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Teaching CAT tools Dr Joanna Drugan Centre for Translation Studies University of Leeds

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1 Teaching CAT tools Dr Joanna Drugan Centre for Translation Studies University of Leeds j.drugan@leeds.ac.uk

2 Talk map 1.Why teach CAT tools? 1.What do students learn? 2.Why useful for students & staff? 2.How to teach CAT 1.Sample approaches, illustrations 2.Pitfalls & solutions

3 Why teach CAT tools? Benefits for students –Standard industry tools, motivating –Typical workflow & deadlines –Multilingual environment –Confidence –Wider range of skills valued –Enhanced employability, especially at beginning of career

4 Why teach CAT tools? Benefits for staff/course –Networking, closer links with industry –Professional reputation, enhanced credibility of applied courses –Rewarding variety, challenge of teaching in fast- changing field

5 Approaches to teaching CAT tools Leeds MA-level compulsory CAT module MA in Applied Translation students Two semesters, 45 credits (/180)

6 Approaches to teaching CAT tools Course structure –4 hours/week, 10 weeks/semester –Wednesday: academic-led, presentation & exercise –Friday: industry-led, report from the ‘wordface’ & exercise –Team project weeks: student project manager-led

7 Approaches to teaching CAT tools Course content –Phased introduction to key concepts: terminology management, translation memory, project management, localisation –Tool-based approach: TRADOS, Wordfast, LTC Organiser, Passolo, DVX, SDLX, STAR –Most recent version of all tools, one licence per student –NB importance of adequate technical support

8 Approaches to teaching CAT tools Sample exercise 1: Week 1 classes on terminology –Presentation on importance of standardised terminology in translation today, practical illustrations –Tutor demonstration of class activities –Students select a theme they’ll work on during the year & identify 3 related files:.DOC,.HTML,.XLS –Terminology extraction & glossary (Word table) –Glossaries imported & exported across 3 basic formats:.DOC,.TXT,.XLS –Terminology exchange & merging: pairs of students email files to each other for glossary merging

9 Approaches to teaching CAT tools Sample exercise 2: Week 3 classes on TRADOS MultiTerm –Presentation on features of software, typical users –Tutor demonstration of class activities –Students Navigate an existing sample glossary Add, edit & delete entries Create a new glossary based on a template & a new glossary from scratch Import data from glossaries in.DOC,.TXT &.XLS formats Export data from TRADOS proprietory format Exchange exported data by email attachment for import into MultiTerm format

10 Approaches to teaching CAT tools Sample exercise 3: Team projects Multilingual student teams working to a tight deadline under a student project manager Aim to reproduce ‘real-world’ scenario: –Real materials (e.g. One World Trust website) –Quotes –Project management software to cost & manage project –Client feedback

11 Approaches to teaching CAT tools Demonstration: Passolo student project Localise Solitaire.EXE

12 Approaches to teaching CAT tools Assessment Practical focus –Demonstrate competent users of software Comparative, critical approach –Strong & weak points of each tool –Demonstrate understanding of CAT principles Essay-based with electronic submission of relevant files

13 Pitfalls & some possible solutions Insufficient specialised staff –Draw on industry links –Training available (Passolo Train the Trainer events, company visits) –Use PG demonstrators (recent graduates)

14 Pitfalls & some possible solutions Multilingual teaching but need for same source materials –Translate out of English only where necessary (team projects) –Encourage students to identify their own materials for use in class exercises –eCoLoRe & other free multilingual resources www.ecolore.leeds.ac.uk

15 Pitfalls & some possible solutions Varying student levels of competence/progress –Provide optional supplementary exercises –Use best students as early team project managers then appoint them to mentor future PMs –Provide frequent reassurance Invite graduates back to reassure current intake –Provide ample time for assessment & adequate access to facilities for preparation

16 Pitfalls & some possible solutions Labour-intensive –Team teaching, PG demonstrators –Acknowledge in module credit weighting Staff input underestimated by colleagues/workload models –?

17 Questions?


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