From Professional Needs to Cooperation in Terminology ... · From Professional Needs to Cooperation in Terminology Training programs: Online Terminology Building Stones The teaching

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From Professional Needs to Cooperation in Terminology Training programs: Online Terminology

From Professional Needs to Cooperation in

Terminology Training Program:

Online Terminology

M. Teresa Cabré Castellví

Rosa Estopà

Besharat Fathi

Laia Vidal Sabanés

Institute for Applied Linguistics

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Building Stones

The teaching of terminology must take into account the social context within

which the future terminologist will work. (Maurais,1987)

Training people in terminology should not be confused with training

terminologists (Cabré, 1992)

One of the important aspects in terminology training is practicing on making

decisions in the framework of a real and defined terminology work . The other

one is to offer a multidimensional knowledge (i.e. Linguistic, cognitive,

functional ) to facilitate the skill acquisition process (Cabré & Estopà 1997)

Context-based theoretical approaches in terminology, are the most adequate

approaches to meet the terminological needs of the users. (Cabré, 1999; Diki

Kidiri, 2000; Faulstish, 2001; Temmerman, 2001)

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PROLOGUE

Social and technological changes has pushed terminology into

the limelight making it become not only desirable, but also

necessary in its capacity as a knowledge and as a tool that

fosters communications and organization of communicative

contents.

Ph

oto

: D

esig

ned

by C

reat

ivea

rt/

Fre

epik

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Current Training and Education in Terminology (VISION)

The prominent characteristics of terminology courses all over the Europe:

• The focus is on Terminology Management

• The majority of them are offered in translation program frameworks (translation orientation)

• There are a few courses independently offered as a “terminology program”.

According to the information of universities available at “Terminology at Universities all over Europe” by TermCoord

http://termcoord.eu/universities/terminology-universities-europe-2/











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Some Questions to Ask (REVISION)

• Why do we not have many opportunities to study in

terminology at universities, as an independent program?

• Why university studies in terminology in many cases are

oriented to translation studies?

• Terminology as a module or terminology as a program?

• Do we need to establish more independent programs in

terminology?

• Is it necessary to cover all approaches to terminology in

training programs?

• Why do we not have any particular terminology training

aiming at specialists in science and technology domains? Do

we need?

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Teaching

• Students in various disciplines,

• specialists,

• translators,

• interpreters,

• documentalists

• terminologists

• lexicographers

• terminology developers

Level

• Tailored carefully to the target audiences

Content

• the use and benefits of terminology knowledge,

• the strategic importance of terminology for various professions,

• implementation of strategies in professions,

• contribution in terminology activities,

• learning to improve the future term bases and dictionaries.

What is terminology education?

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Why do we need to learn about terminology?

1. For non-terminologists (including specialists and translators, language mediators,

documentalists, lexicographers, etc.)

To be familiarised with how to use terminology and how to take part in the

terminography or normalisation processes,

2. For terminologists (including terminology developers, terminology planners,

terminographers, etc.)

To update the knowledge and experience, to examine their experiences by theoretical

and analytical frameworks,

3. For young students (future experts or semi-experts)

(future generation) of translators, specialists, terminologists, …

To include terminology knowledge from the beginning of their activities, to increase the

awareness about the role of terminology in professional activities, to promote the

knowledge.

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What we do:

In response to the increasing need of training in terminology

IULATERM started developing the training activities with the

aims of:

a) Achieving a significant increase in the number of trained

professionals in terminology,

b) Improving the understanding of the influence of terminology

knowledge among the key organizations, academies, relevant

authorities, etc.,

c) Increasing the competency of those individuals seeking to

participate in terminological activities and terminography.

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Benefits of Terminology Education and Training

for ORGANIZATIONS

1. Gain detailed knowledge of terminology and in this

way, anticipate requirements and tendencies,

2. Influence the contents of term bases and ensure that

their specific needs are taken into account,

3. Establish contacts with other institutions, experts,

and regulators at both national and international

levels,

4. Contribute to the development of terminology that

will ensure increased efficiency and inter-

institutional operations.

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How to get involved:

Through the collaborations

University of Turin (Master in International Translation)

Departament de Traducció i Ciències del Llenguatge UPF

(Master in Theoretical and Applied Linguistics)

Through the joint actions

ECQA, Terminology Manager Certificate

TERMNET

Universitat Pompeu Fabra

More options

TERMCOORD. IATE

Organization of the United Nations (OUN). UNTERM (The United Nations Terminology y Database)

OQLF. Le grand dictionnaire terminologique (GDT)

…

http://internationaltranslation.iuse.it/programme-overview/

https://www.upf.edu/postgrau/en/linguistics/presentacio/

http://iate.europa.eu/SearchByQueryLoad.do;jsessionid=Q_O2xe1oSBV2oK24ihwucO3XXI1z8bPuOK3qEOtq0YnxJU0DR03J!-981380135?method=load

https://unterm.un.org/UNTERM/portal/welcome

http://www.granddictionnaire.com/

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Professional Needs (Postgraduate Diploma & Master Projects) Examples of projects

o Terminology and the translator: A case study of Switzerland’s Federal

Statistical Office (Yaya Yenelaryedio Soro)

Las necesidades terminológicas del especialista en bibliotecología: el caso de la

biblioteca “Jorge Luis Borges” de la academia argentina de letras (María Sol Portaluppi)

o Classical dance vocabulary for translators (Arantxa Moreno)

Necesidades terminológicas de la comunidad textilera en méxico: la

formación de futuros especialistas (Niktelol Palacios)

o Survey of resources used by life sciences and/or medical translators

(Jane Ellis)

Standardization in Observational Astronomy: the Process of Standardization at Academy of Persian Language and Literature (Besharat Fathi)

o Lawyer-linguists at the Court of Justice of the European Union: a

terminological needs analysis (Bart Bulens)

Necesidades terminológicas de profesionales de la comunicación universitaria: la

terminología multilingüe en una institución de investigación (caso del Instituto de

Estudios Hispano-Lusos) (Kaoutar El Amri)

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Courses for Specific Purposes (Customized Training)

Examples

Ministerio del Interior (2013-2014) for translators [Campus-based]

Identifying distinct functions of the terminology in translation process.

Presenting foundations of the communicative orientation in terminology, taking into account translation perspective.

Presenting the resources and tools which are used for the terminology management in translation activities.

Persian Academy (2009) for terminologists [Online]

Understanding terminology as a theoretical and applied field of knowledge.

Fundamentals of terminology.

Familiarization with discourse and specialized contexts, the function of TU

Familiarization with preparing specialized dictionaries (initial elements)

The content provided for each group of trainees is tailored according to their professional needs.

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ECTS

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IulaOnline (Brief History)

Director: M. Teresa Cabré

Coordinator: Rosa Estopà

First Edition in Spanish: 2003-2004

First Edition in English: 2009

More than 600 Students

From 40 distinct countries

Germany, Algeria, Argentine Republic, Australia, Brazil, Burkina Faso, Belgium, Canada,

Catalonia, Republic of Chile, Republic of Colombia, Ivory Coast, Costa Rica, Croatia, United

States, Spain, France, Greece, Haiti, Netherland, Indonesia, Iran, Irland, Italy, Japon,

Luxembourg, Mexico, Nicaragua, Nigeria, Paraguay, Peru, Portugal, Poland, Puerto Rico,

United Kingdom, Czeck Republic, Romania, Rwanda, Serbia, Switzerland, Taiti, Taiwan,

Uruguay y Venezuela.

Online

Modular

Bilingual

Spanish

English

Cooperative

Dynamic

Interactive

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IulaOnline (Brief History)

Introduction

(Foundations)

2003

Professional needs

(Diploma)

2004

Workshops & Master

2006-2007

Final project

2008

SPANISH

ENGLISH

Introduction

(Foundations)

2009

Professional needs

(Diploma)

2011

Workshops & Master

2012

Final project

2013

13 years of experience in Online Terminology education and training

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terminologiaonline_UPF

UPF.IULA.Iulaterm

https://portal.upf.edu/en/web/terminologiaonline/home

https://portal.upf.edu/es/web/terminologiaonline/inicio

[email protected]

https://portal.upf.edu/en/web/terminologiaonline/home

https://portal.upf.edu/es/web/terminologiaonline/inicio

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THANKS FOR YOUR ATTENTION

Documents

From Professional Needs to Cooperation in Terminology ... · From Professional Needs to Cooperation in Terminology Training programs: Online Terminology Building Stones The teaching