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Título
The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approach
Autor(es)
Assunto
Localization
Localizer
Training teacher
Translation
Human-computer interaction
Clasificación UNESCO
5701.09 Traducción Automática
Fecha de publicación
2019-06-15
Editor
John Benjamin Publishing Company (Amsterdam, Países Bajos)
Citación
Torres del Rey, J. (2019). The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approach. In Sawyer, David B; Austermühl, Frank, Enríquez Raído, Vanessa (eds.). The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices, pp. 229-258
Resumen
[EN]The teaching of localization has traditionally been an uneasy fit in translation programs, with little consensus about contents, aims and orientation. In this chapter, localization is first analyzed in terms of disciplinary and professional scope, qualifications and definitional overlaps with translation, resulting in a number of criteria for the prototypical definition and the teaching of the localization activity: type of product, multimodality, transformational co-agency and new textual genres. Translation theories (like functionalist, user-centered and systemic-participatory approaches) and educational models (like constructivist, constructionist and other situated, embodied, emergent approaches) are then explored and complemented, in light of the previous discussion, with frameworks like Human-Computer Interaction and social semiotics, leading to the proposal of an inclusive approach combining a communicative and semiotic approach with a strong social and object-driven learning orientation.
URI
ISBN
9789027203175
DOI
10.1075/ata.xix.11tor
Versión del editor
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