| Unit name | Translating in a Professional Context |
|---|---|
| Unit code | MODL30010 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Fricker |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
The language industries have been a traditional career option for graduates of Modern Languages degrees. But translation as it is done in a commercial environment is very different from translation as a tool for language learning, and with the advent of large language models and digital technology, Machine Translation (MT) and translation memory tools are changing the ways in which translation happens in the professional sphere. This unit offers an opportunity to explore this expanded concept of translation and the range of skills required to build a career as a translator.
Whether you’ve already done paid or volunteer translation work, or have no hands-on experience but are intrigued by translation as a concept and a field of activity, this unit will familiarise you with the latest industry developments, give you opportunities to build your skills through practical exercises and help you acquire the research skills necessary to understand and keep up with changes in the translation industry.
How does this unit fit into your programme of study?
By studying professional translations and exploring a range of different translation-related activities through a workshop format, you will gain a better understanding of how today’s translation industry works. You will draw on industry sources as well as academic sources to explore independently a topic or concept of your choice within the language industries.
An overview of content
This unit will introduce final-year students to the different contexts in which professional translation takes place. The unit will focus on three themes: i) the professional context(s) of translation; ii) the translation brief; iii) the relationship between technological developments and the translation industry.
How will students, personally, be different as a result of the unit?
Having taken this unit, you will have developed a broad range of skills. You will have a good command of the relevant concepts, and a critical understanding of how they may evolve over time. You will be able to apply your knowledge to contextualise the different practical translation activities undertaken in the workshops. You will have an understanding of the role that large language models and AI play in the language industries, a topic which is becoming ever more prominent in public discourse. You will become confident, reflective, and effective communicators, both through seminar discussion and written assignments. You will be able to research independently and sustain a sophisticated argument, in dialogue with the theoretical literature on the topic and with up-to-date industry sources.
Learning Outcomes
On successful completion of this unit, students will be able to:
Teaching will be delivered through a combination of interactive lectures, seminar discussion and practical workshops, alongside self-directed reading and tasks to reflect on outside class, supported by tutor consultation. In-class activities will increase your familiarity with the subject matter, thereby allowing you to increase in confidence and knowledge of the topics. Seminar discussions will allow you to develop your critical thinking about today’s translation industry. Workshop activities will deepen your understanding of the different contexts in which professional translation takes place and the tools used by translators.
Tasks students are expected to complete include:
Tasks which help you learn and prepare you for summative tasks (formative):
Independent research to find industry sources and/or examples of translations with a specific profile (for seminars)
Independent selection and preparation of sample texts to support workshops (e.g. for machine translation post-editing or subtitling exercises)
Tasks which help you learn and prepare you for summative tasks (formative):
Elaboration of an essay question of the student’s own choice, to be submitted for tutor approval and feedback
Tasks which count towards your unit mark (summative):
On a topic selected by the group from the range of topics covered in the unit. To be recorded and submitted as a video file via Blackboard.
On a specific question relating to the presentation topic.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MODL30010).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
