Training Corporate and Institutional Terminologists: A Case Study at the University of Granada

Autor/in	Montero-Martínez, Silvia
Titel	Training Corporate and Institutional Terminologists: A Case Study at the University of Granada
Quelle	In: Interpreter and Translator Trainer, 17 (2023) 3, S.412-433 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montero-Martínez, Silvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2023.2237326
Schlagwörter	Translation; Masters Programs; Curriculum Design; Competency Based Education; Foreign Countries; Graduate Students; Program Descriptions; College Faculty; Teaching Methods; Second Languages; Language Processing; Employment Qualifications; Technological Literacy; Languages for Special Purposes; Teamwork; Intercultural Communication; Interpersonal Competence; Self Management; Information Technology; Professional Education; Spain + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Lehrplangestaltung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Second language; Zweitsprache; Sprachverarbeitung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Technisches Wissen; Sprachhandlungsfähigkeit; Interkulturelle Kommunikation; Interpersonale Kompetenz; Selbstmanagement; Informationstechnologie; Berufsausbildung; Spanien
Abstract	To respond to the needs of the language industry, further specialisation in terminology at Master's level is needed to equip students with the necessary skills to work as corporate and institutional terminologists. For this purpose, curricular design should envisage the general and specific competences identified by practising terminologists in the workplace. Moreover, the competences established by the European Master's in Translation Competence Framework (2009, 2017, 2022), adapted to terminology work, can be used to identify course content and expected learning outcomes. Teaching and learning strategies should promote life-long learning and learner autonomy. Finally, course instructors should include both lecturers and practitioners. This paper discusses the curriculum developed for corporate and institutional terminology training within the Master's Degree in Professional Translation at the University of Granada (Spain), a programme that was incorporated into the EMT network in 2019. The ultimate goal is to train highly qualified terminologists who meet the demands of the market, and who have the necessary competences and skills to continue their self-training, once they have completed their postgraduate studies and have entered the labour market. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01