1. Centre for Translation Studies
Teaching CAT tools
Dr Joanna Drugan
Centre for Translation Studies
University of Leeds
My background – teaching CAT tools for over 5 years, running module then programme
-50 students in 11 language pairs per year
-currently 7 TM, localisation & PM tools
-UTF award based on CAT teaching
-Leeds involvement in EU-funded projects such as eCoLoRe & eCoLoTrain

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

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?