Jelena Pralas , PhD Assistant Professor Institute of Foreign Languages University of Montenegro

1. Using Mini Team Projects in Translation Classes to Achieve Competences Defined in the EMT Reference Framework JelenaPralas, PhD Assistant Professor Institute of Foreign Languages University of Montenegro

2. Old practice in Teaching Translation Literary texts Teaching translation techniques

3. Market changes • Montenegrin market changes • Demand: - not literary translation, but technical (law, economics, tourism, agriculture, environment…) • Supply: – not rich enough, graduates proficient In general English, but have problems with concepts in technical translation

4. Translation Studies - ISJ 2000s – Institute of Foreign Languages introduced Specialist Studies of Translation in the University of Montenegro Based on the situation in the market Curriculum designed by experienced translators Teachers – experienced translators – scholars and researchers in linguistics, translation studies, economics and law

5. Structure of the Programme Term 1 Translation of Legal Texts to English (1+1) 6 credits Translation of Legal Texts from English (1+1) 6 credits Discourse Analysis(2+0) 5 credits Communication(1+1)5 credits Translation Theory(2+0)4 credits Basics of Law(2+0)4 credits

6. Term 2 Translation of Business Texts to English(1+1) 5 credits Translation of Business Texts from English(1+1) 5 credits Basics of Consecutive Interpretation(0+3)4 credits Academic Writing(1+1)4 credits Basics of Economics(2+0)4 credits Semantics(2+0)4 credits Final Paper( - )4 credits

7. ISJ started implementing the Translation Programme in 2004 Similar in other countries in the region Similar in EU

8. Market requires more translation training Universities open translation programmes Diversity “In 2006 there were at least 285 translation 'programmes' in European higher education, leading to a bachelor's and/or a master's degree”

9. EMT • EMT – 60 members (University programmes) • Established to: • search for convergence between training for translators in Europe • search for and apply criteria of excellence;

10. 2009 • Competences for professional translators, experts in multilingual and multimedia communication By EMT Expert Group

11. Translators’ Competences “competence - the combination of aptitudes, knowledge, behaviour and know- how necessary to carry out a given task under given conditions.” “competences applied to language professions or to translation over a wide semantic or professional range, including various modes of interpreting” These competences are interdependant

12. COMPETENCES • Competences grouped: • TRANSLATION SERVICE PROVISION COMPETENCE • LANGUAGE COMPETENCE • INTERCULTURAL COMPETENCE • INFORMATION MINING COMPETENCE • THEMATIC COMPETENCE • TECHNOLOGICAL COMPETENCE

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14. EMT competences as a reference framework • ISJ uses EMT competences as a reference • Analysis of our curriculum against it • Identification of gaps • Strategies to bridge the gaps • On the level of individual subjects • On the level of the programme curriculum • Ongoing process –constraints

15. Mini team translation project • 1 of the strategies to bridge the gap • Mini Team Projects in Translation classes • Reason: • Translation Services Provision competences (Interpersonal dimension): • - Knowing how to comply with instructions, deadlines, commitments, interpersonal competences, team organisation • - Knowing how to work in a team, including a virtual team, and • - Knowing how to work under pressure and with other experts, with a project head (capabilities for making contacts, for cooperation and collaboration), including in a multilingual situation

16. History Very simple in the beginning Additions – making it more complex, but more useful More competences In both terms

17. Stages • Stages of the mini team translation projects: • Selects appropriate material • Forming the groups • Translation process • Final products submitted • Students present their work in teams • Students assess each other and themselves • Teacher assesses the final product/presentations/team work

18. Select appropriate material • Select appropriate materials (Teacher): • Beginning – any text in the thematic field • Now - articles about translation of technical texts in the fields we work on • To develop meta language (Translation Services Provision Competence (Production dimension): • Mastering the appropriate metalanguage (to talk about one's work, strategies and decisions) • To prepare students for final papers

19. Select appropriate material • The European Union and its Future Languages.Questions for Language Policies and Translation Theories (Anthony Pym) • The Journal of Specialised Translation • Caveat Translator: Understanding the Legal Consequences of Errors in Professional Translation (Jody Byrne, University of Sheffield) • Dealing with cultural elements in technical texts for translation (RadegundisStolze, Darmstadt University of Technology) • Lost and Found in Translating Tourist Texts - Domesticating, Foreignising or Neutralising Approach (He Sanning, Nanjing University of Information Science and Technology ) • Beyond Translation Memory: Computers and the Professional Translator (Ignacio Garcia, University of Western Sydney)

20. Material Publishing students’ translations?

21. Forming groups • Forming groups • their choice/teacher’s choice • Two projects per year – different/same choices? • Groups of five • They decide on every aspect of their work - teacher wants the final product and assesses the final product • They decide on the roles/division of the material/tasks

22. Stages Translation process Final product submitted

23. Presentations • Presentations (interview) • Structured (students given questions) • Explanation how they divided the roles/tasks/material • Using meta-language (Competence: - Mastering the appropriate metalanguage (to talk about one's work, strategies and decisions • Analyzing their approach, habits, organization (Competence: Knowing how to self-evaluate (questioning one's habits; being open to innovations; being concerned with quality; being ready to adapt to new situations/conditions) and take responsibility)

24. Presentations • Explaining stages in their team translation project • (competence: - Knowing how to define stages and strategies for the translation of a document) • Identifying translation problems/solutions • (competences: • - Knowing how to define and evaluate translation problems and find appropriate solutions • - Knowing how to justify one's translation choices and decisions )

25. Focusing on the need to achieve coherence of the text and consistency in terminology • Focusing on the revision of the text (how they did it) • Lessons learnt • Cooperation/dependence • Ethics • Who not to work with

26. Students assess themselves and each other • (COMPETENCE: Knowing how to self-evaluate (questioning one's habits; being open to innovations; being concerned with quality; being ready to adapt to new situations/conditions) and take responsibility)

27. Teacher uses students’ assessments and decides on the final grade (number of points)