About this Research Topic
Technological innovations have transformed the practices in the language services industry. Few professional translators now start translating from scratch. Machine translation, post-editing, and revision have been extensively used in the translation process. These new trends created new demands for the competencies required for the translation profession. However, emerging technologies have been relatively less integrated and taught in translation programs. It is unclear how translation students can develop sub-competencies such as post-editing and revision skills. The acquisition of these under-researched translation competencies merits attention. What is particularly relevant is how emerging technologies can enhance student learning, whether technology-enhanced translation education is effective, and how students perceive innovative translation teaching methods.
Despite their widespread use in the language services industry, emerging technologies are relatively less present in the context of translation education. It is unclear how new technologies would transform the existing notions of translation competence and the curriculum and pedagogy for translation education. This collection of articles aims to revisit translation competencies in the era of emerging technologies and consider how innovative pedagogies and new technologies can be applied to enhance translation teaching. The learning process and learner perceptions in technology-enhanced language teaching are also of interest. This article collection welcomes empirical studies of students' translation process, perceptions of, and attitudes toward, technology and its use. Curriculum design and experiments related to translation (technology) teaching are also welcome.
Areas covered by this Research Topic include but are not limited to:
Emerging technologies in translation;
Translation competencies revisited in the technology era;
Innovative technologies in translation teaching;
Teaching translation technology to student translators;
Virtual reality in translation education;
Technology-enhanced translation education;
Emerging technologies in bilingual education.
Despite their widespread use in the language services industry, emerging technologies are relatively less present in the context of translation education. It is unclear how new technologies would transform the existing notions of translation competence and the curriculum and pedagogy for translation education. This collection of articles aims to revisit translation competencies in the era of emerging technologies and consider how innovative pedagogies and new technologies can be applied to enhance translation teaching. The learning process and learner perceptions in technology-enhanced language teaching are also of interest. This article collection welcomes empirical studies of students' translation process, perceptions of, and attitudes toward, technology and its use. Curriculum design and experiments related to translation (technology) teaching are also welcome.
Areas covered by this Research Topic include but are not limited to:
Emerging technologies in translation;
Translation competencies revisited in the technology era;
Innovative technologies in translation teaching;
Teaching translation technology to student translators;
Virtual reality in translation education;
Technology-enhanced translation education;
Emerging technologies in bilingual education.
Keywords: translation process, translation competence, translation education, pedagogy, learner analytics
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
