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description & syllabus

Dr. Constanza Gerding Salas
Universitt Leipzig - Universidad de Concepcin, May 2012
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
Material drawn from a variety of fields and text types.
Emphasis on professional presentation.
Included are sight translation assignments and team
translation projects.
Leipzig - Concepcin, 2012
English-Spanish Translation
Methodology & Practice II
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 users level web engine
searchers, e-mail use, discussion groups, TAC
software, word processor, image editor, text
converter, etc.
Leipzig - Concepcin, 2012
Learning outcomes

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

Leipzig - Concepcin, 2012

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

1. Popular science texts and technical reports
2. Scientific papers and scientific paper abstracts
3. Instruction manuals and users guides
4. Current issues for sight translation
5. Journalistic texts on current political, social, economic
and cultural events
6. 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 - Concepcin, 2012
Related contents

Technical procedures for English-Spanish translation
(Vsquez-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,
Ethics in translation (Baker & Maier, 2011).
Leipzig - Concepcin, 2012

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 - Concepcin, 2012

Selection of translation method and procedures
according to brief specifications.
Oral or written TT reformulation according to brief
Analysis and discussion of various translation
proposals. Active participation.
Revision and assessment of TT in the light of class
Criticism and peer assessment.
Leipzig - Concepcin, 2012
Assessment weighting
Leipzig - Concepcin, 2012
Other features
Course duration
Half-yearly (16 weeks): four 90-minute sessions per
Yearly (32 weeks): two 90-minute sessions per week
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
Leipzig - Concepcin, 2012
A tentative syllabus should be presented early, and an
update should be provided in class as needed. Example:
and so on
Leipzig - Concepcin, 2012
For effective teaching

teachers should take the following into account:
Alignment of the three major components of instruction:
learning outcomes, assessments, and instructional
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 - Concepcin, 2012

Giving prompt feedback
Assuming the teacher is nota know-it-all person
Respecting diversity: talents, experience, learning
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 - Concepcin, 2012
Leipzig - Concepcin, 2012