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M ultilingual eL earning in LANG uage E ngineering

M ultilingual eL earning in LANG uage E ngineering. Project Overview. Project span: Oct 2004 – Oct 2007 Kick-off meeting Oct 9-10 2004 Project goals: P roduce language training resources T ailored to the needs of the translation market Deliverables in:

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M ultilingual eL earning in LANG uage E ngineering

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  1. Multilingual eLearning in LANGuage Engineering

  2. Project Overview • Project span: Oct 2004 – Oct 2007 • Kick-off meeting Oct 9-10 2004 • Project goals: • Produce language training resources • Tailored to the needs of the translation market • Deliverables in: CA, DE, EN, ES, FR, IT, (CZ)

  3. Promoter Intercultural studies and Applied Languages Department, University Paris 7 Denis Diderot

  4. Academic partners

  5. Academic partners

  6. Project Objective Adapt vocational training of translators and language professionals to the new needs of the market

  7. Context • Changes in the translation market • New skills and competences required • Focus on innovative, dynamic, and collaborative learning environments

  8. Target audiences • Students in initial vocational training • Practising translators and language professionals • Trainers of translators and language professionals

  9. Target sectors • Education • translation departments • institutions focussing on training language professionals • Industry • translation market • language industry • other industries dealing with multilingual language resource management

  10. Objectives • Propose a methodologyfor the collaborative creation of corpus-based eLearning teaching content in translation • Design a framework for an EuropeanMaster in translation

  11. User needs evaluation • April 2005: questionnaire sent to • ITI’s 3000 members • translation lists in partner’s countries • Questions on • IT tools • Corpora use • eLearning

  12. Results: web vs. corpora • 600 responses in UK, France, Italy, and Germany • 90% professionals, 10% students • 90% use Google • of these, 68% refine their searches • 40% collect specific texts for translating so 40% use corpora

  13. Responses: Corpus Tools • 65.9%  Search facility in word processor • 19.0%  Concordancer • 14.4%  Other search tools (Trados, Concordance in translation memory) • 0.7%  UNIX utilities

  14. Responses:eLearning eLearning domains of interest : • 28.2% Exploitation of the web for linguistic purposes • 25.7% IT skills for translators • 24.1% Building their own corpora for specific projects • 19.7% Exploitation of corpus data

  15. Corpus-based approach • Comparable and parallel corpora • Learner Translator Corpus (LTC): • on-line submission of translations • students and professionals • Meta-data (L1, L2, training, etc.) • First round of translation collection: EC document on workers’ mobility • Upcoming rounds : journalistic, administrative and technical translation

  16. Error-annotation of the LTC • Short annotation scheme • Content transfer errors • Language errors • Translated in all partners’ languages • Used by teachers to annotate translations • XML annotation tool developed at the University of Geneva

  17. sTT1 cTT1 sTT2 SL1 TL1 sTT... SL2 TL2 rTT1 SL… TL… LTC Design • All translations are aligned with source texts • Linked to anonymised translator’s metadata Abbreviations T – Text S – Source L – Language T – Target sTT - student Target Text cTT - corrected student Target Text rTT - reference Target Text

  18. Machine translation Translation memory Terminology Corpus use Localization Project management Information management Specialised translation Mark-up languages Online Content Topics

  19. eLearning DevelopmentMethodology Proposing a general methodology (‘best practices’) for collaborative online course creation in terms of: • Course design • Meta-data • eLearning standards conformance • Implementation

  20. Course development According to Bologna process hierarchy: • Units-> Courses-> Modules (smallest to largest) • Content organized into units according to: • Learning outcomes (competencies) • Size of the unit (rough time estimate) • Objectives and Pedagogical approach • Resources and Prerequisites • Evaluation • Content / Activities • Relation to other units (reducing the number of credits needed)

  21. Learning Objects (LOs) • Building block for Units • Discussion on meta-data to be used (subset of LOM) • Los designed according to Moodle eLearning platform activities: • Lessons • Tests • Quizzes • Workshop • Resources (e.g. LTC, parallel corpora)

  22. eLearning Platform • Moodle chosen for its sound pedagogical principles and features it offers • eLearning standards compliance: • SCORM (interoperability, reusability) • LOM (meta-data description)

  23. Course Testing Teaching material and online courses will be tested in: • 2006 with students, trainers and professionals • 2007 idem + CEE countries universities

  24. Quality Assurance • Ensure that the contents are adapted to real market needs • Maintain contact with industrial development

  25. European Masters • Existing curricula at partners’ sites • Existing curricula related to the field • Development within the consortium of a general framework for a European Masters (curriculum down to learning objects) • Complete or partial adoption byall partner institutions

  26. Dissemination • Results tested with universities from CEE countries • Current results presented at conferences • Organisation of workshops • Dissemination to • translation companies • companies in need of multilingual language management

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