Integrating collaborative localization into professional translator training

Non-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and e...

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Detalles Bibliográficos
Autor: Sánchez Ramos, María del Mar|||0000-0001-5684-1552
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:español
OAI Identifier:oai:ebuah.uah.es:10017/58625
Acceso en línea:http://hdl.handle.net/10017/58625
https://dx.doi.org/10.12807/ti.113201.2021.a03
Access Level:acceso abierto
Palabra clave:Non-professional translation (NPT)
Crowdsourcing
Online collaborative translation
Localization
Filología
Philology
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spelling Integrating collaborative localization into professional translator trainingSánchez Ramos, María del Mar|||0000-0001-5684-1552Non-professional translation (NPT)CrowdsourcingOnline collaborative translationLocalizationFilologíaPhilologyNon-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and evaluate an online collaborative localization project as an example of NPT. Drawing on quantitative and qualitative methods, the findings show that the trainees had a positive attitude towards NPT practices and were highly satisfied with the inclusion of NPT in the localization curriculum.20212021-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/58625https://dx.doi.org/10.12807/ti.113201.2021.a03reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Españolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/586252026-06-18T11:13:07Z
dc.title.none.fl_str_mv Integrating collaborative localization into professional translator training
title Integrating collaborative localization into professional translator training
spellingShingle Integrating collaborative localization into professional translator training
Sánchez Ramos, María del Mar|||0000-0001-5684-1552
Non-professional translation (NPT)
Crowdsourcing
Online collaborative translation
Localization
Filología
Philology
title_short Integrating collaborative localization into professional translator training
title_full Integrating collaborative localization into professional translator training
title_fullStr Integrating collaborative localization into professional translator training
title_full_unstemmed Integrating collaborative localization into professional translator training
title_sort Integrating collaborative localization into professional translator training
dc.creator.none.fl_str_mv Sánchez Ramos, María del Mar|||0000-0001-5684-1552
author Sánchez Ramos, María del Mar|||0000-0001-5684-1552
author_facet Sánchez Ramos, María del Mar|||0000-0001-5684-1552
author_role author
dc.subject.none.fl_str_mv Non-professional translation (NPT)
Crowdsourcing
Online collaborative translation
Localization
Filología
Philology
topic Non-professional translation (NPT)
Crowdsourcing
Online collaborative translation
Localization
Filología
Philology
description Non-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and evaluate an online collaborative localization project as an example of NPT. Drawing on quantitative and qualitative methods, the findings show that the trainees had a positive attitude towards NPT practices and were highly satisfied with the inclusion of NPT in the localization curriculum.
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
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dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/58625
https://dx.doi.org/10.12807/ti.113201.2021.a03
url http://hdl.handle.net/10017/58625
https://dx.doi.org/10.12807/ti.113201.2021.a03
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
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Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
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Attribution-NonCommercial-NoDerivatives 4.0 International
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dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
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