The present study explored the use of translation technology in second language (L2) writing by English as a Second Language (ESL) students at the University level. The appropriate role of translation, and specifically translation technology, in L2 curricula has been the subject of theoretical and practical debate. In order to address knowledge gaps relevant to this debate, the present study sought to document students’ current use of translation technology, specifically free online translation (FOT) tools, and their opinions about these tools. The study’s mixed-methods design included video observations and questionnaires regarding FOT use completed by 19 university students enrolled in a high intermediate-level ESL course. Semi-structured follow-up interviews were conducted with the six participants who were observed using FOT tools extensively on the video recordings. Results showed that high intermediate-level ESL students have a primarily positive attitude toward FOT tools. In addition, the majority of students reported using such tools regularly, even though only about one third of the students were actually observed using the tools significantly in the video recordings. Results are discussed in the context of the ongoing debate over whether and how translation technology should be used in L2 classrooms.

La mondialisation n’est plus seulement une réalité économique et commerciale, elle concerne aussi les domaines culturels et artistiques. Dans ce contexte, la traduction joue un rôle majeur car elle facilite les échanges tout en conservant la diversité des langues et des cultures. En permettant la circulation des œuvres dramatiques et lyriques dans leur dimension spectaculaire, le surtitrage répond à cet enjeu du dialogue interculturel. Ainsi, il s’est imposé comme une technique de traduction à part entière, à mi-chemin entre la traduction théâtrale et la traduction audiovisuelle. Sa pratique connaît d’ailleurs un essor constant depuis son apparition, posant ainsi la question de sa professionnalisation et exigeant, par là-même, que l’on s’interroge sur les outils nécessaires au surtitreur. Pour y répondre, une analyse théorique du surtitrage est indispensable car ce dernier présente des spécificités propres qui concernent aussi bien les textes source et cible que l’opération de traduction qu’il engage. La réflexion traductologique doit être accompagnée d’une réflexion théâtrologique car le surtitrage apparaît, de fait, comme un élément qui s’ajoute à une scénographie. Quel que soit son degré d’intégration à la mise en scène, il n’est pas sans incidence sur le spectacle qu’il traduit. Outre cette approche théorique, ce travail s’appuie sur une expérience pratique du surtitrage pour en cerner les différents enjeux. Une telle articulation entre théorie et pratique a conduit à la conception de nouveaux outils, méthodologiques et informatiques (cahier des charges fonctionnel du logiciel Surtitéa), pour faciliter l’activité du surtitreur et accompagner sa professionnalisation. / Globalization is no longer restricted to the economic and commercial spheres as the cultural and artistic worlds are now also affected by it. Within this context, translation plays a major role since it makes exchanges easier while maintaining the diversity of languages and cultures. In making possible the circulation of dramatic and lyrical works in their entire theatrical dimension, the practice of surtitles contributes to the elaboration of this intercultural dialogue. Hence, it came to be recognized as a specific technique of translation, half-way between theatrical translation and audiovisual translation. The practice of surtitles has been developing at a regular pace since its creation, raising thus the question of its professionalization and that of the tools required for such specific types of translation. To answer those questions, a theoretical analysis of surtitling is necessary because of its specificities concerning both the source and target texts and the very process of translation which it implies. A reflection on the theories of translation should be combined with a reflection on the theatrical field since the surtitles are, as a matter of fact, part of the scenography. No matter how much the surtitles are taking into consideration in the elaboration of the staging, their integration always has a consequence on the play they translate. Alongside this theoretical approach, this study is based on a practical experience in surtitling which has helped us to further delineate its features. This combination of theory and practice has resulted in the creation of new tools in the field of methodology and computing (practical guidelines for the users of the software Surtitéa) to ease the task of the translator and helps his professionalization.

[pt] Neste trabalho, analiso de que forma a tradução, nos últimos quarenta anos, deixou de ser uma atividade praticada em moldes artesanais para se transformar numa indústria bilionária e se tornar o idioma da globalização. Para desenvolver essa análise, dialogo com propostas teóricas de autores canônicos para o estabelecimento de uma historiografia e de uma sociologia da tradução, e com aspectos das linhas sistêmicas e funcionais dos estudos da tradução. A partir desses diálogos, sugiro algumas adaptações teóricas e metodológicas para redimensionar o conceito de tradução diante de seu protagonismo no mundo globalizado, com foco na tradução especializada. Após uma breve análise da história conceitual da tradução, levando em conta as mudanças recentes em suas práticas, concluo mostrando de que forma essas transformações se fazem mais visíveis nos conceitos de autoria, texto de partida, tradutor e texto de chegada, considerando a tecnologia presente em cada um desses quatro elementos a materialização dessas transformações, com especial atenção às tecnologias específicas da tradução. / [en] This study analyzes how, in the last forty years, translation has ceased to be an artisanal activity to become a billionaire industry and the voice of globalization. To develop this analysis, I discuss theoretical proposals from canonical authors for the establishment of a historiography and of a sociology of translation, and some aspects of systemic and functional lines of translation studies. Based on these ideas, I suggest some theoretical and methodological adaptations to update the concept of translation as a protagonist in the globalized world, focusing on specialized translation. After a brief analysis of the conceptual history of translation, taking in account recent changes in its practices, I conclude by showing how these transformations became more visible in the concepts of authoring, source text, translator and target text, considering the technology used in each one of these four elements as the materialization of these transformations, with special attention to translation-specific technologies.

Submitted by Lara Cristina Santos Talhaferro null (lara.talhaferro@hotmail.com) on 2018-03-07T01:06:11Z No. of bitstreams: 1 Dissertação_LaraCSTalhaferro_2018.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-03-07T15:46:44Z (GMT) No. of bitstreams: 1 talhaferro_lcs_me_sjrp.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) / Made available in DSpace on 2018-03-07T15:46:44Z (GMT). No. of bitstreams: 1 talhaferro_lcs_me_sjrp.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) Previous issue date: 2018-02-26 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O processo da globalização, que tem promovido crescente circulação de informações multilíngues em escala mundial, tem proporcionado notáveis mudanças no mercado da tradução. No contexto globalizado, para manterem-se competitivos e atenderem à demanda de trabalho, a qual conta com frequentes atualizações de conteúdo e prazos reduzidos, os tradutores passaram a adotar ferramentas de tradução assistidas por computador em sua rotina de trabalho. Duas dessas ferramentas, utilizadas principalmente por tradutores das áreas técnica, científica e comercial, são os sistemas de memórias de tradução e as tecnologias de tradução automática. O emprego de tais recursos pode ter influências imprevisíveis nas traduções, sobre as quais os tradutores raramente têm oportunidade de ponderar. Se os profissionais são iniciantes ou se lhes falta experiência em determinada ferramenta, essa influência pode ser ainda maior. Considerando que os profissionais novatos tendem a utilizar cada vez mais as ferramentas disponíveis para aumentar sua eficiência, neste trabalho são investigados os possíveis efeitos do uso de sistemas de memórias de tradução e tecnologias de tradução automática, especificamente o sistema Wordfast Anywhere e um de seus tradutores automáticos, o Google Cloud Translate API, nas escolhas de graduandos em Tradução. Foi analisada a aplicação dessas ferramentas na tradução (inglês/português) de quatro abstracts designados a dez alunos do quarto ano do curso de Bacharelado em Letras com Habilitação de Tradutor da Unesp de São José do Rio Preto, divididos em três grupos: os que fizeram o uso do Wordfast Anywhere, os que utilizaram essa ferramenta para realizar a pós-edição da tradução feita pelo Google Cloud Translate API e os que não utilizaram nenhuma dessas ferramentas para traduzir os textos. Tal exame consistiu de uma análise numérica entre as traduções, com a ajuda do software Turnitin e uma análise contrastiva da produção dos alunos, em que foram considerados critérios como tempo de realização da tradução, emprego da terminologia específica, coesão e coerência textual, utilização da norma culta da língua portuguesa e adequação das traduções ao seu fim. As traduções também passaram pelo exame de profissionais das áreas sobre as quais tratam os abstracts, para avaliá-las do ponto de vista de um usuário do material traduzido. Além de realizarem as traduções, os alunos responderam a um questionário, em que esclarecem seus hábitos e suas percepções sobre as ferramentas computacionais de tradução. A análise desses trabalhos indica que a automação não influenciou significativamente na produção das traduções, confirmando nossa hipótese de que o tradutor tem papel central nas escolhas terminológicas e na adequação do texto traduzido a seu fim. / Globalization has promoted a growing flow of multilingual information worldwide, causing significant changes in translation market. In this scenario, translators have been employing computer-assisted translation tools (CAT Tools) in a proficient way to meet the demand for information translated into different languages in condensed turnarounds. Translation memory systems and machine translation are two of these tools, used especially when translating technical, scientific and commercial texts. This configuration may have inevitable influences in the production of translated texts. Nonetheless, translators seldom have the opportunity to ponder on how their production may be affected by the use of these tools, especially if they are novice in the profession or lack experience with the tools used. Seeking to examine how the work of translators in training may be influenced by translation memory systems and machine translation technologies they employ, this work investigates how a translation memory system, Wordfast Anywhere, and one of its machine translation tools, Google Cloud Translate API, may affect the choices of Translation trainees. To achieve this goal, we present an analysis of English-to-Portuguese translations of four abstracts assigned to ten students of the undergraduate Program in Languages with Major in Translation at São Paulo State University, divided into three groups: one aided by Wordfast Anywhere, one aided by Google Cloud Translate API, and one unassisted by any of these tools. This study consists of a numerical analysis, assisted by Turnitin, and a comparative analysis, whose aspects examined are the following: time spent to perform the translation, use of specific terminology, cohesion and coherence, use of standard Portuguese, and suitability for their purposes. Apart from this analysis, a group of four experts were consulted on the translations as users of their content. Finally, the students filled a questionnaire on their habits and perceptions on CAT Tools. The examination of their work suggests that automation did not influence the production of the translations significantly, confirming our hypothesis that human translators are at the core of decision-making when it comes to terminological choices and suitability of translated texts to their purpose. / 2016/07907-0

El propósito de este proyecto de investigación es explorar la autopercepción respecto al nivel de dominio de las herramientas de traducción asistida por computadora (TAC) de los traductores colegiados en las lenguas inglés y español en Lima, Perú. Por otro lado, se pretende identificar las necesidades y expectativas de un grupo de profesionales del presente estudio con relación al uso de las herramientas TAC. Esta investigación utiliza, como metodología, la técnica cuantitativa. Se encuestó a los miembros del Colegio de Traductores del Perú con la combinación de lenguas español- inglés con el fin de profundizar los resultados encontrados respecto al nivel de dominio de las herramientas TAC de los traductores certificados. / The purpose of this research project is to explore the self-perception of Spanish – English translators certified by the Peruvian Association of Professional Licensed Translators in Lima, Peru regarding their command of computer-aided translation (CAT) tools. On the other hand, we aim to identify the needs and expectations of the group of professionals of this study in regard to the application of CAT tools. This research uses a method with quantitative technique. The members of the Peruvian Association of Professional Licensed Translators with language pair combination Spanish – English were surveyed (representative sample), in order to deepen the results, found with regard to the certified translators' level of command of CAT tools. / Tesis

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<p>Many multilingual learners who use a language other than English at home face academic challenges from English monolingualism prevalent in the U.S. school system. English as a New Language (ENL) programs teach English to these learners while playing a role in reinforcing English monolingualism. For educational inclusivity and equity for multilingual learners, it is imperative to center their holistic language repertoires in ENL classrooms; however, this can be challenging due to individual and contextual factors. Using translanguaging as a conceptual framework, this qualitative case study explores how high school multilingual learners’ languages are flexibly used in ENL classes and how the students think about such classroom translanguaging practices. I used ethnographic methods to observe ENL classroom activities and instructional practices, interview the participants, and collect photos and documents in a high school in Indiana for a semester. The participants were an English-Spanish proficient ENL teacher and four students from Puerto Rico, Mexico, Honduras, and the Democratic Republic of the Congo, whose language repertoires included Spanish, Lingala, French, Arabic, and English. The findings describe the difficulties and possibilities of incorporating all students’ multilingual-multisemiotic repertoires in ENL classes. The classroom language practices primarily constituted of Spanish and drawing; some instructional activities and practices, such as the multigenre identity project and the teacher’s use of Google Translate, well integrated the students’ multilingual-multisemiotic repertoires. When the students engaged in English writing, they frequently used machine translation, such as Google Translate, through dynamic processes involving evaluation. While the students perceived such classroom translanguaging practices generally positively, they considered using machine translation as a problem, a resource, or an opportunity. With these findings, I argue that multilingual learners’ competence to use their own languages and machine translation technology freely and flexibly is a valuable resource for learning and should be encouraged and developed in ENL classrooms. To do so, ENL teachers should use instructional activities and practices considering students’ dynamic multilingualism. TESOL teacher education should develop such competence in teachers, and more multilingual resources should be provided to teachers. In the case of a multilingual classroom with singleton students, building mutual understanding, empathy, and equity-mindedness among class members should be prioritized. Finally, I recommend that the evolving multilingual technologies, such as machine translation, be actively used as teaching and learning resources for multilingual learners.</p>