated Lexical Chunks." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 115. http://dx.doi.org/10.17507/jltr.0801.14.
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This research is intended to illustrate that enhancing input of prefabricated chunks in the training of interpreters will help promote their competence in actual interpretation situations. With more prefabricated chunks stored in mind, an interpreter can not only save time for thinking, but also lower anxiety and tension, thus improving fluency and accuracy.
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Cerezo Herrero, Enrique, María Candelaria Romeu Peiró, and Almudena Grao Rodríguez. "Key competences and plurilingual education in the Valencian Region (Spain): A curricular analysis of Primary Education." Pulso. Revista de educación, no. 43 (October 20, 2020): 35–53. http://dx.doi.org/10.58265/pulso.4798.
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The purpose of this work is to study the level of transversality of key competences in Primary Education in the Valencian Community. To this end, an analysis of the Decree 108/2014 currently in effect will be carried out, along with determining the frequency with which each competence is worked on during this stage of education. The data obtained will be interpreted bearing in mind plurilingual programs and, more specifically, the basis of the methodological needs that are pursued in CLIL, the approach to teaching non-linguistic areas through a foreign language. Generally, the findings point to a lack of transversality in some of the competences, one of them being the linguistic competence. This implies the need for a more cross-curricular competence model for plurilingual education, since the rigid structure of the key competences in the current curriculum and, therefore, the lack of a greater interconnection among them may hinder to a great extent the proper functioning of the principles that the CLIL approach posits.
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O'Nyangeri, Akungah, John Habwe, and Zaja Omboga. "Witness or Interpreter?" International Journal of Translation, Interpretation, and Applied Linguistics 4, no. 1 (January 1, 2022): 1–20. http://dx.doi.org/10.4018/ijtial.314790.
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This study demonstrates that self-interpretation does indeed occur in Kenyan courtroom proceedings, a situation that necessitates the use of a language other than the regular and official languages of Kenyan courts. Such language use rendered mostly in terms of self-interpretation has far-reaching ramifications on the content, facts, style, and meaning predispositions of a witness's testimony. Most studies in courtroom communicative interactions, language, and speech manifestations, have been largely and dominantly sociolinguistic in approach and there is so much that has been asserted in that dimension. However, this study's point of departure is that it seeks to adopt a Translation Studies approach to analyze self-interpreted presentations made by four witnesses in selected criminal cases at Kisii Law Courts in Kenya. Their self-interpreted testimonies which constitute the data used in this discussion were collected between October 2020 and June 2021. The testimonies rendered constituted: one murder case in the high court, one rape case, and two assault cases in the magistrate court. The overarching aim of this study is an attempt to show that, bilingual litigants, who have habitually and for a long time been regarded as persons of limited language competence, can in practical renditions be astute self-interpreting persons in testimony presentation. However, the confrontational experience they undergo throughout has adversarial effects on the facts of the case and the eventual outcomes of such cases, the disadvantages of their competence in L2 (the official language of the court) notwithstanding. Consequently, a translation studies approach, as applied in this paper, offers a framework of reference through which it is possible to analyze the encumbrances of comprehending legal procedures, terminology, and propriety which litigants undergo to accentuate meaning shifts, stem contextual meaning deviations besides the overall factual misrepresentations which emerge during and as a result of self-interpreted renditions as constrained by the contextual imperatives of traditional courtroom language.
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Karaban, Viacheslav, and Anna Karaban. "Exploring the potential for CAI implementation in interpreter training in Ukraine." SHS Web of Conferences 105 (2021): 02002. http://dx.doi.org/10.1051/shsconf/202110502002.
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The article purports to assess the potential of the current European training in computer-assisted interpreting and associated technological competence development for making the corresponding technological turn in Ukraine’s tertiary interpreter education based on a narrative review. Discussed are the issues of the technological turn in interpreting and its teaching, the corresponding awareness of educators and interpreters, the role of computer-assisted interpreting (CAI) tools in interpreting activities and training, the related challenges faced by interpreters and interpreters’ training, and how Ukraine compares in this with the developments in the EU. Some problems are dwelt upon of COVID-propelled interpreting digitalization. Conclusions imply that Ukraine must undertake quickly such a technological turn not to lag behind the ongoing process of changes in interpreting and interpreter training.
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Gallai, Fabrizio. "Pragmatic competence and interpreter-mediated police investigative interviews." Translator 23, no. 2 (April 3, 2017): 177–96. http://dx.doi.org/10.1080/13556509.2017.1327317.
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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.
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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of
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Feinauer, Ilse, and Harold M. Lesch. "Health workers: idealistic expectations versus interpreters' competence." Perspectives 21, no. 1 (March 2013): 117–32. http://dx.doi.org/10.1080/0907676x.2011.634013.
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Hyeyeon Chung and 고효정. "Lexical competence of professional interpreters —An empirical research on interpreting competence—." Journal of Translation Studies 14, no. 1 (March 2013): 331–53. http://dx.doi.org/10.15749/jts.2013.14.1.011.
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Nicholson, Nancy Schweda. "Community Interpreter Training in the United States and the United Kingdom: An overview of Selected Initiatives." HERMES - Journal of Language and Communication in Business 7, no. 12 (January 4, 2017): 127. http://dx.doi.org/10.7146/hjlcb.v7i12.24930.
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Community interpreter training opportunities are growing all over the world. A heightened awareness of the need for competent interpreters in legal settings has carried over into other areas, resulting in a positive impact on community interpretation in general. Consequently, many non-profit organizations, professional associations, academic institutions, and government agencies are becoming involved in upgrading the competence and professionalizing the image of the community interpreter. Concentrating on the United States and the United Kingdom, the current article discusses a number of promising developments in this field.
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Bontempo, Karen, and Jemina Napier. "Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 85–105. http://dx.doi.org/10.1075/intp.13.1.06bon.
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This paper proposes that variance in interpreter performance is dependent on factors of both general cognitive ability and personality. Whilst there is no doubt of the interplay between individual personality traits and job performance across many occupations, the greatest interest lies in determining which traits play the most important role; and to what extent these variables impact on learning and achievement. The paper reports on a study of 110 accredited signed language interpreters in Australia. Psychological constructs of self-efficacy, goal orientation and negative affectivity were measured, as were interpreter ratings of self-perceived competence as practitioners. The most significant finding revealed the dimension of emotional stability (represented on the negative end of the continuum by traits of anxiety and neuroticism, and measured in this study by the negative affectivity scale) as a predictor of interpreter’s self-perceived competence. Based on these findings, recommendations for admission testing and interpreter education curricula are discussed.
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XU, Ming. "SMART LEARNING MODELS OF CERTIFIED LEGAL TRANSLATORS AND INTERPRETERS." Comparative Legilinguistics 36 (January 25, 2019): 47–64. http://dx.doi.org/10.14746/cl.2018.36.3.
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Legal translation has played an important part in the contact between different people and countries in the history, and is playing an even more significant role in the increasingly globalized world nowadays. The paper is to explore smart learning models of legal translation competence that the proper legal translators and interpreters are supposed to grasp. The results find that the prerequisites about knowledge of comparative laws, legal languages and forensic linguistics are the external framework; the legal translational language competence, legal translational knowledge structures, legal translational strategic competence and context of situation are the internal model. Based on the external framework and internal model, exploring translation competence mainly concerns on the organizational competence and pragmatic competence.
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Pacuno, Nestor, and Alex Sanchez. "Teacher Instructional Competence and Learners Performance in Social Studies: Basis for Enhancement Program." JPAIR Multidisciplinary Research 42, no. 1 (October 11, 2020): 111–39. http://dx.doi.org/10.7719/jpair.v42i1.807.
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One of the goals of today’s pre-service and in-service training of teachers is to promote teacher’s competencies. According to the Department of Education, it is a big factor in the academic achievement of the students. Included under teacher competencies are teaching effectiveness, professional recognition and awards, membership and participation in professional organizations, scholarly abilities, and creative productiveness, and university and community service. In the daily life of students, they encounter different kinds of teachers. The purpose of this study is to determine the teachers’ Instructional competence and the students’ MPS and quarterly grade performance involving 46 respondents in the City Schools Division of Laguna. The level of teachers’ instructional competence of the teachers and principals Competence in curriculum content, Competence in transmitting the content to the learners, Competence in preparation of lesson log/plan, Competence in preparation of students’ engagement, Competence in classroom management; and Competence in providing conducive learning environment are interpreted as very satisfactory. The level of learners’ quarterly grade and MPS were fairly satisfactory for the grade and low mastery level for MPS. There is a significant difference between learning environment competence and learners’ quarterly grade and MPS. But there is no significant difference between the four aforementioned variables between learners’ quarterly grades and MPS.
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Savitskaya, Irina G. "Organizational and Procedural Problems of Interpreter Participation in the Russian Criminal Process." Russian Journal of Legal Studies (Moscow) 9, no. 1 (April 12, 2022): 61–66. http://dx.doi.org/10.17816/rjls100680.
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The article highlights and analyzes various organizational and procedural issues regarding the participation of an interpreter in criminal proceedings, including his search, the assessment of his competence, the evaluation of his personal and professional qualifications to participate in criminal proceedings, the attainment of the interpreters consent to participate in criminal proceedings, and the agreement on payment issues for his services.
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Korovkina, M. Ye, A. L. Semenov, and V. I. Ershov. "COMPETENCE-BASED APPROACH TO LSP-TRANSLATION." Philology at MGIMO 21, no. 2 (July 3, 2020): 69–75. http://dx.doi.org/10.24833/2410-2423-2020-2-22-69-75.
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The article presents the model of professional translator competences related to three levels of the ‘second language personality’. The article describes the development of translator competences (communicative, extra-linguistic and specialized ones) on the basis of the well-formed competence in the basic branch of study (the student’s major). Taking stock of the earlier research that has studied the relation between thinking and speech, the authors look into the process of generating the utterance on the basis of a stable mental image that can be interpreted in other language codes. The language interpretation of a conventional familiar mental image requires communicative skills, background knowledge and practical experience. In this case the language interpretation is regarded as an analytical and synthetic process that interpolates similar mental images into the base of stereotyped utterances in a specific subject matter developed through speech experience. Practical translation skills can be built on the basis of well-developed communicative competence and enhanced specialized translator competence.The article highlights the need to introduce integrated programs that include several LSP areas, as they may facilitate the development of the specialized translator competences on the basis of the knowledge in the LSP area of the student’s major in the mother tongue and the communicative competence in the foreign language.
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Gurova, T. Y., T. V. Riabukha, N. V. Zinenko, and N. O. Gostishcheva. "PHONETIC COMPETENCE OF FUTURE INTERPRETERS: FEATURES OF FORMATION." Scientific Bulletin Melitopol State Pedagogical 2, no. 21 (April 13, 2018): 110–15. http://dx.doi.org/10.33842/2219-5203-2018-2-21-110-115.
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Taylor, Carmen, and Raymond N. Elliott. "Identifying Areas of Competence Needed by Educational Interpreters." Sign Language Studies 1083, no. 1 (1994): 179–90. http://dx.doi.org/10.1353/sls.1994.0003.
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Canfora, Carmen. "Image und Kompetenz von Fachübersetzern." Fachsprache 39, no. 1-2 (May 12, 2017): 2–19. http://dx.doi.org/10.24989/fs.v34i1-2.1257.
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Translators of specialized communication need to meet challenging requirements. Nevertheless, according to a survey by the German Federal Association of Interpreters and Translators (BDÜ), many freelance technical translators are not able to make an adequate living. One reason for this dilemma might be the noticeable discrepancy between the translator competences required by clients and the competences that translators actually develop during their academic studies. The purpose of this paper is to shed light on the requirements clients place on freelance translators, especially in the field of Technical Documentation. Prior research in Translation Studies and Technical Documentation postulates that subject area competence is one of the most important client requirements. Hence the paper focuses on translators’ subject area competence which is defined by Kelly (2005) as a sufficient degree of knowledge of their subject area allowing them to solve translation problems. For the present paper, an online survey of potential clients was conducted. The aim was to verify if clients consider subject area competence as especially important for freelance technical translators. The results show that for the surveyed persons subject area competence is the most important translators’ competence, which leads into a discussion of the opportunities for freelance translators to make an adequate living and the implications fortranslator education at universities.
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Wall Lumseyfai, Jennifer, Diana Marcela Toro, and Beatriz Elizabeth Nagari. "Competencias educativas en la modalidad virtual docentes, discentes, y el mundo laboral." Revista de Investigaciones de la Universidad Le Cordon Bleu 8, no. 2 (2021): 5–16. http://dx.doi.org/10.36955/riulcb.2021v8n2.001.
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El presente artículo pretende reflexionar sobre el desarrollo de competencias en la modalidad virtual del siglo XXI a través del estudio de docentes, estudiantes y la fuerza laboral una vez completada la educación formal. Este ensayo busca interpretar cuáles de las competencias son necesarias para que los docentes enseñen de manera efectiva incluyendo las competencias relacionadas con la información previa que los docentes necesitan para una enseñanza y planificación efectivas, las competencias para la enseñanza del aprendizaje, así como el valor y evaluación de la enseñanza y el aprendizaje. En segundo lugar, este ensayo investiga las competencias del discente en el mundo virtual incluyendo: competencia pedagógica (aprender a aprender), comunicación, competencia psicológica (aprendizaje socio-emocional), competencia digital y competencia investigativa. Finalmente, el ensayo conecta las capacidades tanto de los profesores como de los estudiantes para discernir las competencias que son esenciales para la incorporación de nuestros aprendices a la fuerza laboral actual. Estas habilidades incluyen liderazgo, trabajo en grupo, educación y aprendizaje digital. Juntos, estos tres enfoques permiten un camino claro para aquellos que están enseñando cómo aprender, aquellos que están aprendiendo y aquellos que están aplicando su aprendizaje en un entorno virtual.
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Santhanam, Siva priya, Caitlyn L. Gilbert, and Sabiha Parveen. "Speech-Language Pathologists’ Use of Language Interpreters With Linguistically Diverse Clients: A Nationwide Survey Study." Communication Disorders Quarterly 40, no. 3 (June 17, 2018): 131–41. http://dx.doi.org/10.1177/1525740118779975.
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The topic of utilizing language interpreters is becoming more relevant among speech-language pathologists (SLPs) given the rapidly changing demographics of the United States. A nationwide survey was administered to investigate the use of language interpreters’ influence of years of work experience on interpreter use, academic preparation and in-service training received by SLPs. Participants included 124 monolingual and 213 bilingual SLPs working in pediatric and/or adult settings. Results indicated no statistically significant difference between the two groups in the use of interpreters. SLPs who had greater than 10 years of work experience used more language interpreters than SLPs who had fewer years of experience. Approximately, 32% of monolingual and 37% of bilingual participants reported completing academic coursework on use of language interpreters. In conclusion, educating SLPs regarding interpreters and increasing technical competencies in this collaborative process is essential to deliver high quality clinical outcomes with linguistically diverse clients.
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Najm, Pierre, and Gina Abou Fadel Saad. "Les compétences des enseignants de traduction au XXIème siècle." Lebende Sprachen 67, no. 2 (November 1, 2022): 414–31. http://dx.doi.org/10.1515/les-2022-1006.
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Abstract In the context of a digital revolution that predicts a change of rules in different sectors of the future economy and in order to comply with the requirements of the extremely changing labor market, the education sector is faced with the big challenge of sustaining teaching quality. Competence-based training (CBT) seems to offer the best way of reaching this aim, but teaching using the CBT model requires specific teaching competences. After publishing a framework for translator and translation competences, the EMT network publishes the Translator Trainer Profile that outlines the competences that translator trainer staff should possess. The School of Translators and Interpreters of Beirut (ETIB) of Saint Joseph University of Beirut, member of the EMT network since 2019, conducted a qualitative research with the aims of identifying the teaching competences required from its teachers. This article exposes the results and the different steps undertaken in this research.
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Zelenina, Elena. "Introduction of Online Language Corpora into Future Translators’ and Interpreters’ Teaching." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 4 (August 20, 2021): 398–407. http://dx.doi.org/10.53656/for21.45corp.
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This paper outlines some benefits from online language corpora use in translators’ and interpreters’ teaching, especially its advantages for developing target language competences, translation competences and scientific research competences of future translators and interpreters. The author shares the results of her five year theoretical and empirical studies in training students to apply online language corpora in doing their language research projects, as well as offers rationalizing contributions to existing pedagogical language corpora applications in university teaching practice. The main resultant outcome of the author’s scientific pedagogical studies has become the Research-Oriented Methodology of Gradual Online Language Corpora Introduction.
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Karpova, Elena V., and Anna V. Nevzorova. "Reflexive self-assessment of competencies by teachers and bachelor-students." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 8–18. http://dx.doi.org/10.20323/1813-145x-2021-1-118-8-18.
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The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s idea of the extent to which he has formed certain competencies. The study of this issue is relevant, first of all, in practical terms. The article presents and interprets the results of a comparative study of reflexive self-assessment of competencies by bachelor-students and teachers. The analysis of modern foreign and domestic approaches to the assessment and selfassessment of professional competencies is given, and their differences are characterized. It is shown, in particular, that individual aspects of pedagogical activity are mainly evaluated abroad, there is no integral characteristic of the teacher’s work, and the criteria for evaluating competencies are not clearly defined. Russian education is characterized by a comprehensive and multi-stage assessment of the teacher’s activity, taking into account the indicators of self-assessment of professional achievements and self-assessment of the formation of professional competencies. An empirical study has established that the self-assessment of competencies by both students and teachers is on average and below average levels. In addition, there is a very pronounced similarity in the self-assessment of competencies by third- and fourthyear undergraduate students. So, they both overestimate the competence in providing the information basis of teaching and competence of area of personal qualities and also have a low opinion of the competence of motivating learners to undertake learning activity. A new scientific fact was obtained and interpreted, which is that, contrary to the traditional opinion: not only students, but also professional teachers have a poorly differentiated view of the structure of their activity. As a result, their self-assessment of the degree of formation of the activity components and, accordingly, the main competencies of pedagogical activity is also poorly differentiated, generalized and in some cases syncretic. Therefore, an important direction for improving the training of student-teachers is the formation of correct and complete ideas about the psychological content and structural organization of their professional activity, as well as its main components.