1. Syllabus and curriculum design From LETRAC to Bologna Belinda Maia University of Porto

2. LETRAC Language Engineering for Translator Curricula (LE4-8324) funded by the European Commission, DG XIII, within the Telematics Application Programme of the Fourth Framework January 1998 - March 1999

3. Consortium –IAI (co-ordinator) –Universität des Saarlandes, Saarbrücken (DE) –Universität Mainz (DE) –Universitat Pompeu Fabra, Barcelona (ES) –Universidade do Porto (PT) –Ionian University, Corfu (GR) –Aarhus Business School (DK) –2 advisory partners CIUTI Translation Service of the EC

4. Tasks of LETRAC To investigate –What the market needed –How professional translators worked with IT –What IT educational institutions were teaching To propose –An ideal curriculum of IT To evaluate feasibility of curriculum

5. Results Market expected more IT from translators Professional translators using IT were earning well BUT they were largely self-educating in IT Educational institutions were teaching very little IT The proposed curriculum >>>>

7. Module A Introduction to Computer Science 30 hours (obligatory) Hardware – from the screen to braille boards and voice recognition equipment Software – from ASCII to Text generation and Text-to-speech synthesis

8. Module B Unit 1 - DTP for Translators Desk Top Publishing (DTP) 20 hours (obligatory) DTP programmes – e.g. Framemaker, Pagemaker, QuarkXpress, Ventura Publisher –Graphical programs – e.g. Corel Draw, Photoshop, Paint, Paintbrush etc. –Presentation software like Powerpoint and/or Visio (Note: pre-requisite – basic word-processing!)

9. Module B Unit 2 - IT for Translators 20 hours (obligatory) Telecommunications, Technical Basis – 2 hours E-mail – 4 hours Dialogue Systems – 2 hours Internet - Technicalities – 4 hours Internet – Contents – 4 hours Internet – Resources for Translators – 4 hours

10. Module B Unit 3 – Advanced Skills 20 hours (optional) Advanced HTML Advanced Web design Advanced DTP Introduction to computer science programming, e.g. PROLOG for NLP, C, C++, AWK, Perl. Operating systems: Advanced DOS/Windows, MacOS. LINUX/UNIX

11. Module C Language engineering – Unit 1 General aspects and tools – sub-units: 30 hours (obligatory) –Word processing and checkers –Controlled language –Project and document management –Terminology systems

12. Module C Language engineering – Unit 2 Translation-specific aspects and tools 30 hours (obligatory) Sub-units: –Translation memories –Machine translation systems

13. Module C Language engineering – Unit 3 Language formalisation 30 hours (optional) Sub-units –Structural and functional approaches –Grammars and parsers –Unification-based approaches to grammar

14. Module C Language engineering – Unit 4 Machine Translation 20 hours (optional) Sub-units –Historical overview –Basic concepts –Evaluation –Unification-based MT systems –EU-MT and NLP projects

15. Module C Language engineering – Unit 5 Corpus linguistics and low-level analysis 20 hours (optional) Sub-units –Corpus design and organisation –Corpus annotation –Low-level parsing –Information extraction from corpora

16. Module C Language engineering – Unit 6 Case studies 20 hours (optional) Sub-units –Project, document and terminology management –Controlled language in industrial environments –Complete Localisation project

17. Well……..! It is easy to criticize with hindsight This was in 1998-9 – not 2006 The leaders were language engineers A lot has happened since then What we recommend today will also be out-of-date in 7 years’ time

18. Objectives of Language Engineers To speed up and facilitate all forms of language processing  To economize on language services To use language for information retrieval and knowledge engineering  To help Google

19. But… Objectives of: Educators of future Translators and Language Services Providers –To provide education for future professionals Translators and Language Services Providers –To get and keep jobs!

20. Today.. Both hardware and software - more user-friendly Students (and most teachers?) are able to use: –Windows –Microsoft Office: Word, Power Point, –E-mail –Internet But –Excel (?), Front Page (??) Access (???) –Other DTP Programmes (???) –Even OCR (??)

21. So… How do we teach / learn about technology? What computer skills should be pre- requisites for a university student? What do we include in the general curriculum? Which aspects are specializations?

22. And Bologna? The ‘Bologna process’ = the European initiative to create more uniformity among university systems in order to allow for greater mobility of teachers and students and greater flexibility in the creation of new courses.

23. ‘3+2 or 4+1’ 3 years’ basic university education + 2 years’ specialization OR 4 years’ basic university education + 1 year’s specialization

24. Group work: Search the Internet for examples of curricula of educational institutions that teach –‘Translation’ –‘Interpreting’ –‘Applied Languages’ –‘Intercultural Communication’ –‘Terminology’ –‘Translation Technology’

25. A few links TRANSLATOR-TRAINING OBSERVATORY http://isg.urv.es/tti/tti.htm http://isg.urv.es/tti/tti.htm

26. Now Design an ideal curriculum that includes technology for translators at: –Undergraduate level –Post-graduate level Adapt this to a POSSIBLE curriculum in your own teaching environment

27. 1. How far does a translator need Internet for information retrieval? On-line databases, dictionaries etc.? Corpora and terminology management know-how?

28. 2. Which level of familiarity with TT does a translator need Translation processing in programme like SDL Standard version using Edit? Good understanding of how translation software works? Ability to use all tools in translation software?

29. 3. When should the following be taught? Localization Sub-titling Dubbing Multimedia web-pages Others AT Undergraduate level? Post-graduate specializations?

30. 4. Does a language services provider need to understand Corpora – monolingual, parallel & comparable? Terminology management? Localization? Project management? Natural Language Processing tools? HLT and Language Engineering?

31. 5. Who should teach General computer skills? Information retrieval skills? Translation technology? Corpora use? Terminology Management? Localization? Project Management? And When?

32. Further Questions How much technology can or should be integrated into routine translation teaching? How can this be done?

33. FINALLY Remember all this while you participate in the other workshops and observe the translation software demonstrations THEN Re-assess your ideal – or possible – curriculum changes