Thursday, 12 June 2014 09:18

Panel 15

Pedagogical Approaches to Computer-Assisted Translation Tools
Marileide Dias Esqueda, Federal University of Uberlândia, Brazil
Érika Nogueira de Andrade Stupiello,São Paulo State University, Brazil

Deadline: 1st August 2014

According to Bowker and Marshman (2009), with technologies becoming more widely and firmly established in the language industries, translation training programs must produce graduates who are knowledgeable about and comfortable with today's translation tools. As claimed by the authors, translation trainees need to study and consider not only the functionalities of the systems and how they fit hardware, software and operating systems, but also the nature of the texts with which they will be working in order to determine whether technologies can be usefully applied to the translation of such texts, and if so, to establish which tool will be most appropriate for a particular job. However, researchers have found that translation trainers, students and professionals in general find difficult and challenging to teach, learn and use translation technologies (Kiraly 2000; Shuttleworth 2002; Gouadec 2003; Jaatinen and Immonen 2004; Bowker 2005, 2006; Biau Gil 2006; Kenny 2007; and Pym 2011), questioning the integration of technologies in the translator's education. In their opinion, for translators to become effective users of translation technologies, they need to invest a certain amount of time in learning not only how, but also when and why to use a given computerized tool. According to Pym (2011), the use of technologies may be changing the nature of translation work significantly, which means that integrating translation technologies into a translator training program can require a fundamental shift in how we view—and therefore teach—translation. In an attempt to answer those questions, Bowker (2010) claims that a more holistic approach must be adopted in order to seek to integrate tool use across different elements of the program, including the incorporation of technology in theoretical and practical translation courses, in core technology courses and as part of independent study activities. Considering the diversified scenario in which technology is being taught in undergraduate level in institutions around the world, with some of them having already fully integrated the teaching of tools to their curriculum, whereas others, facing limitations in personnel and infrastructure, are only beginning to include technology in their courses, this panel proposes to address theoretical and practical perspectives of the use and teaching of translation tools at undergraduate level. The objective of this panel is to bring together those concerned about the impact of technology in training of translators, the gap between academia and the market and the impact of new trends, such as crowdsourcing, in translation training. Contributors are invited to present their ongoing or concluded researches or studies on the following aspects: relationship between translation and technologies, case studies on translation training, pedagogical integration of technologies in translation programs, studies on translation process and product affected by technology, or translation pedagogy and technology in general. This panel ultimately seeks to shed some light on technology teaching and learning, with an emphasis on the development of critical reflections on the topic while addressing further innovations in the studies in this field.

For informal enquiries: [marileide_esquedaATileelDOTufuDOTbr]

Photo Marileide Esqueda

Marileide Dias Esqueda is a professor at the Federal University of Uberlândia (UFU), where she teaches translation theory and practice in English and Portuguese. She holds a Master's Degree and a Ph.D. in Translation Studies from the State University of Campinas (Unicamp). She is member of the research group Translatio (UFU), sponsored by the National Council for Scientific and Technological Development (CNPq Brazil). Her research areas are pedagogy of translation, and translation tools. She has published articles in edited volumes and journals.


Photo.Érika StupielloÉrika Nogueira de Andrade Stupiello is a professor at the São Paulo State University (Unesp), where she teaches translation practice in English and Portuguese. She holds a Master's Degree and a Ph.D. in Translation Studies from the São Paulo State University (Unesp). She has worked as a sworn translator and interpreter for English and Portuguese since 2000. She is member of the research group Multidisciplinary Approaches on Translation (Multitrad), sponsored by the National Council for Scientific and Technological Development (CNPq Brazil), and has been developing research on translation tools, translation ethics and localization. She has published and presented her work both in Brazil and abroad.


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Timeline for submission within a panel:

By 1st August 2014: Deadline for submissions of abstracts
By 25th October 2014: notification of acceptance of abstracts
The deadline for submission will be strictly enforced and no extension will be given. Please, bear the deadlines in mind when preparing and submitting your proposal.

Modality of Submission:
Please note that individual contributions to panels must be submitted through the START Management Conference System ( before the 1st August 2014.

Language policy:
To assure consistency in the peer-review assessment process, abstract for oral communications in thematic panels must be submitted in English only. However, the preferred language of presentation, English, Portuguese or Spanish, should be made clear in the abstract submission online form on the START system.

One-presentation & one-submission rules
Proponents are entitled to submit only one abstract (as a first author) throughout the whole organizational process and, in case it is accepted, to present only one paper (as a first author) at the conference, be it a communication (within or beyond a thematic panel), a poster or a PhD presentation. The one-presentation rule does not apply to panel convenors (provided they do not present a paper within their own panel) nor to participants speaking in plenary sessions, roundtables and workshops.
The Belo Horizonte organizing team strongly recommends proponents to consult the different presentation formats and corresponding deadlines before submitting.

Criteria for reviewing papers submitted to panel convenors:
Relevance to panel theme
Contribution to existing body of knowledge on the subject
Sound methodology
Theoretically grounded on relevant previous work
Well-designed and appropriate method (clearly stated questions and procedures for data collection and analysis
Coherent framework and appropriate academic register
Original work (new data, approach, method)
Evidence of completed work or strong promise of work being completed in time for the conference

High quality abstracts not chosen for their panel – because of lack of fit with the topic or because of lack of space to accommodate within the chosen panel – may be forwarded for consideration in the open general sessions.

Proposals that are not of high quality, whether or not they fit with a panel, should be rejected.


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