Introduction to the special issue Translation technology teaching: views and visions

ABSTRACT

Since translation technology is playing an indispensable role in translation practice, how to teach translation technology has become one of the key topics in translation studies. This special issue focuses on views and visions of translation technology teaching (TTT), an increasingly important aspect of translation pedagogy. The first contribution is a bibliometric study of TTT publications both in English and Chinese, revealing the state of the art of TTT by presenting different research methods and focuses in different academic communities. Next, Sánchez Ramos demonstrates how machine translation and post-editing have been taught to improve the efficiency of public service interpreting and translation. Kodura describes an online course in translation technology on the basis of action research methodology. Lu Sha et al. examine the positive effects of anonymous online peer feedback in a computer-assisted translation (CAT) course. Finally, the last two empirical studies construct a Knowing-Acting Translation Curriculum (KATC) and a competence framework for interpreting technology, highlighting trainees’ technological competence. These six articles not only present ways to teach translation technology, but also underline the need of developing higher-order technological competence in the process of educating human translators with a global vision.

KEYWORDS:

• Translation technology teaching
• machine translation
• interpreting technology
• KATC
• technological competence

Acknowledgments

The editors are profoundly grateful to the contributors and reviewers involved in this special issue.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The Publicity Department of the CPC Central Committee [WEH3152004] and the Ministry of Education of China [18YJC740097].9999