Kim (2005) noted that some approaches to translator training have attempted to integrate a social constructivist approach that engages greater collaboration in the learning classroom. Key to these efforts is creating translation exercises and assignments that attempt to replicate actual translation conditions and that enable the students to realize whole cognitive engagement and processing by testing their existing knowledge and adapting it to challenges that present in the exercise. Kim presented four authentic translation projects that were developed for a translator education program and discussed their execution and effectiveness.
The researcher structured the training exercises so that the students worked together with one helming a given project and handling communications between the client and the translators and for providing a timetable and overseeing the project requirements. Other students served as project proofreaders, terminology managers to handle the list of terminologies for each project, and project editors to handle review of the final product for each project. These roles were consistent with Lobo et al.’s (2007) identification of the typical types of work translators are often expected to undertake as “information scientists, terminologists, revisers, editors, and typesetters” and they also noted that while the role of the project supervisor is not one that is commonly explored in the translator curriculum it is one that, nevertheless, more translators are being expected to fulfill in the workplace (Lobo et al., 2007, p. 521). Antia, Budin, Picht, Rogers, Schmitz and Wright (2005) similarly highlighted the role of terminology effects in translation practice.
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