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Plurilingual terminological competences in specialized domains: a competitive advantage?. EUNoM – Ljouwert 18 November 2010 Rita Temmerman Erasmushogeschool Brussel http://cvc.ehb.be. Theme 2.
EUNoM – Ljouwert 18 November 2010
The contribution that universities in general and the EUNoM network in particular can make to the development of the Council of Europe’s and the European Commission’s language policies, especially to the EU’s 8th Framework Programme.
In today’s working environments patterns of linguistic diversity can be observed.
Evidence proves that on the workfloor in many European regions, a range of different languages and language variants are constantly in use, even if there is an agreement on one or more linguefranche.
Mutual understanding is more important than correctness.
Attitudes on standardised national languages and cultural purity belong more and more to the past.
As things stand, we know far too little about the impact of monolingualism - as compared to multilingualism and plurilingualism - on the dynamics of understanding and knowledge.
We need more research on the acquisition of plurilingual competences.
e.g. we need research aimed at facilitating the accelerated learning of specialised language skills (e.g. multilingual terminology) related to languages that already form part of a given learner’s repertoire (CASE 1).
Corporate-academic partnerships are needed to enhance the resolving of societal problems related to communication problems in intercultural and multilingual settings (field specialists)
Universities require programmes combining language study and acquisition with the study of other disciplines and they should engage in interdisciplinary research undertaken jointly by language specialists collaborating with e.g. sociologists, political scientists, medical scientists, economists, educationalists, etc.
e.g. research on the dynamics of terminological variation in European multilingual communication and on aspects of languages(s) and creativity from an interdisciplinary perspective is an asset (CASE 2).
All bilingual staff at Children’s hospital in Dallas were given the opportunity to sit for the interpreter qualification examination to determine their ability to safely provide medical interpreting when a staff interpreter was not available
The areas of focused instruction in this programme were defined as follows:
Upon completion of the course, trainees are expected to be able to demonstrate:
Examples like the one just discussed should be the focus of future research in corporate-based learning
The targeted skill in the example was the ability to facilitate doctor-patient communication through the development of English and Spanish formedicalinterpreting
Parameters explaining terminological variation can be retrieved from textual archives of a discipline.
Our objective was to try and find the parameters that lead to variation in terminology and dynamics of ideas as they are explicitly mentioned by field specialists giving surveyed information on the development of their discipline.
The examples we give here are from a European Council document (2008). We have confirmation that the English text was the source text and the French and Dutch versions are translations.
IN DUTCH: The translator decided to add a hyperonym of uitroeiing of regulering van IS: bestrijdingsmaatregelen. This is an example of optional modulation and explicitation.
The three examples illustrate that the translated texts, like the Euro-English originals show variability and have characteristics of the dynamics and plasticity of all living languages.
We suggest that given the fact that Euro-English has become the main lingua franca in the European Union, the study of variation, dynamics and standardisation of European terminology will have to distinguish between two tracks.
We presented some ideas on how plurilingualism and cultural diversity in the educational setting can lead to competitive advantages for Europeans in higher education