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Teaching CAT tools

Teaching CAT tools. Dr Joanna Drugan Centre for Translation Studies University of Leeds j.drugan@leeds.ac.uk. Talk map. Why teach CAT tools? What do students learn? Why useful for students & staff? How to teach CAT Sample approaches, illustrations Pitfalls & solutions.

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Teaching CAT tools

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  1. Teaching CAT tools Dr Joanna Drugan Centre for Translation Studies University of Leeds j.drugan@leeds.ac.uk

  2. Talk map • Why teach CAT tools? • What do students learn? • Why useful for students & staff? • How to teach CAT • Sample approaches, illustrations • Pitfalls & solutions

  3. Why teach CAT tools? • Benefits for students • Standard industry tools, motivating • Typical workflow & deadlines • Multilingual environment • Confidence • Wider range of skills valued • Enhanced employability, especially at beginning of career

  4. Why teach CAT tools? • Benefits for staff/course • Networking, closer links with industry • Professional reputation, enhanced credibility of applied courses • Rewarding variety, challenge of teaching in fast-changing field

  5. Approaches to teaching CAT tools • Leeds MA-level compulsory CAT module • MA in Applied Translation students • Two semesters, 45 credits (/180)

  6. Approaches to teaching CAT tools • Course structure • 4 hours/week, 10 weeks/semester • Wednesday: academic-led, presentation & exercise • Friday: industry-led, report from the ‘wordface’ & exercise • Team project weeks: student project manager-led

  7. Approaches to teaching CAT tools • Course content • Phased introduction to key concepts: terminology management, translation memory, project management, localisation • Tool-based approach: TRADOS, Wordfast, LTC Organiser, Passolo, DVX, SDLX, STAR • Most recent version of all tools, one licence per student • NB importance of adequate technical support

  8. Approaches to teaching CAT tools • Sample exercise 1: Week 1 classes on terminology • Presentation on importance of standardised terminology in translation today, practical illustrations • Tutor demonstration of class activities • Students select a theme they’ll work on during the year & identify 3 related files: .DOC, .HTML, .XLS • Terminology extraction & glossary (Word table) • Glossaries imported & exported across 3 basic formats: .DOC, .TXT, .XLS • Terminology exchange & merging: pairs of students email files to each other for glossary merging

  9. Approaches to teaching CAT tools • Sample exercise 2: Week 3 classes on TRADOS MultiTerm • Presentation on features of software, typical users • Tutor demonstration of class activities • Students • Navigate an existing sample glossary • Add, edit & delete entries • Create a new glossary based on a template & a new glossary from scratch • Import data from glossaries in .DOC, .TXT & .XLS formats • Export data from TRADOS proprietory format • Exchange exported data by email attachment for import into MultiTerm format

  10. Approaches to teaching CAT tools • Sample exercise 3: Team projects • Multilingual student teams working to a tight deadline under a student project manager • Aim to reproduce ‘real-world’ scenario: • Real materials (e.g. One World Trust website) • Quotes • Project management software to cost & manage project • Client feedback

  11. Approaches to teaching CAT tools • Demonstration: Passolo student project • Localise Solitaire.EXE

  12. Approaches to teaching CAT tools • Assessment • Practical focus • Demonstrate competent users of software • Comparative, critical approach • Strong & weak points of each tool • Demonstrate understanding of CAT principles • Essay-based with electronic submission of relevant files

  13. Pitfalls & some possible solutions • Insufficient specialised staff • Draw on industry links • Training available (Passolo Train the Trainer events, company visits) • Use PG demonstrators (recent graduates)

  14. Pitfalls & some possible solutions • Multilingual teaching but need for same source materials • Translate out of English only where necessary (team projects) • Encourage students to identify their own materials for use in class exercises • eCoLoRe & other free multilingual resources • www.ecolore.leeds.ac.uk

  15. Pitfalls & some possible solutions • Varying student levels of competence/progress • Provide optional supplementary exercises • Use best students as early team project managers then appoint them to mentor future PMs • Provide frequent reassurance • Invite graduates back to reassure current intake • Provide ample time for assessment & adequate access to facilities for preparation

  16. Pitfalls & some possible solutions • Labour-intensive • Team teaching, PG demonstrators • Acknowledge in module credit weighting • Staff input underestimated by colleagues/workload models • ?

  17. Questions?

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