1. A SAMPLE COURSE description & syllabus Dr. Constanza Gerding Salas Universität Leipzig - Universidad de Concepción, May 2012

2. 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 necessity. Material drawn from a variety of fields and text types. Emphasis on professional presentation. Included are sight translation assignments and team translation projects. Leipzig - Concepción, 2012

3. English-Spanish Translation Methodology & Practice II Pre-requisites 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 - Concepción, 2012

4. Learning outcomes After completing this course, students should be able to: 1. 1.Analyze a source document for translation and estimate production time and cost. 2. 2.Perform linguistic/terminological research and develop glossaries and other material for further reference. 3. 3.Show ability to understand linguistic and cultural aspects of texts, taking into account sociolinguistic and discourse conventions of ST and TT. Leipzig - Concepción, 2012

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

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

7. Related contents Technical procedures for English-Spanish translation (Vásquez-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, respectively). Ethics in translation (Baker & Maier, 2011). Leipzig - Concepción, 2012

8. Methodology 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 - Concepción, 2012

9. Selection of translation method and procedures according to brief specifications. Oral or written TT reformulation according to brief specifications. Analysis and discussion of various translation proposals. Active participation. Revision and assessment of TT in the light of class discussion. Criticism and peer assessment. Leipzig - Concepción, 2012

10. Assessment weighting Leipzig - Concepción, 2012

11. Other features Course duration Half-yearly (16 weeks): four 90-minute sessions per week Yearly (32 weeks): two 90-minute sessions per week Attendance 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 date. Leipzig - Concepción, 2012

12. Syllabus A tentative syllabus should be presented early, and an update should be provided in class as needed. Example: and so on… Leipzig - Concepción, 2012

13. For effective teaching… teachers should take the following into account: Alignment of the three major components of instruction: learning outcomes, assessments, and instructional activities 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 - Concepción, 2012

14. Giving prompt feedback Assuming the teacher is nota know-it-all person Respecting diversity: talents, experience, learning styles 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 - Concepción, 2012

15. Thank you Leipzig - Concepción, 2012