Search

This chapter tackles the need to incorporate strategies of linguistic and cultural accessibility that guarantee respect for diversity and equality in processes of dissemination and access to tourism information in the web environment. The proposal focuses on transcreation as a fundamental tool from the perspective, furthermore, of inclusive language. These reflections will contribute to establishing recommendations aimed at facilitating the creation of contents adapted to the characteristics of the new media. These guidelines may be of great use both for professionals in the tourism sector and for those in the field of communication or translation, amongst others. In addition, the contribution aims to favour the development of teaching resources linked to aspects of the specific language of communication and marketing, encouraging more holistic training for students of tourism and related areas. This rejuvenated professional profile will also require knowledge in post-digital communication to undertake this task in a global manner.

New professional profiles have recently emerged in the translation sector. Within these, transcreation is worth mentioning. Nevertheless, transcreation training is not yet extended within higher education in translation and interpreting. The main objective of this chapter is to present a task-based learning experience introduced in a French-Spanish translation course at the University of Granada (Spain), aimed at promoting transcreation and transcreation skills. This is divided into (1) to describe the task-based proposal, the materials and methods used, and its learning objectives and (2) to identify the strategies the students put into play. Students' answers were processed with the qualitative analysis software NVivo. Results show that students activated creative strategies to adapt linguistically and culturally the materials proposed and displayed cross-curricular competences such as creativity or decision-making. Including transcreation in translation and interpreting training seems a promising line of research. Nevertheless, further progress is needed in the evaluation of transcreation.

Information is increasingly global, which brings with it the growth in a non-English speaking public and, as such, a demand for tools that allow users to access this information. Faced with this scenario, the development of new tools and technologies is a key element. This is the case of Machine Translation (MT), one of the most popular and used tools to overcome linguistic barriers. As a result, linguistic companies are increasingly offering services related to MT as, in many cases, it is impossible to meet the demand for translations only with human translators. In addition, MT systems can be integrated with other tools and resources such as Translation Memories—databases which store already translated text for future use—or multilingual terminology databases—also known as glossaries—in order to improve the efficacy of the translation process. In this chapter an overview of MT development since its early beginnings in the late 1950s until the present day is proposed. The evolution of MT techniques will be reviewed starting from the traditional approaches—Statistical and Rule-Based MT—and finishing with the latest trends, which include hybrid MT systems, Adaptive MT and Neural MT.

Kahoot! has emerged in the last years as a great tool to increase students’ participation and motivation as well as enhancing the teaching-learning process and foster cross-curricular competences such as problem-solving and analytical and synthesis skills.This study describes an experience based on Kahoot! implemented in two groups of students from the Translation and Interpreting degree of the University of Granada. The students were enrolled in a general translation course and, for most of them, this course was their first contactwith translation.Kahoot! quizzeswere used during the first part of the course, which comprises five theoretical topics focused on several aspects of Translation Theory and Linguistics. Five different Kahoot! quizzesformed by ten questions were preparedto cover all the theoretical topics of the course. Therefore, after the presentation of each topic students had to play a Kahoot!to check if they had acquired the different contents exposed during the class. The results of the quizzes were used toevaluate students’ academic performance as they accounted for 10% of their final mark

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting.

In the current context of sanitary crisis caused by the COVID-19, a change in the traditional education paradigms has taken place. Thus, due to the lockdown imposed in many countries –among them, Spain– the teaching-learning processes has had to be immediately adapted to an online and distance education context. This situation has led to the emergence of new educational needs at all levels of education, and higher education is not an exception. At the same time, we should not forget that the current labour market is subject to constant changes driven by globalization and the growth of new technologies, and higher education must therefore adapt to these characteristics in order to train its students. It is then necessary to explore new, innovative and disruptive teaching methodologies to meet these needs. In the case of the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing and transcreation. The main objective of this paper is to explore how disruptive methodologies can be applied to higher education studies in Translation and Interpreting to support distance learning. This main objective is materialized in three specific objectives: SO1) to identify the pedagogical needs demanded by an exceptional context of sanitary crisis and distance education; SO2) to propose and describe disruptive methodologies that are adapted to distance training in Translation and Interpreting, and SO3) to define future lines of work to encourage distance learning through innovative methodologies in Translation and Interpreting. To this end, first, innovative and disruptive methodologies that can be adapted to distance and online education have been pinpointed. Second, different methodologies specifically targeted to Translation and Interpreting training have been identified. Finally, future lines of work have been outlined to apply these methodologies in the educational field and to design evaluation procedures adapted to the demands of the current sanitary, social and economic context. Our research shows that innovative and disruptive methodologies are applicable to online contexts and are a promising and necessary future line of research.

El acceso a mercados exteriores se ha convertido en una prioridad para las empresas dados los continuos cambios en el entorno económico impulsados por la globalización. La localización web se ha perfilado en la actualidad como un nuevo campo de estudio y de intervención profesional dentro del ámbito de la traducción. La localización se encarga de adaptar un sitio web a las convenciones de género, tipológicas y discursivas de la lengua meta, es decir, se trata de adaptar un sitio web a una lengua y cultura diferente. Sin duda, un excelente componente lingüístico es esencial para poder llevar a cabo el proceso traslativo. Sin embargo, la localización va más allá de la traducción. En el proceso de localización entra en juego la cultura meta, por tanto, una competencia comunicativa completa −que abarque los componentes lingüístico, sociolingüístico y pragmático− es imprescindible. Además, el contenido de un sitio web está formado por texto, imágenes y otros elementos multimedia que deben ser traducidos y adaptados culturalmente haciendo uso de diferentes recursos tecnológicos, por lo que el dominio de las nuevas tecnologías es otra pieza clave del proceso de localización. Este trabajo presenta la aplicación de una nueva metodología para la enseñanza/aprendizaje de la localización por parte de estudiantes del Grado en Traducción e Interpretación en la Universidad de Granada, basada en la aplicación del modelo didáctico MPDT (Modelo Profesional para la Didáctica de la Traducción). Se ha revisado y rediseñado este modelo para integrar tanto la competencia comunicativa completa como las nuevas habilidades tecnológicas que requiere este nuevo perfil profesional, Accessing external markets has become a priority for companies given the constant changes in the economic environment boosted by globalization. Website localization constitutes a new field of study and professional intervention within the translation field. Localization is the process of adapting a website to the typological, discursive and genre conventions of the target language adapting that website to a different language and culture. Undoubtedly, excellent language skills are essential for the translation process. However, website localization entails much more than simply translating the content of the pages. In the localization process the target culture must be taken into account; therefore, a full communicative competence −covering linguistic, sociolinguistic and pragmatic subcompetences−is essential. In addition, the content of a website is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation thanks to technology tools. As a result, having a mastery of ICT is another key element in the localization process. This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the BA in Translation and Interpreting at Universidad de Granada, applying the PATT (Professional Approach to Translation Training) model. The model has been revised and redesigned to integrate the communicative competence as well as the technological features required by this emerging professional profile.

12th International Technology, Education and Development Conference. Valencia, 5-7 de marzo, 2018., Website localization constitutes a new field of study and professional intervention. Localization can be described as a global process in which globalization and internationalization come together in an effort to prepare a particular product for a particular locale. We could define locale as the collection of features of the user’s environment that is dependent on language, country/region, and cultural conventions. Locales usually provide more information about cultural conventions than about languages. As a result, the term localization remains irremediably linked to the concept of culture. Correct localization cannot be achieved without knowing and bearing in mind the locale to which it is directed. It is also necessary to point out that localization is a modality of translation. Localization involves translation of textual content into language and textual conventions of the target locale and adaptation of non-textual content as well as input, output and delivery mechanisms to take into account the cultural, technical and regulatory requirements of that locale. In sum, localization is not so much about specific tasks as it is about the processes by which products are adapted. The translation process requires language professionals to perform various roles, completing each stage on time and undertaking multiple tasks in order to meet the conditions for delivery of the translation in accordance with a series of quality parameters [1-10]. For its part, localization involves a variety of agents in the localization process, though their number may vary from a single person responsible for the entire process to a multiplicity of agents in large organizations, including business managers, localization managers, localization engineers, terminologists, locators, quality control operators and freelance translators, among others. The process also varies considerably depending on the nature of the project, the technologies involved, the resources available and even the type of translation process employed. The particularities of this translation modality make the use of translation tools, also known by the acronym CAT (Computer Assisted Translation) tools, a necessity. Furthermore, we should not forget that these particularities complicate the translation process in terms of the time and effort required. In order to raise the students of the Bachelor's Degree in Translation and Interpretation to the level required by this hyper-competitive market, production times must be reduced, and this is where CAT tools come into their own. While professional website translators-localisers form part of a complex team, they often do not participate in the decisions taken in the primary stages of web localization. With this in mind we must forget the concept of the localiser as an isolated element and begin to see them as an integral part of a complex production chain. With the right training a web content translator may be qualified to carry out several of these functions. In any case they would always have a wide range of CAT tools available to make the job easier. Bearing this in mind, the primary objective of our research t is to define and analyse CAT tools that are useful for training web content translators-localisers at any stage of the translation project. We have done a classification of the best Localization tools according to the different stage of the process., Spanish "Ministry of Science and Innovation" for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union.

This study assesses, automatically and manually, the performance of two hybrid machine translation (HMT) systems, via a text corpus of questions in the Spanish and English languages. The results show that human evaluation metrics are more reliable when evaluating HMT performance. Further, there is evidence that MT can streamline the translation process for specific types of texts, such as questions; however, it does not yet rival the quality of human translations, to which post-editing is key in this process.

Within the sphere of the web, the overload of information is more notable than in other contexts. Question answering systems (QAS) are presented as an alternative to the traditional information retrieval (IR) systems seeking to offer precise and understandable answers to factual questions instead of showing the user a list of documents related to a given search. Given that the QAS is presented as a substantial advance in the improvement of IR, it becomes necessary to determine its effectiveness for the final user. With this aim, seven studies were undertaken to evaluate: 1) in the first two, the linguistic resources and tools used in these systems for multilingual retrieval (Research 1, Research 2), and 2) the performance and quality of the answers of the main monolingual and multilingual QA of general domain and specialized domain in the web in response to different types of questions and subjects, so that different evaluation means can be applied (Research 3, Research 4, Research 5, Research 6, Research 7).

Constant changes in the economic environment, where globalization and the development of the knowledge economy act as drivers, are systematically pushing companies towards the challenge of accessing external markets. Web localization constitutes a new field of study and professional intervention. From the translation perspective, localization equates to the website being adjusted to the typological, discursive and genre conventions of the target culture, adapting that website to a different language and culture. This entails much more than simply translating the content of the pages. The content of a webpage is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation. A case study has been carried out to analyze the current presence of localization within Spanish SMEs from the chemical sector. Two types of indicator have been established for evaluating the sample: indicators for evaluating company websites (with a Likert scale from 0-4) and indicators for evaluating web localization (0-2 scale). The results show overall website quality is acceptable (2.5 points out of 4). The higher rating has been obtained by the system quality (with 2.9), followed by information quality (2.7 points) and, lastly, service quality (1.9 points). In the web localization evaluation, the contact information aspects obtain 1.4 points, the visual aspect 1.04, and the navigation aspect was the worse considered (0.37). These types of analysis facilitate the establishment of practical recommendations aimed at SMEs in order to increase their international presence through the localization of their websites., The authors are grateful to the Spanish “Ministry of Science and Innovation” for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union.

This study was supported by the RD&I Project CSO2015-64532-R (Spanish "Ministry of Science and Innovation") partially funded by the FEDER program of the European Union.

Constant changes in the economic environment, where globalization and the development of the knowledge economy act as drivers, are systematically pushing companies towards the challenge of accessing external markets. Web localization constitutes a new field of study and professional intervention. From the translation perspective, localization equates to the website being adjusted to the typological, discursive and genre conventions of the target culture, adapting that website to a different language and culture. This entails much more than simply translating the content of the pages. The content of a webpage is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation. A case study has been carried out to analyze the current presence of localization within Spanish SMEs from the chemical sector. Two types of indicator have been established for evaluating the sample: indicators for evaluating company websites (with a Likert scale from 0-4) and indicators for evaluating web localization (0-2 scale). The results show overall website quality is acceptable (2.5 points out of 4). The higher rating has been obtained by the system quality (with 2.9), followed by information quality (2.7 points) and, lastly, service quality (1.9 points). In the web localization evaluation, the contact information aspects obtain 1.4 points, the visual aspect 1.04, and the navigation aspect was the worse considered (0.37). These types of analysis facilitate the establishment of practical recommendations aimed at SMEs in order to increase their international presence through the localization of their websites., The authors are grateful to the Spanish "Ministry of Science and Innovation" for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union.

The widespread application of e-learning in traditional learning contexts can be justified only if it offers results that are better than those previously achieved. Research into the academic use of social networks has focused on a range of fields including learner motivation and sense of community. This area of study seeks to disprove the negative ideas inherent in such networks and create communication spaces similar to those provided by existing social networking sites, but with the fundamental objectives of education and teaching. The pedagogical value of this tool is analyzed and evaluated for the purpose of improving the new didactic methods used in the classroom through incorporating communication means that are more familiar to students. We created a social network on the online platform Ning, which enabled us to create a personalized social network for the course ‘Translation 6: Legal, Economic, and Commercial (English into Spanish)’. Our analysis of the users’ interactions with the platform revealed high participation and numerous visits to the social network. On average, the students accessed the site once or twice daily to communicate with their teacher or classmates about the coursework or to reference available materials, among other activities., This study was financed by the University of Granada as part of an on-going innovative teaching project.

Constant changes in the economic environment, where globalisation and the development of the knowledge economy act as drivers, are systematically pushing companies towards the challenge of accessing external markets. Web localization constitutes a new field of study and professional intervention. From the translation perspective, localization equates to the website being adjusted to the typological, discursive and genre conventions of the target culture, adapting that website to a different language and culture. This entails much more than simply translating the content of the pages. The content of a webpage is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation. The user must never notice that the site was originally created in another language. In addition, commercial and business translation have certain particularities which must be studied and borne in mind so as to achieve the desired communication goals. The translation process entails that a language professional will perform various roles, completing each stage on time and undertaking multiple tasks in order to meet the conditions for delivery of the translation in accordance with certain quality parameters (Olvera-Lobo et al., 2007a, 2007b, 2008a, 2008b, 2009, 2011, 2014, 2015; Robinson et al., 2011, 2013, 2016). For its part, localization involves different agents in the localization process although their number may vary from a sole person responsible of the entire process to a multiplicity of agents in large organisations: managers of businesses, localization managers, localization engineers, terminologists, locators, quality control operators and freelance translators, among others. The process also varies considerably depending on the nature of the project (marketing website, web-based application, e-commerce site, and so on), the technologies involved, the resources available and even the type of translation process employed. This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the undergraduate training of Translation and Interpreting, applying the didactic model PATT (Professional Approach to Translation Training), widely extended in the teaching of Translation, that has been adapted to the new characteristics of this new professional profile. In the context of localization we have revised and redesigned the model to integrate knowledge and skills required in localization. The revision of PATT has involved modifications to enhance the quality of the learning experience of localization students and make the assessment process more transparent. These changes entailed more detailed scaffolding to incorporate a range of tasks enabling learners to further exercise higher order thinking skills. In this contribution we present a new didactic model adapted to the localization learners and their application in the localization process., The authors are grateful to the Spanish "Ministry of Science and Innovation" for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union.

Gamification refers to taking concepts usually associated with videogames and applying them to other types of recreational activities. In itself gamification does not equate to games. It concerns a different concept that has less to do with games than with marketing, motivation and user loyalty. The idea behind our proposal begins with the consideration that, despite the current availability of more and better teaching tools, there are times when they are not effectively reflected in students’ learning outcomes and skills obtainment. To a large extent, ensuring that students are fully motivated by and committed to the materials they must study involves finding the strengths that arouse their interest in those materials. No matter what the setting, from childhood we are attracted to games, which allow us to learn and practise skills that we later use in day-to-day life. Numerous studies show that games encourage learning, given that when fun features in the process, motivation is increased and stress lowered. It is clear that when students enjoy learning, students learn more and better. Videogames are a prominent type of game applied in the teaching environment. The use of videogames increases the degree of satisfaction, which in turn boosts learning and memorisation. Furthermore, videogames are interactive materials capable of attracting students’ attention and securing the complete immersion of players in the task being performed, and at all times allowing them to decide what to do, in addition to encouraging competitiveness and collaborative work. To that we must add the fact that players obtain immediate feedback after each action during the game, allowing them to learn through trial and error, which are desirable features in a constructivist learning environment centred on the student. Finally, contrary to what may be thought, the teacher also has the possibility to play a part as occurs in traditional teaching. This is due to the fact that participants, when using video games, leave tracks that provide the teacher with clues about the progress of the activity on the course, and in a very precise manner that allows the teacher to act consequently. Our proposal has been designed by a wide group of teaching staff –called Aula.int– drawn from various departments of the Faculty of Translation and Interpreting of the University of Granada, with more than a decade’s experience. Our projects are focussed on boosting the cross-relationship between different materials involved in the teaching of translation, for which we have designed a didactic model known as PATT (Professional Approach to Translator Training ), and also created and facilitated access to tools and resources of interest in this field. With this project we seek to add gamification to our didactic model and to the already implemented teaching tools.

The development of the Semantic Web requires great economic and human effort. Consequently, it is very useful to create mechanisms and tools that facilitate its expansion. From the standpoint of Information Retrieval, access to the contents of the Semantic Web can be favored by the use of natural language, as it is much simpler and faster for the user to engage in his habitual form of expression.

Question-Answering Systems (QA Systems) can be viewed as a new alternative to the more familiar Information Retrieval Systems. These systems try to offer detailed, understandable answers to factual questions, in order to retrieve a collection of documents related to a particular search (Jackson & Schilder, 2005). The authors carry out a study to evaluate the quality and efficiency of open- and restricted-domain QA systems as sources for physicians and users in general through one monolingual evaluation and another multilingual. Their objective led them to use definition-type questions in order to evaluate QA systems and determine if they are useful to retrieve medical information. In addition, they analyze and evaluate the results obtained, and identify the source or sources used by the systems and their procedure (Olvera-Lobo & Gutiérrez-Artacho, 2010, 2011).

Question-answering systems (or QA Systems) stand as a new alternative for Information Retrieval Systems. Most users frequently need to retrieve specific information about a factual question to obtain a whole document.The study evaluates the efficiency of QA systems as terminological sources for physicians, specialised translators and users in general. It assesses the performance of one open-domain QA system, START, and one restricted-domain QA system, MedQA.The study collected two hundred definitional questions (What is…?), either general or specialised, from the health website WebMD. Sources used by the open-domain QA system, START, and the restricted-domain QA system, MedQA, were studied to retrieve answers, and later a range of evaluation measures (precision, Mean Reciprocal Rank, Total Reciprocal Rank, First Hit Success) were applied to mark the quality of answers.It was established that both systems are useful in the retrieval of valid definitional healthcare information, with an acceptable degree of coherent and precise responses from both. The answers supplied by MedQA were more reliable that those of START in the sense that they came from specialised clinical or academic sources, most of them showing links to further research articles.Results obtained show the potential of this type of tool in the more general realm of information access, and the retrieval of health information. They may be considered a good, reliable and reasonably precise alternative in alleviating the information overload. Both QA systems can help professionals and users can obtain healthcare information.

Resumo Este trabalho analisa a enciclopédia online Wikipédia como uma ferramenta de difusão de informação monolingue e multilingue sobre patrimônio histórico da Espanha. A amostra é composta por bens imóveis de interesse cultural catalogados de várias províncias espanholas. Para o efeito, estudou-se em que medida estes bens estão representados na Wikipédia através de um artigo próprio, ou seja, com informação independente dedicada a cada um deles. Procedeu-se à realização de três diferentes tipos de pesquisa na enciclopédia (navegação, por meio de anexos e através do motor de busca interno) durante vários meses. Por outro lado, determinou-se o grau em que a Wikipédia inclui informação multilingue em relação à amostra, identificando o número e tipos de línguas nas quais se representa essa informação, bem como os artigos presentes noutras línguas diferentes do espanhol que são o resultado de uma tradução propriamente dita. Os resultados mostram que apenas 21,73% dos bens que constituem a amostra final possuem um artigo independente na Wikipédia, destes, somente 20,85% se encontram em várias línguas, sendo 50,00% traduções propriamente ditas. Isto leva-nos a concluir que, dada a natureza colaborativa desta ferramenta e dada também a importância cultural e econômica do patrimônio histórico, as próprias instituições deveriam responsabilizar-se em promover a difusão multilingue deste tipo de informação. Abstract The aim of the study was to analyze the online encyclopaedia Wikipedia as a tool for the dissemination of monolingual and multilingual information about the Spanish heritage. The sample consists of catalogued buildings and sites of cultural interest in a Spanish region. For that purpose, we examined to what extent articles about the buildings and sites are represented in Wikipedia that is, what kind of information is dedicated to each of them. Three different types of search in the encyclopaedia (browsing, lists and internal search engine) were performed for several months. In addition, we established to what extent Wikipedia includes multilingual information regarding the sample, that is, the number of languages in which the information is expressed, as well as articles translated into languages other than Spanish. The results show that only 21.73% of the buildings and sites that constitute the final sample have a separate article in Wikipedia, of which only 20.85% are in several languages, and 50.00% are properly described as translations. This leads us to conclude that, given the collaborative nature of this tool and in view of the cultural and economic importance of historical and cultural heritage, institutions should be responsible for promoting the multilingual dissemination of this type of information.

The impact of Web 2.0 technologies on the current social and economic environment has made it essential for any internationalising company to establish a solid and professional online presence. Particularly, small and medium enterprises (SMEs) can benefit from the use of diverse online tools because these can help them implement their business abroad in exchange for a small investment. However, it must be borne in mind that interactions with users belonging to a variety of sociocultural and linguistic contexts may take place. In this scenario, social media platforms and web translation and localisation processes are two resources of great value. This study focusses on Spanish SME processes of information dissemination and interaction with users by analysing their presence on social media platforms and their application of web translation and localisation processes. The sample includes 70 Spanish SMEs drawn from a selection of 1000 European companies compiled by the London Stock Exchange. Results suggest that Spanish SME online presence lacks professionalism, a defined strategy and willingness to interact with users.