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How do translation students collaborate?: Crowdsourcing and the translator training curriculum Mª del Mar Sánchez Ramos University of Alcalá (Spain)

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Presentation on theme: "How do translation students collaborate?: Crowdsourcing and the translator training curriculum Mª del Mar Sánchez Ramos University of Alcalá (Spain)"— Presentation transcript:

1 How do translation students collaborate?: Crowdsourcing and the translator training curriculum Mª del Mar Sánchez Ramos University of Alcalá (Spain)

2 I.- Crowdsourcing II.- Crowdsourcing in the translation classroom III.- Didactic materials design IV.- Conclusions 2

3 I.-Crowdsourcing Crowdsourcing: Term coined by J. Howe (2006), The Rise of Crowdsourcing, Wired magazine Howe, J. (2008). Crowdsourcing: Why the Power Of the Crowd is Driving the Future of Business. New York: Three River Press taking a task traditionally performed by an employee or contractor, and outsourcing it to an undefined, generally large group of people or community in the form of an open call (Howe, 2008) 3

4 I.-Crowdsourcing translation practices involving the Internet crowd are still an emerging phenomenon with even its label yet to be agreed upon (O´Hagan, 2011: 15-16) Collaborative translation, community translation, crowdsourcing, user-generated translation, social translation / localisation… 4

5 I.-Crowdsourcing Open source software localisation: Translator communities 5

6 I.-Crowdsourcing Collaborative platforms (Pootle) to localise open source software (Tuxpaint, Wordpress) into different languages 6

7 I.-Crowdsourcing Non profit sector: Translators without Borders, KIVA, Permondo, The Rosetta Foundation 7

8 II.- Crowdsourcing in the translation classroom Localisation: 4º course Degree in Modern Languages and Translation (UAH) SyllabusWorkload UNIT 1.- PRINCIPLE ISSUES IN LOCALISATION 3 hours UNIT 2.- WEBSITE LOCALISATION 9 hours UNIT 3.- SOFTWARE LOCALISATION 9 hours UNIT 4. MOBILE LOCALISATION 9 hours UNIT 5.- LOCALISATION STANDARS 9 hours UNIT 6.- REVIEW 6 hours 8

9 Semana / Sesión Contenido 01ª Unit 1: Principle issues in Localisation: Introduction 02ª Unit 1: Principle issues in Localisation: Main tools 03ª Unit 2: Website Localisation: HTML and CSS 04ª Unit 2: Wesite Localisation: Style sheets 05ª Unit 2: Website Localisation: Images Localisation 06ª Unit 3: Software Localisation: Progamming introduction 07ª Unit 3: Software Localisation: Industrial Localisation tools 08ª Unit 3: Software Localisation: Open Source software 09ª Unit 3: Software Localisation: Social Localisation 10ª Unit 4: Mobile Localisation: Introduction to mobile development 11ª Unit 4: Mobile Localisation: Building and localising your application (ANDROID) 12ª Unit 4: Mobile Localisation: Building and localising your application (WINDOWS PHONE) 13ª Unit 5: Localisation Standards: Introduction 14ª Unit 5: Localisation Standards: XLIFF tutorial 15ª Review 9

10 III.- Didactic materials design Learning objectives: To make students aware of new trends in translation and localisation To boost cooperative and team working skills To familiarize translation students with main CAT tools and collaborative platforms used in open source software localisation (Virtaal, Pootle) and standards and files (PO, POT, MO) 10

11 III.- Didactic materials design General theoretical introduction to open source software localisation Open Source Software: advantages and disadvantages Some open source software examples Gettex system: files and standards (POT, PO, MO) 11

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14 III.- Didactic materials design Collaborative platforms: POOTLE: TRANSIFEX: https://www.transifex.com/https://www.transifex.com/ POEDIT: 14

15 III.- Didactic materials design Hands-on session: Localising PO filesLocalising PO files To understand how localisation works in many open source projects To understand what a PO file is and its main characteristics To be able to collaborate in the localisation of an open source project in the future 15

16 III.- Didactic materials design Hands-on session: An introduction to crowdsourcing and collaborative platformsAn introduction to crowdsourcing and collaborative platforms To be aware of the most popular crowdsourcing initiatives in localisation/translation (Google in your language, Amazon Mechanical Turk) To be aware of the most popular translation/localisation collaborative platforms (Launchpad) 16

17 III.- Didactic materials design To familiarize students with some non-profit organizations currently working on crowdsourcing and social localisation Kiva, Translators without Borders PerMondo: Seminar to introduce this organization and its social translation initiatives (November 2012) 17

18 III.- Didactic materials design The Rosetta Foundation Reinchard Schäler, February 2013 Why Localisation is important! Localización social – Globalización para los ciudadanos 18

19 IV.- Conclusions Crowdsourcing as a new trend in translation and localisation: translation students need to be aware of theoretical and practical aspects (technical competence) Motivation to get involved in different projects Collaboration with other subjects to develop collaborative translation and localisation (Audovisual Translation): Developing technological competences through collaborative translation (Degree of Modern Languages and Translation, University of Alcalá) 19

20 References European Commission Studies on Translation and Multilingualism Crowdsourcing Translation. O´Brien, S. & Schäler, R Next generation Translation and Localization: Users are taking charge. In Translating and the Computer 32, Nov 2010, Londres, Reino Unido. O´Hagan, M (ed.) Translation as a Social Activity. Community Translation 2.0. Linguistica Antverpiensia, 10. Permondo. The Rosetta Foundation. 20

21 Thank you 21


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