UNITED NATIONS SYSTEM
IAMLADP
Distr.
International Annual Meeting on Language Arrangements, Restricted
Documentation and Publications
IAMLADP/2010/R.13
11 June 2010
Original: English
Organization for Economic Co-operation and Development
International Annual Meeting on Language Arrangements,
Documentation and Publications for 2010
Paris, France
Item 7a of the Provisional Agenda
REPORT TO IAMLADP 2010
UNIVERSITIES CONTACT GROUP
OF THE WORKING GROUP ON TRAINING
MANDATE
To act as liaison point for the further development of relations and cooperation
between International Organizations and training providers.
Mandate 2009-2010:
 To provide UCG support and inputs to the African training project in response to needs and
opportunities identified by the project authorities
 To continue, replicate and report on specific ventures implemented under the existing
UCG models (Herzen, Salamanca, Zurich) and any similar effective models
 To actively explore opportunities for the effective use of technology to sustain and leverage
UCG training activities
 To develop the list of universities offering Arabic translation and interpreting courses and
obtain key data relating to the individual courses
To continue to support awareness-raising to offset language shortages and to maintain and regularly
update the Continuing Professional Development (CPD) database.
MEMBERS
See list in Annex 1
1. The existing members reconfirmed their wish to continue in the UCG. New members
were Muhibudeen Tepamose of the UN Mission in Sudan, Anne Lafaber of ECLAC,
Ian Newton of ILO, Luke Croll of UNON, Hossam Fahr of UNHQ, Heiki Pisuke of the
Council of the EU, Pinuccia Contino of the European Commission DGT, Barry Olsen of
University of Monterey and Lorenz Mohler of Zurich University of Applied Sciences.
In total there are 22 members from 20 international organizations (IOs) and 15 from
13 universities; one candidate from Cologne University may confirm her application.
METHODOLOGY
2. Contacts between co-chairs and members were through e-mail and the UCG met once
on 17 and 18 March in Brussels with 22 members attending (report attached in Annex 2).
Among matters discussed at the meeting a general interest was expressed in the project
on training translators, conference interpreters and public service interpreters in Africa.
2
MANDATE ACTIVITIES — FINDINGS
To provide UCG support and inputs to the African training project in response to needs and
opportunities identified by the project authorities
3. The UCG Annual Meeting discussed this item and reported on progress (see
Annex 2). The project was initiated by UN Nairobi and a report on a fact-finding mission
published in October 2008. Since then, Nairobi University, under the leadership of
Dr Jayne Mutiga, has set up two Masters programmes in translation and conference
interpreting. UCG members have offered assistance on an informal, individual basis. For
example, the UCG co-chairs have provided the Leeds University manual on how to set up
and run a course of this kind and a protocol on organizing aptitude tests.
4. A training for trainers seminar was given by European Masters in Conference
Interpreting (EMCI) members from ESIT and ETI to UNON interpreters at the start of the
project and in January 2010 admission tests were run with the assistance and presence of
UNON, DG SCIC and EMCI trainers with several University staff members.
Eight candidates out of 15 were accepted for the interpreting programme after a
pre-selection translation test and subsequent aptitude test for those who passed.
Nine were accepted for the translation programme, after an admission and selection test
organized and corrected by UNON translators. Both courses are to be led by UNON staff
with the assistance of local AIIC interpreters. The languages are initially English, French
and Kiswahili.
5. The long-term goal is to set up an African Masters in Conference Interpreting
(AMCI) along the lines of the EMCI, with a network across the continent, covering
different languages and combinations, such as Portuguese and Arabic. Maputo University
is likely to be the next to join the network with similar support from the EU and UNON.
Members of the UCG were unanimous in their support for this ambitious goal and will
offer all possible assistance, albeit on an informal and individual basis according to the
needs of the project authorities.
3
To continue, replicate and report on specific ventures implemented under the existing
UCG models (Herzen, Salamanca, Zurich) and any similar effective models
Salamanca III Seminar on Legal Translation
6. The first pilot seminar had been held for a week in February 2008 attended by
13 staff from nine organizations. As a result of the universally positive feedback from
participants, students, host and lecturers, a follow-up seminar proper was organized from
16 to 20 February 2009, attended by 23 staff translators from 10 organizations: UNHQ,
UNOV, UNOG, WTO, ICC, ICRC, World Bank, European Commission DGT, CdT and
EP DG TRAD. The now well-entrenched principle of quid pro quo applied, whereby
participating staff, mainly translators and revisers, attended lectures on legal translation
in the mornings and gave master classes to Salamanca students in the afternoons.
A programme of cultural events accompanied the lectures and workshops and, thanks to a
small grant funded by the Spanish Ministry, several outside lecturers were invited (with
travel and accommodation costs covered) to speak and participate in the seminar.
7. Salamanca III ran from 15 to 19 February 2010. It attracted 25 staff (the maximum
acceptable) from 11 organizations, including, for the first time, three staff translators
from the African Union. The format was maintained, with additional talks on terrorism
and counter-terrorism given at the request of UNHQ. Eminent speakers included
representatives of the legal profession and senior academic staff from several universities,
each offering a different perspective on the theme of legal translation.
8. The seminars are always intensive, with lectures and workshops lasting from morning
to evening. Feedback has always been extremely positive and over the past three years
several suggestions have been made for future seminars and subjects. As last year, all
other student lectures were cancelled during the week to allow all students to participate
and efforts were made to encourage a somewhat overawed student audience to participate
actively, with some success. The programme is in Annex 3.
9. In past years, several outside lecturers did not know Spanish, which was sometimes a
drawback for those who wanted to hear lectures in Spanish. As a result, following a
proposal made at the Annual Meeting of the UCG 2009, three student interpreters
working from Spanish into English came from the Universities of Bath and Leeds. Once
the financing problems had been ironed out (Salamanca provided board and lodging)
their presence was warmly welcomed and their feedback very enthusiastic. See Annex 4.
The host and organizer, UCG member Jesus Baigorri, also listened to and guided the
three English-speaking students so it was a doubly beneficial idea. One student from Cluj
Romania also participated as an observer but it was felt that in future only a limited
number should be admitted, since this is not the chief aim of the seminar and space
would become a problem with more participants.
10. In February 2009 the proceedings of the Salamanca I 2008 seminar were published by
the Spanish Publishing House Interlingua, co-edited by Jesus Baigorri and Helen
Campbell. In February 2010 the proceedings of the 2009 seminar were published entitled
“Translating Justice”, again co-edited by J. Baigorri, I. Alonso and H. J. L. Campbell.
Several IO language services have purchased these volumes.
4
Herzen and other models of exchanges and outreach activities
11. According to its role as focal point and interface between IOs and universities, the
UCG has collected feedback on cooperation between IOs and universities mainly though
its members, as network, regional and national central points. In this report we will focus
on a few reports of such outreach ventures to demonstrate how they can be organized and
replicated by others, as a guide to good practice.
12. The University of Leeds announced through the UCG two workshops on English
retour training for interpreters with English B and machine translation, scheduled for
19-23 April. Fifteen IO staff members were registered to attend, from UNHQ, UNON,
WTO and DG SCIC. Unfortunately, as is now well known, a volcanic eruption in Iceland
put a stop to all travel that week, although a lone UNHQ translator, Kieran Burns, arrived
in the UK just before all airports and airspace were closed. In this unusual situation, a
version of the ‘Herzen’ model of training replaced the planned ‘Salamanca’ model and
Mr Burns managed single-handedly to provide some much appreciated master classes and
to achieve all his own objectives, judging the workshop to be of very good quality and to
be recommended to others. In the light of the particularly unusual circumstances of this
venture, and Mr Burns’ enlightening feedback, his evaluation is attached as Annex 5,
together with evaluations by the host and the students.
13. Under the auspices of the UCG, Alexander Herzen State Pedagogical University,
St Petersburg hosted a seminar in November 2009 on “The Economy of the Russian
Federation in the Period of Globalization”, for UN and other IO staff. Its aims were to
offer participants a chance to learn more about economic (business) discourse in modern
Russia and the problems of its interpreting and translation and to hear about Russian
economic and business realities.
14. The United Nations has signed Memoranda of Understanding with several
universities and continued with its ambitious outreach programme. The UNHQ provided
218 days of outreach training to universities including the State Pedagogical University
of Herzen, St Petersburg, the Universities of Shanghai International Studies and Beijing
Foreign Studies, Toledo, Toronto, Cairo and Mons. As mentioned above, several UNHQ
staff attended training seminars in Salamanca and Leeds.
15. UNOG sent three interpreters for language enhancement for one month at Herzen last
November, while 18 student interpreters were offered the chance to spend a week or
longer practising dummy booth. They came from the Universities of Westminster
(Russian, Spanish and English-speaking), Salamanca, Manchester, ISIT Paris and
Shanghai International Studies University. In terms of teaching assistance and presence at
exams, UNOG has also been active, sending senior interpreter staff to Lomonosov,
Moscow and to ETI, Geneva. UNOG has also received groups of student translators and
interpreters to give them a first taste of working in a ‘real’ professional setting. All
experiences are warmly welcomed and elicit high praise. We hope that these efforts
continue and can even be increased.
5
16. Under MoUs signed by the UN with various universities, UNOV sent one staff
member to Salamanca and another to Herzen. Presentations on language careers and
translation at the UN were also given in various universities and schools (Bath University,
Bristol University, Salamanca, Clermont-Ferrand University, Lycée français de Vienne). The
translation and interpretation sections also continued receiving interns and trainees and
providing information to numerous visiting students. The Chinese Translation Section
has also engaged in an exchange cooperation with the Chinese Translation and
Publishing Corporation in order to give fully-fledged young translators an opportunity to
enlarge their exposure to UNOV subjects.
17. An ECLAC translator (Anne Lafeber) made a highly successful five-day visit in
April 2010 to Monterey Institute of International Studies (MIIS). As well as observing
classes, she had several meetings with the Dean, teaching staff and students and gave a
presentation to 50 students on working as a translator for international organizations as
well as two well-attended workshops on précis-writing, editing and Spanish-English
translation. ECLAC is looking into setting up regular internships for MIIS students and is
collecting material suitable for faculty staff to bring their courses more into line with the
needs of international organizations. ECLAC intends to build on the relationship
established with MIIS as several of its graduates have become valuable staff members in
the past. The materials prepared for the visit will be adapted for the future outreach with
Latin American universities offering quality translation and interpreting courses (see the
updated list of universities in the region offering such courses in annex 6).
18. The European Commission DG Interpretation (DG SCIC) has provided 628 days of
teaching assistance to 55 schools and universities, including 65 days in acceding and
candidate countries. SCIC has a unique corpus of trained staff interpreters who gave
master classes in all these countries, but more support this year has gone to Russia,
including several language enhancement-for-training stays (according to the “Herzen
model”) at the State Pedagogical University of Herzen St Petersburg. As last year, for
each language a quota of training days was given from 5 to 44, depending on the relative
priorities, e.g. which languages are in short supply. For the first time this year 13 days of
training were offered to an Irish university for training with Irish. Over 100 stakeholders,
including course leaders and several members of IAMLADP were invited in March to the
“SCIC Universities Conference”, this year in its 13th year.
19. The need for thematic training for all language staff has been raised repeatedly over
the last few years. A customer satisfaction survey conducted some years ago by DG SCIC
showed clearly that such training was needed for interpreters. As a result, lectures and
training seminars for DG SCIC interpreters have been run over the year on such topics as
the EU and the Middle East, the environment, particularly emissions trading, intellectual
property and IT subjects. Almost 14 days are offered per staff interpreter, including for
pedagogical assistance (to add to the team of trained trainers) and training in selection,
with a view to enlarging the group of jury members and speakers at tests and
competitions, something of increasing importance given the numbers of candidates to be
tested in the near and more distant future. Thematic training seminars such as those
offered by universities for all language staff were well attended.
6
To actively explore opportunities for the effective use of technology to sustain and leverage
UCG training activities
20. One example of a coordinated approach by the European institutions in the field of
technology for training is the Speech Repository, an e-learning tool for improving the
quality of conference interpreter training, set up and developed by the
Directorate-General for Interpretation of the European Commission with contributions
from all the European institutions, notably the European Parliament. It provides both
students and experienced interpreters with a wide range of high-quality video recordings
from real-life situations, including EU meetings, as well as speeches written and recorded
for training purposes. All the speeches are selected by a team of professional interpreters,
catalogued and organized per language, difficulty level (from beginners to test-type
speeches), type of use (consecutive or simultaneous), subject, etc.
21. The system aims to improve the skills of university students and help professional
interpreters to add languages to their language combination. An important achievement of
the Repository has been to raise the success rates in tests and competition. Students can
also upload their own recorded interpretation and send it to their tutor for evaluation.
Podcasting of video clips is also planned. Currently, the Repository contains
1300 speeches and covers all 23 official EU languages as well as Macedonian, Croatian
and Turkish. Russian will be added next. On average, 500 speeches are uploaded every
year.
22. Another example is the project for Virtual Classes, special videoconferences in which
EU interpreters observe and assess the performance of students at different European
universities. EP DG INTE hosts Multipoint VCs with EU interpreters assessing the
performance of students from up to three different universities. This system allows EU
staff to share expertise with the universities and gives students the opportunity to
experience different speakers from other universities and compare their performance with
their peers in other courses. In addition, both EP DG INTE and DG SCIC run bilateral
VCs with individual universities. These are of particular value to students with rarer
language combinations who can benefit from input from professional interpreters and
receive personalised coaching. Universities must, of course, have the appropriate
technical equipment in order to participate. All VCs have inter-institutional input.
23. The University of Leeds is leading a consortium of universities (Bath, Westminster
and Salford) in producing interactive online resources, such as audio and video clips and
quizzes, aimed at students interested in interpreting who want more information about
skills needed and training. Leeds also has an open-access speech repository, a collection
of beginner-level speeches for students to use for interpreting practice, the aim being to
encourage others to share speeches and resources.
24. Bath University reports that all 27 of its European-stream students went on
placements to IOs and found them highly beneficial. UNHQ, UNOG, UNOV, OECD and
the Council of Europe all offered a week or a month to a total of 16 students. All
universities report that placements are the greatest source of instruction and best
preparation for future recruitment tests. The UCG notes with pleasure that internships
have increased since last year and the success rates in recruitment tests appear to be
reflecting this.
7
25. The study visit programme jointly run by DG SCIC and EP DG INTE now also has a
speaker from the European Court of Justice (ECJ) as part of the three-day programme and
welcomed 583 students during 2009. Students from any universities with which the
European Institutions cooperate may apply. The programme offers a first taste of
professional realities, dummy booth practice in meetings, talks on the Institutions and the
speech repository.
26. Other ventures to improve the pass rate in tests include the DG SCIC new integration
scheme, which accepted 16 candidates who had narrowly missed passing the interinstitutional accreditation tests. Five passed after a relatively low-cost month of dummy
booth practice and some training sessions. The “top-up” scheme was run for three weeks
for five Russian candidate interpreters, a more intensive (and therefore more resourceconsuming) programme which led to two passes. The goal of these programmes is to
invest training in and thereby ‘recoup’ borderline failures. Both schemes will continue
when conference schedules allow.
To develop the list of universities offering Arabic translation and interpreting courses and
obtain key data relating to the individual courses
University courses with Arabic
27. Following a call at IAMLADP 2008 for input to establish a list of Universities
offering courses in translation and interpreting with Arabic, UNESCO provided the UCG
with a first compilation of such courses. Abdel Mustafa of ECA and Yasser Chaddad of
the American University Cairo have been further refining the list, in particular in the light
of recent developments in several universities in the Middle East which should be
incorporated in the list. A questionnaire was drafted to elicit more information on the
course content and teaching staff on the courses listed, which has now been finalized and
is due to be sent out in May 2010.
To continue to support awareness-raising to offset language shortages and to maintain and
regularly update the CPD database
Courses for continued professional development — CPD database and awarenessraising
28. The database has been regularly updated and the latest version is available on the
IAMLADP website on the UCG pages. It is hoped that IAMLADP members will make
full use of the training opportunities on offer. Universities have also offered to run tailormade courses for specific needs.
29. The Internet has become an important vehicle for circulating information on language
careers in international organisations, with widespread use of Facebook, Twitter,
YouTube and university websites and such projects as Routes into Languages all
participating in the drive to inform, encourage and ultimately recruit well-trained
language professionals with the skills and languages most needed. DG INTE has also
established its own YouTube channel to post films and videos relating to the work of EP
and to interpreting and multilingualism.
30. Nevertheless, despite the widespread use of the Net by students, personal experiences
at careers events still have the greatest impact in convincing student audiences to think of
careers in language services. After every appearance of a professional, the number of hits
on numerous relevant sites increases dramatically, proof that the spoken word and human
face have the biggest power of persuasion.
8
31. A concerted effort has been made by all IOs this year to spread the word about
careers with languages in international organisations, to attend careers days and
language-themed events and to use technologies to this end.
32. The Language Show in London in November attracted some 13,000 visitors and
EU language services were much in evidence there over the three days, with a large
stand, a film clip running all the time, plus personal appearances by seven speakers from
the translation and interpreting DGs of all European Institutions and EPSO, the European
Personnel Selection Office. The EU institutions were present at similar events in Paris,
Luxembourg and Berlin and DG INTE of the EP has also organised similar events with
networks of pupils from the Lycées Français across Europe.
33. UK and Irish universities with their careers advisory services continue to organize
regular language careers days to which speakers from the language professions are
invited, e.g. at Leeds Bath, SSEES, Salford, Nottingham, Salford, UCL, and more.
Speakers from the EU, UN and other IOs usually attend and, with the promise of a
speakers’ kit to enable all staff to reply to questions about services other than their own,
information should be even more widely publicized in future.
34. While personal appearances seem to have the most immediate and compelling effect
on students, partly because they can see and hear for themselves what a ‘real-life’
translator or interpreter sounds and looks like, they can also ask questions and receive
answers directly, a major advantage over one-way communication. If travel poses
budgetary problems, video links can also be used, as between DG SCIC and a large
language-themed event for school leavers in Oxford in July 2009. Students were able to
hear the talk, see the speaker and ask questions, although the latter proved a step too far
for their courage. The speaker found the barrier difficult but the students appreciated the
talk. The whole event cost virtually nothing and one hour of the speaker’s time.
9
RECOMMENDATIONS TO IAMLADP 2010
In the light of the above report and findings, the Working Group on Training
recommends that:
1. IAMLADP take note of the achievements of the UCG during the year and encourage
members to support and participate actively in UCG training events such as the
Salamanca seminar and Herzen model of exchange of competencies;
2. That IAMLADP encourage members to make use of the updated CPD database and
to let the UCG know of their specific training needs;
3. That IAMLADP support and assist the UCG initiative to further develop the list of
HEIs offering Arabic as part of a translation or interpreting course.
4. That the UCG, under the guidance of the Working Group on Training, seek the
endorsement of IAMLADP to pursue the following proposed follow-up mandate:
PROPOSED FOLLOW UP MANDATE 2010-2011
The Universities Contact Group, under the guidance of the Working Group on Training,
seeks the endorsement of IAMLADP to pursue the following proposed mandate for
2010-2011:
— Maintain and supplement the CPD database, which shall be posted on the
IAMLADP website and periodically disseminated by WGT to focal points
— Continue, replicate and report on specific joint IO/university training activities,
based on the existing UCG models or any other effective model
— Continue to support activities to raise awareness of the language professions in
the different member countries and across the language spread, having regard
to identified shortages and succession planning issues
— Analyse the responses to the survey of universities offering training in Arabic,
with a view to identifying existing courses and/or opportunities for the
development of future courses for the training of Arabic
interpreters/translators
— Continue providing support and inputs to the African training project in
response to needs and opportunities identified by the project authorities
ANNEXES
Annex 1
Annex 2
Annex 3
Annex 4
Annex 5
Annex 6
Members of UCG
UGC Meeting Report of March 2010
Programme of Salamanca Seminar III on Legal Translation
Evaluations of Salamanca Seminar III on Legal Translation
Evaluation of Leeds Workshop on Machine Translation
Universities in Latin America offering translation and/or interpretation
programmes
10
Annex 1 to UCG Report
WGT
Universities’ Contact Group
Co-chairs: SCIC — Helen Campbell
University of Leeds — Svetlana Carsten
Participants
Organization
E-mail
CAMPBELL Helen, Co-chair
EU, SCIC
Scic-iamladp@ec.europa.eu
Helen-j-l.campbell@ec.europa.eu
CONTINO Pinuccia
EU, DGT
Pinuccia.contino@ec.europa.eu
FAHR Hossam
UNHQ
Fahr@un.org
FERNANDEZ SUAREZ Marie-Anne
CDT
Marie-Anne.Fernandez_suarez@cdt.eu.int
GRIFFITHS Ruth
ICRC
Ruth.griffiths@bluewin.ch
ODERA Steve
UNON
Steve.odera@unon.org
CROLL Luke
Luke.croll@unon.org
GRAVES Alison
EP DG INTE
Alison.graves@europarl.europa.eu
HALLE Robin
WTO
Robin.Halle@wto.org
KIRSTEIN Ute
EPO
ukirstein@epo.org
LI ZHENGREN
UNOG
Zli@unog.ch
DE ST ROBERT Marie-Josée
UNOG
mjdestrobert@unog.ch
MUSTAFA Abdel
ECA
AMustafa@uneca.org
NEWTON Ian
ILO
Newton@ilo.org
PITT Anthony
ITU
Anthony.pitt@itu.int
PRIOUX René
OECD
Rene.prioux@oecd.org
READING Sally
UNOV
Sally.Reading@unvienna.org
GALEAZZI Nicole
Nicole.Galeazzi@unvienna.org
VAN WYLICK Anne
IMF
avanwylick@imf.org
JOHANSSON Kent
EP DG TRAD
Kent.johansson@europarl.europa.eu
PISUKE Heiki
EU Council
Heiki.pisuke@consilium.europa.eu
LAFEBER Anne
ECLAC
Anne.lafeber@cepal.org
TEPAMOSE Muhibudeen
UNMIS (UN Mission Sudan)
tepamose@un.org
University members
Name
BAIGORRI Jesus
Organization
Salamanca University
E-mail
baigorri@usal.es
CARSTEN SVETLANA, Co-chair
Leeds University
s.carsten@leeds.ac.uk
CHADDAD Yasser
American University Cairo
ychaddad@gmail.com
HARMER Jacolyn
jharmer@miis.edu
OLSEN Barry
Monterey Institute of International Studies,
USA
DONOVAN Clare
Paris Sorbonne University ESIT
Clare.donovan@univ-paris3.fr
ELIZAROVA Galina
Alexander Herzen State Pedagogical
University St Petersburg, Russia
elizg@herzen.spb.ru
GREERE Anca
Babes-Bolyai
Romania
Anca.greere@softwaredesign.ro
ALDEA Bogdan
KIDD Elena
University of Bath
mlsek@bath.ac.uk
MOHLER Lorenz
The Zurich University of Applied Sciences
molo@zhaw.ch
KOSTADINOVA Tanya
Sofia University School for Interpreters
Tanya.kostadinova@gmail.com
SQUILLACE Caterina
Jagiellonian University of Krakow
Caterina.squillace@gmail.com
ychaddad@asunet.shams.edu.eg
University
Cluj-Napoca
Barry.Olsen@exchange.miis.edu
bogdaldea@yahoo.com
lma@lett.ubbcluj.ro
11
TOUDIC Danielt
University of Rennes
daniel.toudic@wanadoo.fr
Daniel.toudic@uhb.fr
ZHAN Cheng
Guandong Univeristy
James_zc@yahoo.com
12
Annex 2 to UCG Report
IAMLADP
Annual Meeting of the Universities’ Contact Group
17 March, 4 — 6.30 p.m. and 18 March 2010, 9.30 a.m.-1 p.m., CCAB 4/C
Meeting Report
Co-chairs:
Helen Campbell, DG Interpretation, European Commission and Svetlana Carsten, University
of Leeds
Members present:
Jacolyn Harmer, Barry Olsen, Monterey; Yasser Chaddad, American University Cairo; Jesus
Baigorri, Salamanca; Clare Donovan, ESIT; Elena Kidd, Bath; Galina Elizarova, Herzen St
Petersburg; Daniel Toudic, Rennes; Anca Greere, Cluj; Marie-Anne Fernandez Suarez, CDT; Alison
Graves, EP DG INTE; Robin Halle, WTO; Li Zhengren, UN Geneva; Anthony Pitt, ITU; René
Prioux OECD; Pinuccia Contino, DGT; Ruth Griffiths, ICRC; Kent Johansson, EP DG TRAD;
Jochen Richter, EP DG TRAD; Sally Reading, UN Vienna; Heiki Pisuke, EU Council; Ian Newton,
ILO.
Apologies: Steve Odera, Luke Croll, UN Nairobi; Anne Lafeber, ECLAC; Ute Kirstein, EPO;
Thierry Fontenelle, CDT; Tanya Kostadinova, Sofia; Caterina Squillace, Krakow; Abdel Mustafa,
ECA; Muhibudeen Tepamose, UN Mission Sudan.
Invited guest; Sylvia Kalina, Cologne University
Agenda:
1
2
3
4
5
6
7
8
9
10
11
12
13
Minutes of the last meeting of 25 March 2009
Matters arising from last meeting
Approval of draft agenda
Report on IAMLADP Annual Meeting 2009 and UCG mandate 2009-2010
(H. Campbell)
Progress report on CPD database and follow-up (S. Carsten)
Report on Salamanca Seminar III on legal translation and follow up (J. Baigorri)
Report on proposed seminars at Leeds University (S. Carsten)
Report on proposed seminar on economics and finance at Krakow University
(C. Squillace)
Report on awareness-raising activities (H. Campbell)
Discussion on universities offering training in Arabic: update (Y. Chaddad)
Report on Nairobi University training course for translators and interpreters (C. Donovan)
Discussion of next mandate (2010-2011) to be proposed to IAMLADP in June 2010
Any other business
Agenda items 1-3: Minutes of the last meeting, matters arising from the last meeting and
approval of the draft agenda
1. The meeting was opened by the co-chairs and new members were welcomed: Pinuccia
Contino, DGT, Jochen Richter, EP DG TRAD, Heiki Pisuke, Council of the EU, Ian
13
Newton, ILO and Barry Olsen, Monterey. Apologies as above were presented. The minutes
of the last meeting in March 2009 and the draft agenda for the meeting were approved. There
were no matters arising, but Ms Carsten flagged the Arabic questionnaire for later discussion
under item 9.
Item 4: Report on IAMLADP Annual Meeting 2009 and UCG mandate 2009-2010
2. Ms Campbell reported on IAMLADP 2009, in particular the UCG Report and how well
it had been received by IAMLADP members, with Salamanca and Herzen quoted as models
to follow and the third Salamanca seminar of February 2009 praised as a unique and
enriching venture to be replicated each year if possible. For the benefit of newcomers, the
two models were described: Salamanca with its quid pro quo format, providing keynote
lectures for professional language staff of several IOs who in turn offer workshops to
students; and the ‘Herzen model’ of language enhancement for a staff member who gives
master classes to students.
3. HC spoke briefly about the latest Salamanca seminar, another success. This third
seminar on legal translation had included the theme of terrorism at the request of the UN.
The proceedings would again be published (as with Salamanca I and II). As in previous
years, the quality of the lectures and workshops was of the highest standard. The event was
again free of charge to the IO staff; in return participants gave master classes in the form of
hands-on roundtables and workshops, a unique opportunity to share their professional
experience with the students.
4. A brief discussion followed on the role and expertise of the IO staff; some participants
felt that their lack of teaching experience was a drawback. Sally Reading suggested that the
UCG could offer some guidance. She gave her own example of simply using the texts that
she was working on herself to share her work experience with students. Clare Donovan
added that what was most valued was IO staff talking about their own work experience.
Pedagogical training for staff was less important.
5. Ms Carsten suggested that perhaps some form of guidance on good practice would be
useful to those who sign up for such seminars. Ms Campbell commented that in their
evaluation questionnaires, participants reported fully on their contribution to the students,
which contributions were also included in the published volumes of proceedings. It was
agreed to continue discussing Salamanca when Jesus Baigorri had joined the meeting.
(Action: co-chairs to look into a possibility for the UCG to produce some form of guidance.)
Item 5: Progress report on CPD database and follow-up
6. Ms Carsten reported on the CPD database recently updated and sent to the IAMLADP
Secretary for posting on the website. He had been very complimentary about the database,
which had started out modestly but had now developed into a substantial repository of
courses, many of which were of direct use and interest to IOs looking for training options for
staff. The IAMLADP Secretary had inquired about which courses were paying, which free
and which on request.
7. The meeting was suspended so that WGT Chair Brian Fox could welcome participants
and congratulate them on the excellent results of the UCG’s work and the reputation it
enjoyed in IAMLADP.
14
8. Ms Carsten pointed out that the database was owned by UCG members, even if it had
been produced in Leeds. The content was due to the input and interest of
UCG members whose willingness to devote their free time to the venture was greatly
appreciated. Tony Pitt wondered about take-up, whether the database was serving its purpose
and attracting interest among members, to which Ms Carsten replied that she felt that it was
being consulted. The list of courses also reflected past arrangements between one IO and a
university and this information was now available to all, as a document for regular
consultation by IOs. The contributors offered what they had, did not compete or duplicate,
and IOs could and did take up offers. Furthermore the database was updated twice a year, so
information was always up to date.
9. Ms Carsten reported that the IAMLADP Secretary had suggested to her that the UN
manage the database and provide a template for a new format and layout, but this offer was
politely but firmly rejected by members, most of whom liked the present format, though an
additional column with e-mail addresses of contact people in universities and relevant
university course websites would be helpful. The IAMLADP Secretary had also suggested
more details, for instance on staff dispensing the training.
10 Galina Elizarova and Mr Pitt felt that the format should be kept simple and that
universities could provide additional information on request if and when appropriate.
Members agreed that basic information was sufficient and that if an IO was interested in a
given course they could contact the university for further details. Consensus was reached that
the base remain as at present, but that the web link for each institution be to the department
concerned rather than the university as a whole. The database was considered an excellent
example of joint efforts between IOs and universities and a unique product by the latter for
the former.
(Action: Svetlana Carsten to take this task forward.)
11. In reply to Jacolyn Harmer’s question about where the data could be found and how
training events could be publicized, Ms Carsten directed her to the UCG page of the
IAMLADP website. Announcements should also be sent by e-mail to ensure widespread
take-up and new events notified to the UCG chairs, who would pass them on to the
IAMLADP Secretary. Updates were done twice a year, but new events needed to be
highlighted, since they became ‘branded products’ for each HEI.
12. Zhengren Li raised the matter of timing of courses and notice required for managers.
The UN approved its training budget in January so if a new course was announced too late
for inclusion in the budget, it was difficult to send staff. A proposal had to be made for a
course, with a limit set at 2.500$ per staff member per three years. The Leeds April courses
had caused exactly such a budget problem. In addition, several IOs could not send staff to
these workshops owing to prior commitments but they would make their interest in any
future event known. On the positive side, there were always some “leftovers” in the kitty that
could also serve for late applications for courses.
13. Jesus Baigorri, who had joined the meeting, added that Salamanca had offered and
continued to offer customised courses such as legal translation for UN staff, which were
paying and on request, in which case the problem did not arise. However, for UCG-style
courses, free of charge, information needed to be circulated in good time for the host
university to apply for funding. Mr Baigorri had applied for Ministry funding for the last two
Salamanca seminars, which had finally been granted, but notice tended to be given very late
15
so that the organizers only knew for sure that the money would be forthcoming shortly before
or even after the event, a somewhat nerve-racking situation.
14. Planning of events should in any case take account of the UN and other IOs’ budgetary
constraints as far as possible, though as Mr Pitt pointed out, universities had to work out
their own schedule and would not always be able to find a time for their courses to match
general IO availability. Ms Elizarova wondered if a course in November would be excluded
given these constraints. Zhengren Li replied that if announced early enough for the budget it
did not matter when it was run, so March as an announcement date swould be acceptable.
For workshops in Russia, timely announcement and organization was essential given the
problems of obtaining visas.
(Action: Co-chairs to seek UN guidance on the budget approval procedure so that
universities are aware of it when planning CPD courses.)
Item 6: Report on Salamanca Seminar III on legal translation and follow up
15. Mr Baigorri reported that the topic of the third Salamanca seminar was legal translation,
with terrorism and counter-terrorism added at the request of the UN.
25 participants had attended from 10 IOs, some represented for the first time, such as the
African Union, European Central Bank, European Court of Auditors, but also the UN, with a
large delegation of nine, including one from UNON for the first time. The World Bank also
sent a staff member again.
16. So far 16 evaluations had been received and students had been asked to provide
feedback. Students had again shown positive reactions, seeing the numerous IO staff as role
models, there to explain their own “parcours” on the spot, a unique experience. The IO staff
were seen to be ‘normal’ people doing their jobs, not the mythical creatures some perhaps
had imagined. The recruitment information provided by IOs had also been much appreciated.
Ms Campbell pointed out that the seminar had targeted mainly translators, but two
interpreters with translation experience had also attended.
17. Many IO staff had adopted a ‘hands-on’ approach in their contributions and some texts
were sent in advance for students to study. For IO staff the benefits were twofold: they
learned from the lectures (keynote speakers) and had the chance to exchange experience with
staff from different IOs. This sharing of ideas and working practices also caused them to
reflect on how they did their jobs, building terminology databases, dealing with calques and
new terms, copyright issues (the translator’s rights) and other issues.
18. For those with passive Spanish, it was also a useful brushing-up exercise as many
translators lacked much direct contact with their languages (and cultures) on a day-to-day
basis. As regards the keynote speakers, the lectures varied considerably: some had taken a
philosophical, ideological approach, others a more practical one, both approaches being
welcomed as adding variety to the seminar. Some interesting aspects were raised, such as the
copyright of a translator and the problem of illegal copies.
19. Finding funds to run the seminar had been a challenge each year but had become easier
with experience, and sponsors had been ready to contribute despite economic crises, in
particular the Ministry of Science and Innovation, which had been highly complimentary
about the seminar and impressed by the publication of the proceedings (‘Reflections on
Legal translation’ and ‘Translating Justice’ respectively), a major contributory factor in their
granting the full 12.000€ requested (rather than the 50% expected), though announced only
16
three days before the seminar. The University had thus had to advance a considerable sum
before knowing whether the funds would be granted.
20. The participation of IOs was a further incentive for the Ministry to contribute. The
presence of so many senior international civil servants added kudos to the event and was
considered a shining example of sharing expertise and knowledge. The Regional
Government had also been approached for a contribution but was still to respond. The Yuste
Foundation and the University had supplied a further 4-5.000€, e.g. as expenses under the
Salamanca Masters Programme, for the publication and for the reception.
21. The money received had been used for guest lecturers’ travel and per diem,
accommodation for speakers and the student interpreters from Cluj, Bath and Leeds, who had
reported very favourably on their time in Salamanca as a unique learning experience, not
easy but highly informative and rewarding. Myriam Carr had given a paper as part of the
Masters Programme, also for the benefit of the seminar. In addition to funding, the time
freely given by PhD students, lecturers and many others was no small contribution to the
success of the seminar.
22. Robin Halle wondered if the students had participated more actively than in the 2008
seminar. Mr Baigorri replied that they had been more forthcoming this year and had more
informal contacts with IO staff outside lectures. In the formal settings, particularly of the
main lecture hall, they were still shy of speaking, while MA students — with a greater
interest in research and intellectual issues — tended to be more ready to ask questions than
undergraduates. At the final wrap-up session, however, many students had overcome their
reserve and asked questions and participated more actively in the Q&A sessions than in
previous years. Mr Halle and Mr Li underlined the importance of internships (e.g. two
trainees were currently at the WTO and UNOG was offering dummy booth practice) and the
way students saw professionals as role models.
23. One way of bringing IO staff closer to students was encouraging professionals on home
leave to give a talk or master class if they were near a university with T/I training. UN staff
could also attend training courses or provide training for up to five days without taking leave.
The European Master’s in Translation aimed at incorporating such exchanges in its
objectives. There was general agreement that the more contact between students and
professionals, the better for all.
Item 7: Report on proposed seminars at Leeds University
24. The meeting addressed the forthcoming workshops on machine translation (MT) and
English enhancement to be run by Leeds University. Ms Carsten added that Leeds had
decided to run parallel sessions on these two topics, both previously identified by IOs as
needs for which Leeds had the required expertise. English enhancement had already been
offered in the past, e.g. to Chinese interpreters from UNOG, with positive results. The
ambitious goal this time was to combine EU and UN needs, something of a challenge given
the probably wide range of languages. Timing had been a problem for EP and UN, but it was
hoped that if this pilot attracted sufficient numbers and was successful, it would be
replicated.
25. The other main consideration for both the interpreting and MT courses would be how
best to engage the participants who would — in the ‘Salamanca’ format — offer master
classes to the students. Details of the quid pro quo format had been clearly spelt out in the
announcement, but a reminder to participants would probably be useful. As to the MT
17
workshop, the principal goal was to evaluate quality, and if pitched at the right level this
would meet a big need in IOs, MT being cited, often mistakenly, by managers as the great
panacea, while younger translators tended to be more at ease in this area. Weekend courses
could also be offered by Leeds, though outside the UCG context.
26. The importance of feedback was reiterated by participants, since it was through feedback
that future seminars could be adapted to needs and improved. Ms Graves agreed that
evaluation was crucial and that, while the dates for the interpreting workshop did not suit the
EP (Strasbourg week), there was a strong interest in a future seminar. She added that the
participants in past seminars had particularly enjoyed the teaching side and the interaction
and found the experience motivating. The dates did not suit OECD either, since JIAMCATT
was scheduled close to the Leeds seminar which, Mr Prioux noted, was definitely of great
interest. Both Ms Reading and Mr Prioux stressed the interest in MT by their organisations
and wondered if the Leeds trainers might also be able to visit them. Mr Li confirmed that
UNOG would send two interpreters and it was agreed that a reminder message could also
usefully be issued.
Item 8: Report on proposed seminar on economics and finance at Krakow University
27. Item 8 was not discussed since the Krakow member Caterina Squillace was unable to
attend but had confirmed that the seminar planned at their university would take place in
May and details would be forwarded in due course.
Item 9: Report on awareness-raising activities
28. Awareness-raising activities were discussed. Ms Campbell reported on the numerous
careers events attended in autumn 2009 and six already in 2010. English mother-tongue
shortage had been targeted as a priority so far but the campaign was now focusing on French
and German. UK careers advisers should give plenty of notice when inviting IO speakers to
attend and, where possible, schedule events back to back in a given region to keep costs
down. As part of the WGT mandate from IAMLADP, a speakers’ kit was being prepared as a
guide and reference for all staff attending events, to allow them to reply to queries about
other IOs. The impact of a live speaker at a university was much greater than any number of
websites or Facebook; nothing beat the horse’s mouth.
29. Ms Carsten reported that website hits on the Routes into Languages National Network
for Interpreting (NNI) increased sharply after such a careers event with live speakers. The
existence of the UK and Irish Careers Advisory Services was crucial to this activity. Course
providers also ran events in France, said Mr Toudic; indeed one in Grenoble would
incorporate a careers element, but the widespread circulation of information and targeted
organization of the events could never match the effectiveness of the UK system.
30. The Language Show in London was mentioned as a huge attraction which the EP DG
TRAD (Ms Johansson) and DG INTE (Ms Graves) as well as Ms Campbell and SCIC
colleagues, DGT and EPSO had attended and where the interest in hearing talks on language
careers had been particularly striking. Two large-scale national careers events had been held
in Bath and Leeds, both very well attended and successful, as endorsed by Elena Kidd and
Ms Carsten.
31. Barry Olsen wondered if similar events could be organized in the USA and Asia and
who might fund them. The UK Government funded Routes into Languages events, but only
18
in response to pressure from IOs because of the shortage of qualified linguists. Webcasting
events might be a solution, though time differences posed problems.
32. Heiki Pisuke, speaking about the issue of intellectual property and especially copyright
for translators, said that the Council provided a lot of topical training for translators
including in IP. He wondered whether this issue was being addressed in the training
institutions and felt that intellectual property was very important in the translation profession
as translators ought to be aware of the copyright law and contract law. It was important to
know what was protected, who owned the rights in translation, transfer of rights, piracy in
translation, protection of rights etc. During the discussion plagiarism was also mentioned.
Several participants considered intellectual property to be an important topic and a number of
HEI representatives asked whether Mr. Pisuke could be invited to speak in their institutions
on this subject.
33. In further discussion on possible teleconferencing and webcasts, Ms Carsten informed
Mr Olsen and Ms Harmer that the NNI events were archived and could be viewed at any
time. Ms Elizarova commented that although archives, films and webcasts were good, they
could not replace real-time events. She cited a successful teleconferencing event held in real
time between her institution and the Midwest University on Intercultural Communication
and American Civilisation. She asked whether teleconferencing was possible between
universities and IOs.
34. Ms Campbell commented that IAMLADP Executive Committee experience of
teleconferencing had not been good. The quality was unreliable, but it still served the
purpose. Ms Reading commented on UNOV experience of teleconferencing in a similar vein
to the ExeCom experience. Mr Olsen stated that technology applications were becoming
more and more advanced and in a few years’ time it might be possible to see the quality
improved to a great degree. Mr Pitt and Ms Reading agreed, noting one big advantage: the
cost benefit.
Item 10: Discussion on universities offering training in Arabic: update
35. The meeting discussed the list of universities offering Arabic T/I courses and Yasser
Chaddad was invited to report on progress. He gave a short recap on the background, the
original list having been drawn up by UNESCO and taken further by Abdel Mustafa of ECA.
The idea replicated the Latin American example of 2006 when Diane Frishman, then of
ECLAC, had circulated questionnaires on types of courses offered by universities. The list
was part of the UCG report to IAMLADP 2007. The list of Arabic HEIs was long, totalling
almost 100 courses, and needed further refining, and the questionnaire had been duly adapted
to Arabic language needs.
36. The questionnaire had not yet been circulated owing to some delays with finding correct
e-mail addresses but was now ready and would be sent by May at the latest.
A further delay also been caused by Mr Chaddad’s transfer to another (the American)
university. In addition, Ms Carsten had recently been on a mission to Syria and Jordan where
she had visited several other, mainly new but good universities offering
T/I courses that should be added to the list, their recent status being an advantage in adapting
to new ways of teaching. After the UCG meeting, Ms Carsten and Mr Chaddad would meet
to finalize preparations.
19
(Action: YC & SC to finalize the list of the universities and send the questionnaires with a
view to receiving the replies by mid-June and publishing the results by the end of July.)
37. The conferences attended by Ms Carsten had proved enlightening. She pointed out that
the “old school” still dominated in matters of training translators and interpreters but that
many individual students had approached her to discuss introducing new methods in T/I
studies, which were clearly becoming an important growth and investment area. There was a
great demand for PhDs in T/I in the region as the expanding sector needed more teaching
staff. UCG members should be encouraged to promote their MA and PhD programmes in the
region.
38. ISIT Damascus seemed to be ahead of the field, with staff asking the right questions.
CAT training was being offered by Leeds in the region, mainly in Jordan and Syria, but other
countries were looking at such opportunities as well.
39. Mr Pitt felt that the list of Arab universities was very useful, but that it was as well not
to aim at perfection. He welcomed the questionnaire and looked forward to its analysis, all of
which would take time and since the subject was one of particular interest to IOs with
Arabic, he hoped that it would be possible to capitalise on what had been achieved so that
further progress could follow soon.
40. The IOs were the employers offering jobs and they had a model, the EMCI and EMT,
which were per se useful reference materials. While Africa was virgin territory, Arabic
language HEIs were not. On the contrary, there was much experience in IAMLADP to be
taken advantage of. ITU was working with ISIT Damascus on a terminology project, so
contacts and exchanges were already established. In Leeds, the CAT team had an Arabic
language expert who planned to give a workshop in the region and a follow-up in Leeds.
41. Mr Baigorri suggested that the Gulf Cooperation and other bodies and agencies be
brought in, though in what capacity remained to be seen. As IAMLADP membership was
also a requirement (if work was being done under this banner), this may have to be taken up
in a different context. In conclusion, Mr Chaddad added that he would finalize the
questionnaire promptly, noting with interest that although his former (old guard) university
had been unwilling to move forward, with the increasing focus on CAT tools they were now
waking up to the new realities.
42. The new DGT representative Pinuccia Contino was given the floor to introduce herself
and to report on progress in the European Master’s in Translation (EMT) programme. EMT
had begun in 2005 as a joint venture of the European Commission Directorate-General for
Translation (DGT) and universities aimed at defining together the essential competencies for
translators and enhancing the translator professions. The market was evolving fast and DGT,
as the largest public employer, was best equipped and had the greatest interest in taking the
lead in the project.
43. The first round of selection of members had taken place and 93 universities had sent in
their Master’s programme applications, resulting in 34 being admitted. The whole process
had been implemented very fast so as not to lose momentum: since September the EMT
Board had been formed and comprised seven academics under the chairmanship of the
Director-General with Ms Contino as Secretary to the Board on behalf of DGT.
A wiki platform was also developed and there was much benefit to be drawn from a
flourishing network. No one was excluded from the first meeting of the Network: those who
20
had not met the criteria were invited to attend the meetings and use the wiki and would be
able to re-apply.
44. New challenges faced all IOs, particularly that of finding and safeguarding quality. EMT
could draw on a wealth of talent and experience, which boded well for the project. The next
selection would start in September, and it was expected that up to
60 programmes would apply for admission at the end of 2010. The keyword was
employability; applications should be assessed in-depth on the quality of their content.
45. Ms Reading asked about the professional qualifications of teachers, to which
Ms Contino replied that at least part of the teaching had perforce to be given by translation
professionals despite some cultural and other issues in places where doing two jobs was “mal
vu”. A new project had also been set up: “Optimale”, presented for funding under Erasmus.
This might provide a source of funding for EMT activities, as the EMT, like Salamanca, had
no funds itself. As Daniel Toudic was leading this project he was asked to report.
46. Mr. Toudic explained that Optimale was an academic network project with 65 Erasmus
partners and the EU Union of Translation Companies. It was a three-year project stemming
from the EMT with a foreseen budget of 600.000€ for travel and staff costs, and 24 EMT
members at the core of the project, including Norway, Croatia and Albania. Mr Toudic
pointed out that most members were EMT members or else applicants for third country
status. It would feature thematic networks and focus on practical activities including training
for trainers. It would map training needs and hold meetings back to back with EMT where
possible. Three member states in the EU 10, Estonia, Romania and Bulgaria, would host
workshops and one in the EU 15.
47. EMT membership was not limited; there were 260 universities training translators, most
with Master’s programmes and some, like Zagreb, with plans to introduce a Master’s. Any
programme of quality was eligible.
Item 11: Report on Nairobi University training course for translators and interpreters
48. The meeting agreed to ask Clare Donovan to report on the Nairobi University pilot
training course in case Jayne Mutiga, Nairobi course leader was unable to attend.
49. Ms Donovan gave the background to the Pan-African project, another example of
cooperation between IOs and universities, launched in 2008 when Noel Muylle was asked to
act as consultant for UNON to identify needs in Africa, where very few respectable training
courses in translation and interpreting existed. The needs were huge, there being only Buea
in Cameroon (training mainly for that country) and some in South Africa (generally not up to
IO standards). Some students were accepted from neighbouring countries but not enough.
50. After a high-level conference held in Nairobi in 2009, the report was presented and it
was agreed by all stakeholders to set up a network of universities in Africa. Nairobi had been
chosen to lead the pilot since UNON was nearby with language staff who could offer
teaching, free of charge, booths and computers. Jayne Mutiga of Nairobi University (neither
a translator nor interpreter) was asked to set up the courses and accepted the challenge.
51. The first aptitude tests had been held in January in Nairobi. Ms Donovan was on the
panel for EMCI as was Paule Kekeh of DG SCIC. Three UNON staff also participated and
UN staff translators marked the written exams which preceded the aptitude tests.
18 students applied and eight were accepted. Languages offered were French, English,
Kiswahili and Arabic. The eight candidates who passed were of a high standard and were
21
judged exactly as in any EMCI university such as ESIT. Translation tests resulted in
10 candidates accepted. Staff from the department of linguistics also attended, who, despite
having no prior experience of aptitude testing, had quickly understood what was needed.
52. Ms Mutiga and her colleague took on the task of starting the programme, scheduled
originally to start in February. However, classrooms were not yet available but it was hoped
that the practical problems would be overcome and the course start in the next few weeks. A
further training project was being planned to start in autumn 2010 at Maputo University.
Thus, the objective was to set up a network of quality training establishments, along the lines
of EMCI and EMT, to become ultimately AMCI and AMT. Asked about the publicity given
to the venture before the test, Ms Donovan replied that the national broadcasters had
publicized it and that the fees charged, though not high, represented a relatively large sum of
money in Kenya.
53. In reply to Mr Pitt’s question on where the training budget would come from,
Ms Campbell replied that DG SCIC and DG INTE of EP were committed to sending
pedagogical assistance to Nairobi, at least in the initial phase. Ms Donovan said that the aim
was for Kenya to become self-supporting, but she also stressed the importance of such
teaching assistance, including to established schools offering languages of the most recent
Enlargements, such as Estonian and Bulgarian. Even a talk to students about professional
life, given by a professional linguist, was a huge asset. Alison Graves pointed out that the EP
would not be able to send trainers but was also fully committed to supporting the venture.
54. Yasser Chaddad commented that he had tried to persuade the Ains Shams University of
Cairo, of which he had until recently been a staff member, to participate in the African
project but that he had failed, owing to many bureaucratic hurdles. However the American
University of Cairo to which he had recently transferred, was interested to cooperate and had
signed a MoU with the UN.
55. Mr Baigorri mentioned the presence of African Union staff at the recent Salamanca
seminar who had also raised the need for T/I training in Africa and who welcomed the
Nairobi course. Spain had made some funds available to AU staff to receive EU training and
Salamanca was keen to support initiatives for Africa, notably in South Africa. Where
Spanish was offered as a language, they would be willing to participate and assist.
56. Anca Greere endorsed the interest of teaching assistance by IO staff, which added
credibility to a course. She welcomed EMCI and in future EMT involvement and advice on
curriculum design. Ms Donovan added that EMCI had run a training for trainers seminar for
some of the UNON language staff in Nairobi and Ms Carsten commented on the importance
of mobility of trainers, so that experience could be shared as widely as possible. An example
of such mobility was given by Kent Johansson who informed the meeting that the EP DG
TRAD would shortly receive two translators from Cameroon from the Pan-African
Parliament.
Item 12: Discussion of next mandate (2010-2011) to be proposed to IAMLADP in June 2010
57. Ms Campbell submitted a proposal for the UCG mandate for 2010-2011, which was
approved unanimously by members, as follows:
Both the IOs’ and the universities’ participants, in the light of the results achieved in
the previous period and the excellent formal and informal networking established
between IOs and universities through the group, unanimously agree that UCG
22
constitutes a highly effective coordination mechanism for mutually beneficial projects
and contacts between the two parties.
58. Accordingly, it proposes to the Working Group on Training and to IAMLADP-10 that
UCG be maintained in its present form to pursue the Group’s overall aims, with the
following mandate for 2010-11:
 Maintain and supplement the CPD database, which shall be posted on the
IAMLADP website and periodically disseminated by WGT to focal points
 Continue, replicate and report on specific joint IO/university training activities,
based on the existing UCG models or any other effective model
 Continue to support activities to raise awareness of the language professions, in
the different member countries and across the language spread, having regard to
identified shortages and succession planning issues
 Analyse the responses to the survey of universities offering training in Arabic, with
a view to identifying existing courses and opportunities for the development of
future courses for the training of Arabic interpreters/translators
 Continue providing support and inputs to the African training project in response
to needs and opportunities identified by the project authorities
The meeting was adjourned at 1 p.m. on 18 March.
Helen Campbell and Svetlana Carsten — Co-chairs
IAMLADP Universities Contact Group
23
Annex 3 to the UCG Report
25
26
Annex 4 to UCG Report
Salamanca University Seminar III on Legal Translation,
15-19 February 2010
Evaluations and suggestions from participants
General evaluations
The organization was excellent. The cultural visits were extremely interesting. As is only natural, some lectures were
more interesting than others, but the general quality was very good. The parallel sessions constituted a bit of a problem
since one had to miss some presentations one would have liked to attend. …and Salamanca was a dream!
For the organizers, lecturers, participants and student, I would like to say, congratulations and well done.
The morning lectures by magistrates and professors helped me stay up to date with current trends in legal translation.
Our afternoon seminars for the students were useful to understand their expectations. I would have liked to gain a
deeper knowledge of some topics but there was no time or schedules conflicted. Still, I can refer to several web pages
made available to us or make direct consultations with the professors I met. Informal contacts were very useful.
Perhaps in future editions students could be represented too in round tables. Students may feel intimidated by seasoned
language professionals and we should work towards making ourselves more approachable.
The seminar was good. My only objection to it was the weak participation and involvement of students in practical
lessons. It is a pity they did not make the most of them.
The benefit was already enormous for practitioners like myself and I left with a wealth of information. Although the
seminar was designed primarily for translators, I as an interpreter found it very informative. Perhaps a more
‘comparative’ element would have maximized the benefit (for example Spanish vs Latin American — in the plural)
nuances of legal systems and terminological usage.
El seminario estuvo muy bien organizado pero no suficientemente enfocado en los temas jurídicos. Fue más bien un
“cajón de sastre”… Paradójicamente, fue más interesante la aportación de los ponentes externos (especialmente la del
juez David Ordóñez Solís) que la de los funcionarios de los organismos internacionales. Recomendaría este seminario
sólo si la próxima edición estuviera más enfocada en lo jurídico (o en cualquier otro tema concreto).
Logistics and organisation: Excellent. Both the organizers and the students went beyond the call of duty, helping us
even with buying train tickets. However, I would have added some “housekeeping” announcements at the beginning
(computers/printers availability, wi-fi access, even recommendations for restaurants).
Substance and format: In general, the content of the presentations was quite good. However, some of the lecturers in
the morning sessions took to heart the 90 minutes they had, and used them. Although it’s probably difficult for
organizers to control this, perhaps a way needs to be found.
With so many participants from the UN, in all of our sessions we ended up devoting time to how to prepare to work
here and other details. In future seminars, I would suggest to concentrate all that information in one session — maybe
in a round table like the first day.
In retrospect, I wasn’t 100% satisfied with our own presentation, and I think we should have worked more on the
practical part. To stay focused, the instructions from the organizers could be more explicit — even more
“instructional”, if you wish. Instead of suggesting to bring texts, perhaps make it mandatory? I think this would have
been far more helpful for participants and students alike.
Also, please make participants aware of the importance the seminar entails for students (mandatory for Master
students, quasi-mandatory for 4th year students…).
I think the seminar is slowly but surely moving away from being purely about legal translation. Is it inevitable? Will it
be beneficial? The answer to both questions is probably yes. Any exchange of information, any gathering of linguistic
mediators will, undoubtedly, be beneficial. Even around tapas and drinks we managed to exchange vital information,
and recommendations about dictionaries, for example.
I wished I could be in two places at the same time, but I wouldn’t sacrifice parallel sessions.
27
With regards to Documentation, I was hesitant. There was virtually no documentation provided by lecturers — which
could be a welcoming sign, as we saved trees, and perhaps there was no need to provide it. At the same time, however,
I believe it would be useful to have access to presentations, even if online.
The cultural events were outstanding. We can never thank the organizers enough for making them possible.
The general impression I brought home is that practising translators are very much detached from academia, and theory
in general. At the same time, I did also notice that some academics and theorists are somewhat detached from practice
(for example, in a couple of cases it was said that no CAT-tools are used at the UN).
The opportunity to exchange experience and knowledge with colleagues from other IOs is priceless, and it should be
encouraged at all levels. Also, being able to share with students, our future colleagues, can’t be measured. As I told
some of them in many occasions, I was one of them until recently, and I would have given anything to have such an
opportunity to meet with translation and interpreting professionals.
And the seminar deserves a website! A place to concentrate all the practical information before getting to Salamanca,
as well as the program, and the content of the presentations afterwards. Even a place to submit our evaluations such as
this one.
Suggestions for future seminars
One possibility for forthcoming seminars is for the organizers to pair up academics with practitioners beforehand so
that presentations can be prepared which blend theory and practice in ways that will be particularly instructive for the
participants.
It might also be helpful to provide translators and interpreters with more concrete guidelines on the types of
presentations that might be most valuable for all concerned. I mention this because I felt that our presentations (those
given by practising translators and interpreters) were somewhat repetitive and might have been more successful if some
of us had focused on career paths while others did hands-on exercises and still others dealt with other issues.
I found that senior translators and interpreters were generally very humble people. However, when an IO is represented
by many members, they could try a little harder to attend presentations by members of other IOs rather than attending
their colleagues’.
It would be very useful to ask lecturers or at least the IO speakers to hand out a copy of their presentation or at least
some of the references they used as it can be hard to listen and take down hyperlinks and so on.
It could be useful for students to prepare questions in writing before the start of the seminar. For instance, they might
like to know exactly how a translation is edited in various IOs. If all IOs could prepare a few answers on this topic, it
could lead to a contrastive approach and an interesting exchange that would involve students a little m
You could also have a session in a room other than the “salon de actos” where students could freely sit down with IO
members of their choice and ask them questions in a less formal atmosphere. I do think students were a little
intimidated by some speakers and didn’t dare asking questions. On the same note, you could have a Questions box for
students to ask questions anonymously.
Perhaps in future editions students could be represented too in round tables. Students may feel intimidated by seasoned
language professionals and we should work towards making ourselves more approachable.
More attention to certified translation would be needed in my view. Translation of deeds, wills, rulings written in other
languages is a very important domain.
In addition, a segment allocated to a brief overview of useful background information — like the history of the
development of legal institutions in Spain and LA countries and the structure of the judiciary etc. — would have been
greatly appreciated.
I suggest talking about the future of translation in international organizations and what documents should be translated.
A topic on Best practices in Revision and/or On Screen Revision would be very useful.
It would be interesting, following the very valuable participation of the African Union, to invite both academics and
translation professionals from other regions of the world to talk about multilingualism as they encounter it, notably the
Americas (Nafta, Mercosur etc) and Asia (e.g. the Indian parliament).
Financial translation — although it was covered partially.
28
I would suggest a seminar on best practices in revision for the next seminar.
Technical, environmental, population/statistics topics — there’s a serious lack of technical knowledge when it comes
to translation in certain IOs (and I include myself in this group).
If I had to do it again, I think I would prefer to focus on a particular document that is representative of the work I do,
explain how it fits into the human rights system, for example, and then do a translation workshop. A genuine
interactive translation workshop is fun and would be a way for professionals to share their knowledge and skills with
the students. I think the seminar could be enhanced if the professionals held workshops on samples of their actual
work.
I think there needed to be more interaction with students. Perhaps it was daunting for students to ask questions in such
a large room, so maybe professionals could meet with students in a more intimate setting or students could submit
written questions anonymously on a piece of paper beforehand or ask the students what they think about that. I had the
impression that, apart from a few outgoing ones, most students did not take advantage of the fact that there were so
many professionals there to ask questions.
What if we had put all the UN translators (or EU translators) in one group and UN interpreters (or EU interpreters) in
another and had held two question-and-answer sessions with students only — no other professionals in the room? An
idea to be explored…
Host University’s feedback
The variety of participating organisations made this seminar the best attended so far. We should highlight the presence
of the African Union and UN Office in Nairobi as an important step towards reaching a more universal audience. The
exchange of working methods and styles among IOs is a major asset of these seminars.
One of the points to be made on IO participants is that their great variety is also reflected in the variety of teaching
skills they show in their presentations. In some cases, presentations could be more focused on relevant issues rather
than merely descriptive of their organisations (although the part referred to the recruitment procedures and styles of
work is absolutely necessary for all the others to listen).
Students, including postgraduates, tend to be shy (or passive) and do not participate as much as they could, at least in
public. In the corridors they approach IOs participants very easily.
Dissemination of the last seminar in the format of a book is now guaranteed thanks to the financial support of the
regional government. This series of publications can become a reference in the academic field, less so for practitioners,
with some exceptions, as they are focused on hands-on practice than on reading about it. Nevertheless, it should be
noted that some of the lecturers stimulated reflection on the profession and gave more than one clue as to practical
translation solutions, particularly into Spanish.
The cost-benefit of the experience is clearly very positive: it represents very little money for IOs which anyway have
budget lines for external training since staff do not have to pay a registration fee. It is reasonably cheap also for the
University providing the Ministry’s support is forthcoming and it is free for the students. In exchange for that little
amount of funds involved, the seminar is an excellent yardstick to measure the state of the art of research in the field of
legal translation and an occasion for all interested parties (supply and demand) to meet and learn from each other’s
needs, strengths and weaknesses.
Our academic authorities are very happy with the seminar and are ready to continue with the support they have been
giving to this initiative in past editions. There has been a noticeable change of approach (from indifference to clear
involvement) on their side since the first seminar we organised.
Salamanca students’ feedback — extracts
I learned and enjoyed myself a lot. The speakers were very nice to all the students, and they were willing to give us
advice and to talk to us every time they could.
I also attended the seminar last year, but I think this year the seminar has been better, since there were people coming
from more places and organisations. For instance, we had the pleasure of listening to some translators working in the
African Union or to a translator coming from the European Central Bank. This way, we could know very different
approaches of people working in very different fields.
29
Student interpreters’ feedback
Thank you again for organizing the Seminario, and for inviting us to come as interpreters. It was a wonderful chance
for us to practise our skills, meet lots of interesting people and hear some fascinating lectures. I can assure you that we
learned a huge amount of vocabulary and technique, not just from practising in the booth, but also from the delegates,
who were kind enough to give us their feedback on our performance.
I also particularly enjoyed the various organized activities — the drinks receptions were a great time to meet people
and discuss the events of the day. I can only hope that something like this goes ahead again next year, hopefully with
next year’s interpreters. It really is an invaluable introduction to the rigours of professional interpreting — but it’s also
great fun!
It was an amazing experience in more ways than one, and your support and encouragement were really appreciated.
30
Annex 5 to UCG Report
Leeds Workshop on Machine Translation
19-23 April 2010
Evaluation and feedback
By Kieran Burns, Translator, United Nations Headquarters
Although the format of the master classes (over four half-days) had to be adapted to the unusual situation (I was the
only one of the approximately 15 original participants to have successfully reached Leeds), I altered and expanded the
material I had originally prepared based on the assumption that I would share the knowledge-transfer component with
one participant from UNON and one from UNHQ. The availability of rooms with a computer, a projector and a live
internet connection helped tremendously. However, I was unable to distribute handouts in advance, as I would have
wished.
The central theme of my classes was the importance of context (developing sound translator’s instinct and research
techniques, awareness of the families of United Nations documents, awareness of the hierarchy of reference sources),
and I included an introduction to précis-writing for both groups of students in the language-specific classes, one for
French, one for Spanish.
An additional half-day was devoted to interviews with Dr. Jo Drugan, with a view to producing further video footage
(all master classes were also recorded) for use in the Centre’s teaching activities.
If the seminars continue with the same format, the knowledge-transfer component (master classes) will obviously vary,
depending on what branch of the language services of the United Nations the participants come from
(translation/précis-writing; editing; verbatim reporting; interpreting), but I at least got some experience of introducing
all the aspects of linguistic careers at the United Nations to the students and would welcome feedback. This will be
used not only to adjust the material I and my colleagues use in the future, but also to influence what information is
placed on the DGACM website, www.dgacm.org.
Despite the cancellation of the seminar in its original intended format, Dr. Bogdan Babych and Dr. Serge Sharoff
provided a detailed summary (over four half-days) of the concept of quality evaluation applied to machine translation
output; the performance of rule-based and statistics-based machine-translation applications for various subject
domains/genres of text; human vs automated evaluation of machine translation output and applications of corpus
linguistics. For me, the advantage of the seminar lay not just in having access to the Centre’s expertise in this field, but
in being able to get the balanced views of individuals who were neither developers nor vendors.
This is an asset, as I am currently both the IT focal point for the English Translation Service at UNHQ, and a member
of the Department for General Assembly and Conference Management (DGACM) Documentation Division
Technology Advisory Group, which comprises translators, editors and terminologists, and communicates with its
counterpart in the Meetings and Publication Division (and therefore with verbatim reporters and interpreters).
Although the format of the master classes (over four half-days) also had to be adapted to the unusual situation (I was
the only one of the approximately 15 original participants to have successfully reached Leeds), I altered and expanded
the material I had originally prepared based on the assumption that I would share the knowledge-transfer component
with one participant from UNON and one from UNHQ. The availability of rooms with a computer, a projector and a
live internet connection helped tremendously. However, I was unable to distribute handouts in advance, as I would
have wished.
An additional half-day was devoted to interviews with Dr. Jo Drugan, with a view to producing further video footage
(all master classes were also recorded) for use in the Centre’s teaching activities.
The only parts of the original brief which were omitted were the designing of an audit of the UN’s needs to see
whether machine translation could meet them, the cultural event planned for the end of the week, and master classes
for speakers of Chinese (would have been covered by Penghui Fu of the Verbatim Reporting Service at UNHQ). I did
not in the end provide a specific master class for students translating into English from Russian, only French and
Spanish.
I believe this was a valuable test run, and on that basis would recommend the course in its original intended format
particularly to translators and terminologists, but also to editors and verbatim reporters. I intend to share the teaching
31
materials I used with other UN participants, and, should they so wish, with participants from other international
organizations. Although I understand that there is no module on précis-writing for future translators at the Centre, I
would recommend that ad-hoc arrangements be used to ensure that if this cannot be covered by those giving master
classes, it should be introduced to the students at another time. If it is omitted, the picture of translation at UN duty
stations (and indeed in many UN agencies) will be incomplete.
However, for the sake of the hosts and participants alike, one matter should be addressed. Both this and the previous
IAMLADP seminar I attended (Herzen University, St. Petersburg) were advertised so late that needless difficulties
arose. In the case of the hosts, late announcement reduces attendance, because many potential participants will have
prior commitments. In the case of the participants, at least those from the UN, budget allocations are depleted by
expensive travel (more notice leads to more opportunity to buy reduced fares).
Host’s feedback on Workshop on machine translation
by Svetlana Carsten and Jo Dugan
Due to unforeseen circumstances (flight cancelations), the original planned version of the workshop could
not be delivered. Only one member of the UN team could arrive and we are very grateful to Kieran Burns
for making it to Leeds in the end. We are pleased that the expertise shared by Bogdan Babych and Serge
Sharoff proved to be of benefit to Kieran. And we are of course indebted to Kieran for delivering four halfday master classes to the students of translation.
We extremely grateful to Kieran for being able to address both categories of students — translators and
interpreters, especially with regard to his ‘outreach brief’. He gave a very informative talk on the UN
language services, the variety of skills and the most urgent needs. He was able to answer many questions
and generally was very encouraging with regard to career opportunities in the UN. He offered links to the
relevant websites on recruitment and offered other useful tips. We hope that he will be able to come to
Leeds again.
It was essential to have an academic available in advance of the workshop to answer questions regarding
the students (numbers, languages, background, level of prior knowledge and interest in IOs). This seemed
to work well as an email dialogue.
However, in future, I would try to provide more concrete information and pedagogical advice in advance. I
was reluctant to do this in case it seemed patronizing or implied that we expected a lot of preparation. In
fact, prospective visitors appreciated quite specific suggestions and found these helpful rather than
condescending. It may be stating the obvious, but IO staff are not usually trained or experienced teachers,
and therefore welcomed guidance on teaching activities.
We were fortunate that Kieran was sufficiently knowledgeable, confident and flexible to react to our
students’ expectations and gather materials online to address specific requests once he was in Leeds. It
would be better to canvass students (and staff) in advance to ascertain what might be useful. It would also
be appropriate to provide an indication as to typical teaching scenarios in the host institution. For instance,
the practical translation sessions in Leeds are very hands-on so our students are used to a high level of
participation. Kieran responded willingly to these expectations to devise an applied ‘get your hands dirty’
session where they were able to experience live précis writing and compare their work to both that of their
peers in the classroom and real UN staff — this went down very well.
Summary of student feedback on master classes given by Kieran Burns (UN, New York)
The student questionnaire was sent by email to about 30 students who attended Kieran’s master classes. We
received a total of only seven responses but a further open discussion on careers took place in the middle of
May (this is an annual CTS meeting for students) where the students were asked to share their views on
Kieran’s contribution. The summary below reflects feedback from both the questionnaire and the open
forum.
The feedback received was overwhelmingly positive, with all aspects being rated at least ‘Good’. (One
student felt the objectives of the week were not sufficiently clear but this was an isolated comment and this
response has been removed from the numeric feedback, as the motivation for the comment relates not to
Kieran’s classes but the way the entire week was presented to the students in advance by Leeds staff.)
32
A summary of responses to the specific questions is given below and the few individual comments are then
presented, with comments where appropriate.
Summary of responses (in parenthesis approx number of responses in the open forum when students
volunteered their opinion)
Topic
Quality of teaching
Objectives of classes were clear (not asked this question in the open
forum)
Teaching was effective
Participation was encouraged (not asked this question in the open
forum)
Handouts were useful
Good
1
1
V. Good
4 (10)
1
Excellent
1
2
2 (7-8)
3
3 (10)
2
1 (3)
3 (10)
1
Summary of comments
 The career talks were really interesting and well executed.
 One respondent mentioned that students whose A language is not English would have appreciated
a similar workshop directed at other A languages. This need would of course have been addressed
had the highly unusual circumstances of the Icelandic volcanic ash cloud not affected some
intended participants’ ability to travel.
 One respondent mentioned that the workshop was interesting but not directly relevant for him as
he didn’t intend to work for the UN.
 One respondent requested information for those who wanted to stay in Leeds/the UK after
graduation. Perhaps more information on how to get work as a freelance for IOs could address this
need in future?
33
 Annex 6 to UCG Report
Universities in Latin America
offering translation and/or interpretation programmes
Contact List
(updated to May 2010)
The universities listed have expressed interest in establishing ties with international
organizations and exploring ways to collaborate in developing the next generation of
language professionals. Those marked with an asterisk were contacted in the first five
months of 2010 and invited either to be considered for inclusion in the list or to update
their contact details, as applicable. Those not marked with an asterisk will be contacted
during the remainder of the year, together with other, currently unlisted universities that
have been recommended to ECLAC translation staff by colleagues working in and
outside the organization. Suggestions regarding other T&I training institutions in Latin
America that should be contacted are most welcome.
Universities are listed by country in alphabetical order.
ARGENTINA
*INST. DE ENSEÑANZA SUPERIOR EN LENGUAS VIVAS J. R. FERNÁNDEZ
Prof. Diana Ardissone (Regente del Instituto)
ies81de1@buenosaires.edu.ar
dardissone@yahoo.com.ar (correo personal)
Tel: +54-11-4322-3992
*UNIVERSIDAD DE BELGRANO
Facultad de Lenguas y Estudios Extranjeros
Prof. Raquel Albornoz (Decana de la Facultad)
raquel.albornoz@ub.edu.ar
Tel.: +54-11-4788-5400 (Int. 2521)
*UNIVERSIDAD DE BUENOS AIRES
Facultad de Derecho
Dra. Mónica Voglino (Directora de la carrera de Traductorado Público)
traducto@derecho.uba.ar
Tel: +54-11-4809-5679
*UNIVERSIDAD DE LA PLATA
Facultad de Humanidades y Ciencias de la Educación
Prof. Leticia Móccero (Encargada del Departamento de Lenguas Modernas)
deptolm@fahce.unlp.edu.ar
Tel: +54-0221-423-0125 (Int.144)
BRAZIL
*PONTIFÍCIA UNIVERSIDADE CATÓLICA DE CAMPINAS
Faculdade de Letras
Contacto: Nair Fobé — Diretora
letras.clc@puc-campinas.edu.br
*UNIVERSIDADE DE SÃO PAULO
34
Faculdade de Letras
Contacto: Sandra Margarida Nitrini — Diretora
fflch@usp.br
*PONTIFÍCIA UNIVERSIDADE DO RIO DE JANEIRO
Contacto: Maria Paula Frota —Docente — mpfrota@puc-rio.br;
Márcia Martins — Docente — mmartins@puc-rio.br
Paulo Henriques Britto — Docente — phbritto@hotmail.com
CHILE
*PONTIFICA UNIVERSIDAD CATÓLICA DE CHILE
Facultad de Letras
Contact: María Isabel Diéguez
mdieguez@puc.cl
Tel: +54-11-4809-5679
*PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO
Instituto de Literatura y Ciencias del Lenguaje
Contact: Patricia Vargas Sandoval
patricia.vargas@ucv.cl
Tel: +54-11-4809-5679
*UNIVERSIDAD CHILENO BRITÁNICA DE CULTURA
Contact: María Eugenia Bambach
mbambach@ubritanica.cl
*UNIVERSIDAD DE SANTIAGO DE CHILE
Departamento de Linguistica y Literatura
Contact: Amanda Varas
amanda.varas@usach.cl
Tel: +54-11-4809-5679
COLOMBIA
*UNIVERSIDAD DEL CAUCA
Departamento de Lenguas
Contact: Alfonso Rafael Buelvas
alfonsobuelvas@hotmail.com abuelvas@unicauca.edu.co
Tel: 8209800 ext. 2421.
COSTA RICA
*UNIVERSIDAD NACIONAL DE COSTA RICA
Contact: Sherry Gapper (Directora del programa)
Tel: 2562-4074
sgapper@una.ac.cr
CUBA
UNIVERSIDAD DE LA HABANA
Facultad de Lenguas Extranjeras
Contact: Dra. Rita González Delgado
flex@flex.uh.cu
MEXICO
*COLEGIO DE MÉXICO
35
Centro de Estudios Lingüísticos y Literarios
Contact: Daniela Sazlasky
dzasla@colmex.mx
coord.acad.cell@colmex.mx
*UNIVERSIDAD DE LAS AMÉRICAS PUEBLA
Departamento de Lenguas
Contact: Dra. Brita Banitz
Brita.Banitz@udlap.mx
PUERTO RICO
UNIVERSIDAD DE PUERTO RICO
Recinto Rio Piedras
Facultad de Humanidades
Contact: Dra. Aurora Lauzardo
pgt@uprrp.edu
URUGUAY
*UNIVERSIDAD DE LA REPÚBLICA
Facultad de Derecho
Carrera de Traductor Público
Contact: Prof. Tit. Lic. Sara Álvarez Catalá de Lasowski
fdtraduc@fder.edu.uy
VENEZUELA
*UNIVERSIDAD CENTRAL DE VENEZUELA
Escuela de Idiomas Modernas
Contact: Prof. Lucius Daniel
lgwd@yahoo.com, luciusdaniel@gmail.com
Tel: 58 212 6052924, 58 212 6051802, 58 414 3662080
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