A SAMPLE COURSE
description & syllabus
Dr. Constanza Gerding Salas
Universität Leipzig - Universidad de Concepción, May 2012
English-Spanish Translation
Methodology & Practice II
Course description
 Hands-on experience in the translation, editing, and
finalization of authentic texts.
 Theory incorporated gradually and according to necessity.
 Material drawn from a variety of fields and text types.
 Emphasis on professional presentation.
 Included are sight translation assignments and team
translation projects.
Leipzig - Concepción, 2012
English-Spanish Translation
Methodology & Practice II
Pre-requisites
 English-Spanish Translation Methodology and Practice
I (beginners’ and intermediate levels)
 Bilingual proficiency & bicultural competence at level
C1 (Common European Framework)
 Advanced computer skills at user’s level web engine
searchers, e-mail use, discussion groups, TAC software,
word processor, image editor, text converter, etc.
Leipzig - Concepción, 2012
Learning outcomes
After completing this course, students should be able to:
1. Analyze a source document for translation and estimate
production time and cost.
2. Perform linguistic/terminological research and develop
glossaries and other material for further reference.
3. Show ability to understand linguistic and cultural aspects
of texts, taking into account sociolinguistic and discourse
conventions of ST and TT.
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Leipzig - Concepción, 2012
4. Reformulate ST according to a tacit or explicit
translation brief by applying translations procedures
and strategies.
5. Create, edit, and proofread a client-ready translation in
a variety of fields under real-life conditions (alone or in
a team).
6. Evaluate cognitively and metacognitively the quality of
a translation; exercise unbiased self-evaluation.
7. Be ready to accept criticism from peers, editors, and
proofreaders, and learn from it.
8. Put professional ethics into practice.
Leipzig - Concepción, 2012
Texts types and topics
1. Popular science texts and technical reports
2. Scientific papers and scientific paper abstracts
3. Instruction manuals and users’ guides
4. Current issues for sight translation
5. Journalistic texts on current political, social, economic and
cultural events
6. Opinion pages: columns, editorials, letters to the editor
 Up-to-date texts
 Preferably without a recognized translation, unless
contrastive work is to be done
Leipzig - Concepción, 2012
Related contents
 Technical procedures for English-Spanish translation
(Vásquez-Ayora, 1977; Newmark, 1988a, 1988b;
Delisle, 1999).
 Spanish and English linguistic, discourse and pragmatic
contents, according to necessity (Bosque & Demonte,
1999, and Quirk et al., 1985, respectively).
 Ethics in translation (Baker & Maier, 2011).
Leipzig - Concepción, 2012
Methodology
 Translation commission checklist (Sunwoo, 2007;
Gouadec, 2009); translation brief (Nord, 1997) or
implicit translation brief.
 Reading, identification of translation problems and
difficulties, matching of text and brief.
 Summary in TL of main ideas of ST.
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Leipzig - Concepción, 2012
 Selection of translation method and procedures
according to brief specifications.
 Oral or written TT reformulation according to brief
specifications.
 Analysis and discussion of various translation
proposals. Active participation.
 Revision and assessment of TT in the light of class
discussion.
 Criticism and peer assessment.
Leipzig - Concepción, 2012
Assessment weighting
Leipzig - Concepción, 2012
Other features
 Course duration
• Half-yearly (16 weeks): four 90-minute sessions per week
• Yearly (32 weeks): two 90-minute sessions per week
 Attendance
• Students are expected to attend classes regularly. 80%
compulsory attendance.
 Make-up tests
• NOT given. Exceptions are made only if students
provide a valid reason for absence PRIOR to test date.
Leipzig - Concepción, 2012
Syllabus
• A tentative syllabus should be presented early, and an
update should be provided in class as needed. Example:
and so on…
Leipzig - Concepción, 2012
For effective teaching…
teachers should take the following into account:
• Alignment of the three major components of instruction:
learning outcomes, assessments, and instructional activities
• Articulation of clear academic expectations and standards
• Adoption of appropriate roles to support learning goals
• Provision of open, responsive learning environments
• Fostering interaction and collaboration between students
• Use of active learning techniques
Leipzig - Concepción, 2012
• Giving prompt feedback
• Assuming the teacher is nota know-it-all person
• Respecting diversity: talents, experience, learning styles
• Considering an adaptive curriculum: flexible and
adaptable to multiple teaching situations
• Designing (if possible) a class setting that best adapts to
learning
• Fostering sharing and cooperation
Leipzig - Concepción, 2012
Thank you
Leipzig - Concepción, 2012