{"id":9775,"date":"2024-03-22T14:48:00","date_gmt":"2024-03-22T13:48:00","guid":{"rendered":"https:\/\/traduccioneinterpretacion.org\/conference2024\/programme\/posteres\/"},"modified":"2024-04-07T17:36:34","modified_gmt":"2024-04-07T15:36:34","slug":"posters","status":"publish","type":"page","link":"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/programme\/posters\/","title":{"rendered":"Posters"},"content":{"rendered":"<div aria-label=\"You are here.\" role=\"navigation\" class=\"yoast-breadcrumbs\"><span><span><a href=\"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/\">Welcome<\/a><\/span> \u00bb <span><a href=\"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/programme\/\">Programme<\/a><\/span> \u00bb <span class=\"breadcrumb_last\" aria-current=\"page\"><strong>Posters<\/strong><\/span><\/span><\/div>\n\n\n<p class=\"wp-block-paragraph\"><strong>Posters&nbsp;<\/strong>will be exhibited throughout the Conference in the <strong>Auditorium foyer<\/strong>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading sr-only\">Poster List<\/h2>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"en\">What do Trainee Interpreters Say about Collaborative Learning?<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Rui DU<\/strong> (Interpreting Studies Research Group, KU Leuven) \/ <strong>Heidi Salaets<\/strong> (Interpreting Studies Research Group, KU Leuven)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"en\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">This poster presentation delves into the domain of collaborative learning (CL). Since Kiraly (2001) advocates for a social constructivist approach in translator education, many scholarly discussions have ensued on this subject (see Al-Shehari, 2017; Huertas Barros, 2011). Given the specialized nature of interpreter training, it is recommended that trainees engage in group activities to hone their interpreting skills (see Setton &amp; Dawrant, 2016). However, despite the breadth of discourse, this topic remains relatively underexplored in interpreter training. Against this backdrop, our study endeavors to fill this gap by examining the perceptions of first-year trainee interpreters regarding CL through a qualitative approach. Initially, a brief questionnaire survey was administered to 23 trainee interpreters at KU Leuven. Subsequently, ten participants were recruited to participate in two focus groups to discuss their understanding and encounters with collaborative learning practices.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Statistical analysis was conducted to analyze their survey responses, triangulated by thematic analysis of the focus group discussions. This poster will elucidate the outcomes from both the survey and focus groups, which delve into the trainees\u2019 use and attitudes toward CL. Specifically, our investigation deals with various aspects including the current status of CL implementation, perceived benefits and drawbacks of this approach, obstacles hindering its adoption, the role of technology in this process (e.g., asynchronous platforms such as GoReact and synchronous platforms such as Teams), and potential strategies for enhancing CL, particularly post-class CL. The findings of this exploratory inquiry aspire to offer insights for the enhancement of interpreter training programs. (247 words)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>References<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Al-Shehari, K. (2017). Collaborative learning: Trainee translators tasked to translate Wikipedia entries from English into Arabic. <em>The Interpreter and Translator Trainer<\/em>, <em>11<\/em>(4), 357\u2013372.<\/li>\n\n\n\n<li>Huertas Barros, E. (2011). Collaborative learning in the translation classroom: Preliminary survey results. <em>The Journal of Specialized Translation<\/em>, <em>16<\/em>, 42\u201360.<\/li>\n\n\n\n<li>Kiraly, D. (2001). Towards a constructivist approach to translator education. <em>Quaderns: Revista de Traducci\u00f3<\/em>, <em>6<\/em>, 50\u201353.<\/li>\n\n\n\n<li>Setton, R., &amp; Dawrant, A. (2016). <em>Conference Interpreting \u2013 A Complete Course<\/em>. John Benjamins Publishing Company.<\/li>\n<\/ul>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"en\">An Eye-tracking Study of Literary Post-Editing with Neural Machine Translation<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zhi LU<\/strong> (Guangdong University of Foreign Studies) \/ <strong>Chunfang HUANG<\/strong> (Southwest University of Political Science &amp; Law)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<p class=\"wp-block-paragraph\" lang=\"en\">Recent years have seen machine translation post-editing (MTPE) gradually becoming a major workflow in the language industry. The academic circle also proved the benefits of MTPE to non-literary texts through a series of research, including the improvement of productivity without overly compromising translation quality. This study sets out to discover the potential of applying machine translation post-editing into Chinese-English literary translation. We collected data from both translation process and products to explore the effect of translation modality and narrative mode on average processing time, cognitive effort, and translation quality in translating contemporary Chinese novels. The results indicate that to translation students, the workflow of MTPE largely saved time and lightened cognitive effort as compared to translation without aid, while the quality of translation products was modestly improved. We also surprisingly found that neural machine translation (NMT) system performed significantly better in translating showing texts than telling texts.<\/p>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"en\">Midaq Alley unveiled: Tendencies Toward the Translation of Egyptian Literature<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nawal Alfozan<\/strong> (University of Reading, UK)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"en\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">According to post-colonialist theories in the field of translation studies, in order to provide readers with full access to the cultural context of foreign things, translators must succeed in resisting the norms of the target language. However, this would be managed by some \u201cideological agendas,\u201d which shape their approach to translation (Munday, 2001, p.213).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This study examines the remarkable trajectory of Naguib Mahfouz\u2019s \u201cMidaq Alley\u201d in its transition into the English language, having undergone three separate translations. The corrected version, again by the same translator, emphasizes the work&#8217;s significance and distinctiveness. This summary provides an overview of the effect, global popularity, and cultural intricacies of \u201cMidaq Alley,\u201d so establishing the foundation for a comprehensive examination of this literary work that surpasses geographical boundaries and maintains its allure among readers around the globe. For this, an analysis of the thematic elements of the novel is conducted to give a postcolonial interpretation of the narrative; thus, this would lead to the examination of the translation also, considering the postcolonial theory in translation. Moreover, a study of the archival materials is used to show problems with the translation and re-translation as well as other publishing house-related concerns, particularly when the translation was carried out by the same translator. Consequently, this would lead us to consider the justifications for undertaking a re-translation, as well as the various elements that would influence the translator&#8217;s choices and the types of critical evaluations based on his editions.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"en\">Digitalisation, Migration, Translation<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ines Buchegger<\/strong> (University of Graz)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"en\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">Current research on machine translation (MT) generally neglects its end-users, with the exception of translation students and\/or professionals. However, marginalised groups, such as migrants, use different translation apps in their daily life to overcome language barriers in geographical, social and cultural spaces. These include not only classical text-to-text machine translation, but also speech-to-speech, text-to-speech, speech-to-text, or augmented translation functions, which can be accessed on smartphones.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In order to investigate where and for what purposes migrant women living in Graz (Austria) use translation apps, I am conducting a participatory research project, with the acronym DiMiTra (Digiatlisation, Migration, Translation). Five women, respectively with Chinese, Persian, Ukrainian, Polish, and Bulgarian as their first languages, are participating in the project as co-researchers. We are collecting the data from October 2023 to March 2024 in three workshops using the mapping and photovoice method. The mapping method targets the spaces in which female migrants use MT in their everyday lives. With the photovoice method, it is possible to elicit the content that is translated with MT. The preliminary data, collected in the first workshop with the mapping method, show that MT permeates all areas of daily life. It is applied at home, at work, in institutional settings, and in the medical context. As could be determined, MT is not only used in, but also to prepare for a conversation, mostly regarding medical purposes. In addition, it was found that augmented translation functions such as Google Lens are also frequently used, for example, to translate letters from authorities or to read local newspapers. These preliminary findings demonstrate the need for translation studies to move away from the dichotomy human vs. machine, and rather analyse the translation process from a critical Posthumanism perspective that recognises the interconnectedness between living and non-living matter. We ask how translation is realised on the level of the micro-practices of everyday life, who is involved, why and for what purpose.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In the proposed poster presentation, I aim to show the different spaces where translation apps are used, as well as the translational practices of migrant women.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"en\">Analysing the Influence of Machine Translation on Al-Badi: The Arabic Literary Theory of Lexical Creativity<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Reem Altoriqi<\/strong><\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<p class=\"wp-block-paragraph\" lang=\"en\">As artificial intelligence (AI) continues to make significant advancements, the reluctance to use machine translation (MT) for translating literature is beginning to fade. Existing studies discuss different aspects of using MT, such as evaluation (Papineni, Roukos, Ward and Zhu, 2002), the capacity of two MT systems, Google Translate and Microsoft Bing translator (Almahasees, 2017), using Google Translate (GT) as a tool for teaching and reading (Karnal and Pereira, 2013), and best practices for using MT (Spellman, 2011). While many studies have been conducted on the subject of machine translation (MT), very few have looked into how it influences creativity, especially in the context of Arabic literary theory. None have explored al-Badi, a concept in Arabic literature that revolves around the creative use of language. The primary objective of this research is to examine the impact of machine translation on the creative and artistic elements of Arabic literary texts, with a specific emphasis on al-Badi. By comparing two translations completed by Translation Studies Master\u2019s and PhD\u2019s students at UK universities, one from scratch and the other by post-editing a Google Translate (PEGT) output, it aims to investigate the impact of PEGT on the translator&#8217;s lexical creativity when translating excerpts from contemporary English short stories into Arabic. The target texts will be assessed in terms of creative language use, such as using epanalepsis, assonance, and alliteration to determine whether there are variations in terms of lexical creativity between the from-scratch and the PEGT translations.<\/p>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Las cosas claras: traducci\u00f3n y lenguaje claro en la ley de permisos de maternidad y paternidad. El caso de Reino Unido<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Sof\u00eda Antequera Manzano<\/strong> (Universidad de Alcal\u00e1 de Henares)\/<strong>Candelas Bay\u00f3n Cenitagoya<\/strong> (Universidad de Alcal\u00e1)\/<strong>Laura Monguilod Navarro<\/strong> (Universidad de Alcal\u00e1)\/<strong>Andrea Sanz de la Rosa<\/strong> (Universidad de Alcal\u00e1 de Henares)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">La Traducci\u00f3n e Interpretaci\u00f3n en Servicios P\u00fablicos (TISP) nace de la necesidad de comunicaci\u00f3n cuando convergen lenguas y culturas.&nbsp; Por ello, en una sociedad cada vez m\u00e1s globalizada, la TISP se convierte en un instrumento fundamental para garantizar un acceso a los servicios p\u00fablicos igualitario y justo y corregir los posibles desequilibrios de poder a nivel social (Wallace y Monz\u00f3-Nebot, 2019). Con un objetivo similar nacen las campa\u00f1as de lenguaje claro o sencillo, centradas en facilitar la comprensi\u00f3n de determinados textos para el usuario medio, sobre cuando incluyen l\u00e9xico y sintaxis especializados, como ocurre con los documentos jur\u00eddicos (Da Cunha y Escobar, 2021).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">En la presente investigaci\u00f3n, que surge con un doble objetivo, nos centraremos en la legislaci\u00f3n brit\u00e1nica en materia de bajas por maternidad y paternidad, recogida en las Maternity and Parental Leave Regulations de 1999. Por un lado, realizaremos una propuesta de traducci\u00f3n al espa\u00f1ol de los fragmentos m\u00e1s relevantes para los usuarios, como su definici\u00f3n, beneficiarios, duraci\u00f3n o situaci\u00f3n laboral durante la extensi\u00f3n de la misma. Este paso se concibe como respuesta a la falta de traducci\u00f3n de esta legislaci\u00f3n a nivel gubernamental en el Reino Unido. Por otro lado, para garantizar la comprensi\u00f3n de los textos, presentaremos una propuesta de redacci\u00f3n siguiendo los preceptos del lenguaje claro a partir de dicha traducci\u00f3n, teniendo en cuenta las orientaciones, dificultades y consideraciones propias de este modelo de escritura en relaci\u00f3n con el lenguaje jur\u00eddico. De este modo, el presente estudio pretende contribuir a la investigaci\u00f3n sobre lenguaje claro en el contexto de los servicios p\u00fablicos, un contexto en el que resulta fundamental garantizar un acceso justo e igualitario a la informaci\u00f3n.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Da Cunha, I. y Escobar, M. A. (2021). Recomendaciones sobre lenguaje claro en espa\u00f1ol en el \u00e1mbito jur\u00eddico-administrativo: an\u00e1lisis y clasificaci\u00f3n. Pragmaling\u00fc\u00edstica 29, pp. 129-148. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Wallace, M. y Monz\u00f3 Nebot, E. La traducci\u00f3 i la interpretaci\u00f3 jur\u00eddiques en els serveis p\u00fablics: definici\u00f3 de q\u00fcestions clau, revisi\u00f3 de pol\u00edtiques i delimitaci\u00f3 del p\u00fablic de la traducci\u00f3 i la interpretaci\u00f3 jur\u00eddiques en els serveis p\u00fablics (disponible en CA i EN). Revista de Llengua i Dret 71, pp. 1-12.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Traducir el humor yiddish para descubrir una cultura silenciada<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d3scar Luis<\/strong> (Universidad Rey Juan Carlos)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">El yiddish, tambi\u00e9n conocido como judeoalem\u00e1n, es una lengua germ\u00e1nica escrita con caracteres hebreos que, a lo largo de su historia, se ha ido fusionando con elementos ling\u00fc\u00edsticos propios del hebreo, el arameo, las lenguas eslavas y otras lenguas con las que ha ido entrando en contacto. Surgido en la Edad Media como dialecto del alto alem\u00e1n, fue pasando por diferentes etapas hasta convertirse en la lengua vern\u00e1cula de la comunidad jud\u00eda asquenaz\u00ed de toda Europa central y oriental, con pr\u00e1cticamente ocho millones de hablantes estimados al inicio de la Segunda Guerra Mundial. Siempre ocup\u00f3, sin embargo, un lugar secundario, relegada al \u00e1mbito m\u00e1s familiar y privado, con un estatus muy inferior al de las lenguas religiosas, el hebreo y el arameo, o las diferentes lenguas nacionales europeas, m\u00e1s \u00fatiles para la vida p\u00fablica. Aunque la llegada del r\u00e9gimen nazi supuso el exterminio de casi la totalidad de sus hablantes en la Sho\u00e1, a\u00fan hoy su legado sigue vivo y se ha revelado como una parte fundamental de la identidad cultural jud\u00eda. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Esta lengua posee una riqueza \u00fanica, que se manifiesta en su historia, literatura, m\u00fasica y, de manera especialmente destacada, en su peculiar humor, testimonio de la resiliencia y creatividad del pueblo jud\u00edo frente a las peores adversidades. El humor yiddish es \u00e1cido, ingenioso y a menudo autodespectivo. A trav\u00e9s de chistes, an\u00e9cdotas, frases hechas y maldiciones, los hablantes de yiddish se burlan de s\u00ed mismos, sus costumbres, y, en definitiva, la vida cotidiana. Los juegos de palabras y los dobles sentidos son esenciales para este tipo de humor, lo que convierte al propio lenguaje en una fuente inagotable de comedia, pero dificulta enormemente su traducci\u00f3n. El prop\u00f3sito de este estudio es abordar los desaf\u00edos que plantea la traducci\u00f3n de este humor al espa\u00f1ol, teniendo en cuenta que la mayor\u00eda de las traducciones publicadas se han realizado tradicionalmente desde el ingl\u00e9s y no desde el propio yiddish como lengua de origen.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Traducci\u00f3n en modalidad virtual: el caso del pregrado en Interpretaci\u00f3n y Traducci\u00f3n Lengua de Se\u00f1as Colombiana \u2013 espa\u00f1ol<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Katherin P\u00e9rez Rojas<\/strong> (Instituci\u00f3n Universitaria ITM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">Se presenta el proceso de creaci\u00f3n del programa de pregrado virtual Interpretaci\u00f3n y Traducci\u00f3n Lengua de Se\u00f1as Colombiana (LSC) &#8211; espa\u00f1ol del Instituto Tecnol\u00f3gico Metropolitano de Medell\u00edn, Colombia. La presentaci\u00f3n se divide en tres momentos: 1. Exploraci\u00f3n: Se presentan los resultados obtenidos en un estudio de factibilidad realizado en 2017, donde se encontr\u00f3 un mercado dominado principalmente por asociaciones y cooperativas que utilizaban regulaciones de inclusi\u00f3n, a la comunidad sorda y la LSC como marco para generar beneficios individuales. Tambi\u00e9n se descubri\u00f3 que las personas que trabajaban como mediadores ling\u00fc\u00edsticos e int\u00e9rpretes de LSC no ten\u00edan una formaci\u00f3n en traducci\u00f3n, interpretaci\u00f3n, ling\u00fc\u00edstica o cultura sorda. 2. Creaci\u00f3n de un programa de interpretaci\u00f3n y traducci\u00f3n: Para satisfacer las necesidades identificadas en el estudio de viabilidad, se concibi\u00f3 un programa de pregrado profesional con tres componentes principales: interpretaci\u00f3n y traducci\u00f3n para ense\u00f1ar habilidades de transferencia te\u00f3ricas y pr\u00e1cticas; componente de ling\u00fc\u00edstica (espa\u00f1ol y LSC) donde se adquiere la estructura de lenguaje centrada en los aspectos espec\u00edficos del campo de la traducci\u00f3n y que tambi\u00e9n incluye cursos de adquisici\u00f3n de LSC en los que se utiliza un enfoque basado en tareas; finalmente un componente de cultura sorda donde se hace un reconocimiento contextual de la comunidad sorda. 3. Desaf\u00edos de la ense\u00f1anza de la traducci\u00f3n en l\u00ednea en el entorno virtual: Se identifican los principales desaf\u00edos en la concepci\u00f3n y construcci\u00f3n de la estrategia en l\u00ednea, relacionados con la did\u00e1ctica y la gesti\u00f3n del programa.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Evaluar la TA sin un <em>gold standard<\/em><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ariana L\u00f3pez Pereira<\/strong> (Universitat Aut\u00f2noma de Barcelona)\/<strong>Pilar S\u00e1nchez Gij\u00f3n<\/strong> (Universitat Aut\u00f2noma de Barcelona)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">Desde el origen de los sistemas de traducci\u00f3n autom\u00e1tica (TA), se han creado diversos m\u00e9todos para evaluar su calidad. Por un lado, se puede hablar de una evaluaci\u00f3n de calidad manual, ya sea intr\u00ednsec (los rankings de traducci\u00f3n y el an\u00e1lisis de errores) o extr\u00ednsica (la extracci\u00f3n de informaci\u00f3n, las pruebas de comprensi\u00f3n y la posedici\u00f3n) (Chunyu y Wong Tak Ming, 2023). Es importante tener en cuenta que la evaluaci\u00f3n manual es subjetiva, costosa e implica una considerable inversi\u00f3n de tiempo (Mau\u010dec y Donaj, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Por otro, se pueden emplear m\u00e9tricas de evaluaci\u00f3n autom\u00e1tica como BLEU (Papineni et al, 2001), NIST (Doddington, 2002) y METEOR (Banerjee y Lavie, 2005), entre otras. Estas utilizan los resultados del sistema de TA y los comparan con traducciones humanas llevadas a cabo por traductores profesionales (conocidas como gold standard); la premisa es que la calidad se debe aproximar a una traducci\u00f3n humana. Asimismo, se han llevado a cabo estudios sobre c\u00f3mo se puede predecir la calidad de la TA (Specia y Shah, 2018; Fomicheva et al, 2020, entre otros) y se han detectado caracter\u00edsticas de <em>translationese <\/em>(esto es, caracter\u00edsticas inusuales en textos traducidos) en la evaluaci\u00f3n de sistemas de traducci\u00f3n (Graham et al, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">En el marco de la tesis doctoral sobre la trazabilidad de la traducci\u00f3n en distintos encargos profesionales de traducci\u00f3n de textos period\u00edsticos, esta investigaci\u00f3n se centra en la evaluaci\u00f3n de dos motores de TA neuronal en la combinaci\u00f3n ingl\u00e9s-espa\u00f1ol, Google Translate y Deepl, dos de los sistemas m\u00e1s empleados por traductores profesionales (Ginovart-Cid, 2019). En lugar de emplear una evaluaci\u00f3n manual o m\u00e9tricas autom\u00e1ticas, evaluaremos las traducciones a partir de los indicadores que habitualmente caracterizan el <em>translationese <\/em>y el <em>posteditese<\/em>, observables sin necesidad de comparar las traducciones con una traducci\u00f3n humana previa. En concreto, observaremos la presencia de indicadores cuantitativos propios como la riqueza l\u00e9xica, la densidad l\u00e9xica, el n\u00famero total de oraciones y su longitud media, as\u00ed como la ratio de longitud. Los resultados nos permitir\u00e1n confirmar si estos indicadores se pueden utilizar del mismo modo que un gold standard como indicador de calidad.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Herramientas de evaluaci\u00f3n de la traducci\u00f3n colaborativa en el contexto acad\u00e9mico\/formativo<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Federica Villareale<\/strong> (Libera universit\u00e0 di lingue e comunicazione IULM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">La presente acci\u00f3n de investigaci\u00f3n, realizada en el marco del curso de formaci\u00f3n de traductores y elaborada por el Centro Internacional de Investigaci\u00f3n sobre la Traducci\u00f3n Colaborativa de la Universidad IULM de Mil\u00e1n en colaboraci\u00f3n con la Universidad Ca&#8217; Foscari de Venecia, partiendo de las investigaciones ya realizadas por el equipo de los profesores Giuseppe Sofo y Yannick Hamon (Ca&#8217; Foscari) investig\u00f3 en profundidad, mediante la suministraci\u00f3n de un cuestionario especialmente formulado, si la experiencia de la traducci\u00f3n colaborativa es importante en el contexto de la formaci\u00f3n de traductores, especialmente en lo que respecta a la percepci\u00f3n de los usuarios implicados (estudiantes y semiprofesionales que utilizan la traducci\u00f3n colaborativa). Los datos recogidos y posteriormente procesados pusieron de manifiesto la innegable utilidad de la traducci\u00f3n colaborativa en la percepci\u00f3n de los entrevistados, ya que implica no s\u00f3lo una formaci\u00f3n y un desarrollo profesional, sino tambi\u00e9n unas competencias personales que impulsan a los estudiantes a seguir investigando en esta direcci\u00f3n.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">La traducci\u00f3n colaborativa en la formaci\u00f3n universitaria de traductores<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Giuseppe Sofo<\/strong> (Universit\u00e0 Ca&#8217; Foscari Venezia)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">Se presentar\u00e1n las experiencias de traducci\u00f3n colaborativa implementadas en los cursos de licenciatura y m\u00e1ster en Lenguas de la Universidad Ca&#8217; Foscari, como herramienta de formaci\u00f3n colaborativa, y la experiencia de traducci\u00f3n del poema &#8220;Brexit&#8221; del autor haitiano James No\u00ebl, realizada en colaboraci\u00f3n entre el profesor y siete estudiantes de m\u00e1ster, para su publicaci\u00f3n por la editorial veneciana Cafoscarina. Ambas experiencias pusieron de manifiesto las posibilidades de utilizar la traducci\u00f3n colaborativa en la formaci\u00f3n de j\u00f3venes traductores.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Experiencias colaborativas en la ense\u00f1anza de la traducci\u00f3n audiovisual<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Mara Logaldo<\/strong> (Libera universit\u00e0 di lingue e comunicazione IULM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">El estudio emp\u00edrico basado en los retos t\u00e9cnicos, ling\u00fc\u00edsticos y culturales que plantea la subtitulaci\u00f3n de material audiovisual de distinta naturaleza y que est\u00e1 concebido con m\u00faltiples objetivos &#8211; art\u00edsticos, sociales, informativos- a menudo combinados entre s\u00ed pero de distintas maneras, se acompa\u00f1a a una reflexi\u00f3n te\u00f3rica sobre la constante evoluci\u00f3n de la traducci\u00f3n audiovisual y sobre la creciente importancia de la traducci\u00f3n colaborativa, entendida como integraci\u00f3n de competencias, intercambio de ideas y herramienta de control sobre la calidad del producto final.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">El proyecto describe el proceso de subtitulaci\u00f3n de material audiovisual (pel\u00edculas, cortometrajes, documentales, videoconferencias) realizado por estudiantes del M\u00e1ster en Traducci\u00f3n Especializada e Interpretaci\u00f3n de Conferencias en el marco de algunos festivales internacionales de cine e iniciativas promovidas por organismos institucionales.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Traducci\u00f3n, inclusi\u00f3n y AI<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Marta Muscariello<\/strong> (Libera universit\u00e0 di lingue e comunicazione IULM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">El proyecto contemplaba la elaboraci\u00f3n de una aplicaci\u00f3n que se utilizar\u00e1 en la administraci\u00f3n p\u00fablica para promover el uso del lenguaje inclusivo a varios niveles (con respecto al g\u00e9nero, las caracter\u00edsticas f\u00edsicas, la edad, la filiaci\u00f3n cultural y religiosa y las discapacidades sensoriales y motoras). La acci\u00f3n cont\u00f3 con la participaci\u00f3n activa de estudiantes del M\u00e1ster en Traducci\u00f3n Especializada e Interpretaci\u00f3n de Conferencias de la IULM y se desarroll\u00f3 a partir de tres lenguas rom\u00e1nicas (italiano, franc\u00e9s y espa\u00f1ol). Los estudiantes participaron en un curso de formaci\u00f3n espec\u00edfico impartido por la responsable del proyecto y colaboraron en la implementaci\u00f3n y anotaci\u00f3n de los corpus en las lenguas del proyecto.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Los estudiantes recibieron formaci\u00f3n previa en un curso de competencias profesionales patrocinado tambi\u00e9n por el Centro de Excelencia Jean Monnet &#8220;Inteligencia Artificial para la Integraci\u00f3n Europea&#8221; sobre corpus para traducci\u00f3n autom\u00e1tica; sesgo de g\u00e9nero, otros tipos de sesgo, traducci\u00f3n autom\u00e1tica (intraling\u00fc\u00edstica) e inteligencia artificial; lenguaje inclusivo y reformulaci\u00f3n de texto de no inclusivo a inclusivo; uso de la plataforma E-MIMIC y anotaci\u00f3n de corpus; actividades posteriores a la edici\u00f3n.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Taller permanente de revisi\u00f3n de textos en colaboraci\u00f3n sobre traducci\u00f3n<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Silvia Velardi<\/strong> (Libera universit\u00e0 di lingue e comunicazione IULM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">En el marco de las acciones y proyectos de investigaci\u00f3n promovidos por el Centro Internacional de Investigaci\u00f3n en Traducci\u00f3n Colaborativa, desde hace dos a\u00f1os existe un &#8220;Laboratorio permanente de revisi\u00f3n de textos&#8221; dirigido a los alumnos del M\u00e1ster en Traducci\u00f3n Especializada e Interpretaci\u00f3n de Conferencias.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">El objetivo del laboratorio es proporcionar experimentalmente t\u00e9cnicas de consolidaci\u00f3n y perfeccionamiento para la revisi\u00f3n de textos sobre y en traducci\u00f3n, en una dimensi\u00f3n colaborativa. Paralelamente a la actividad m\u00e1s espec\u00edficamente formativa, se lleva a cabo una investigaci\u00f3n sobre las pr\u00e1cticas de revisi\u00f3n colaborativa de textos en\/sobre la traducci\u00f3n.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<section class=\"wp-block-group poster has-light-gray-background-color has-background\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading\" lang=\"es\">Colaboraci\u00f3n en interpretaci\u00f3n y nuevas tecnolog\u00edas<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Valentina Baselli<\/strong> (Libera universit\u00e0 di lingue e comunicazione IULM)<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Abstract<\/summary>\n<div class=\"wp-block-group\" lang=\"es\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">En el \u00e1mbito de la colaboraci\u00f3n en interpretaci\u00f3n, y con especial atenci\u00f3n a la combinaci\u00f3n int\u00e9rprete-tecnolog\u00eda, la investigaci\u00f3n se centra en la formaci\u00f3n de j\u00f3venes int\u00e9rpretes mediante las nuevas tecnolog\u00edas y la aplicaci\u00f3n de la Inteligencia Artificial, proponiendo nuevos enfoques de ense\u00f1anza colaborativa y nuevas herramientas basadas en IA. Adem\u00e1s de integrar una herramienta CAI dentro de la plataforma de Interpretaci\u00f3n Remota Simult\u00e1nea, se prob\u00f3 la usabilidad de la herramienta. La herramienta CAI integrada en la plataforma, que visualiza los elementos m\u00e1s cr\u00edticos de la interpretaci\u00f3n simult\u00e1nea para los int\u00e9rpretes (n\u00fameros, nombres propios y terminolog\u00eda especializada), desarrollada espec\u00edficamente con fines educativos, es la primera de este tipo. Otro \u00e1mbito de inter\u00e9s es el desarrollo de nuevas funciones de la plataforma para int\u00e9rpretes y usuarios con discapacidad visual.<\/p>\n<\/div><\/div>\n<\/details>\n<\/div><\/section>\n\n\n\n<div style=\"height:70px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Posters&nbsp;will be exhibited throughout the Conference in the Auditorium foyer. Poster List What do Trainee Interpreters Say about Collaborative Learning? Rui DU (Interpreting Studies Research Group, KU Leuven) \/ Heidi Salaets (Interpreting Studies Research Group, KU Leuven) An Eye-tracking Study of Literary Post-Editing with Neural Machine Translation Zhi LU (Guangdong University of Foreign Studies) \/ &hellip; <a href=\"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/programme\/posters\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Posters<\/span><\/a><\/p>\n","protected":false},"author":53973552,"featured_media":0,"parent":2778,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","_wpcom_ai_launchpad_about_page":false,"_wpcom_ai_launchpad_gallery_page":false,"footnotes":""},"categories":[730665694],"tags":[730665691],"class_list":["post-9775","page","type-page","status-publish","hentry","category-conference2024","tag-conference2024"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Posters | Translation Conference Salamanca 2024<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/programme\/posters\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Posters | Translation Conference Salamanca 2024\" \/>\n<meta property=\"og:description\" content=\"Posters&nbsp;will be exhibited throughout the Conference in the Auditorium foyer. Poster List What do Trainee Interpreters Say about Collaborative Learning? Rui DU (Interpreting Studies Research Group, KU Leuven) \/ Heidi Salaets (Interpreting Studies Research Group, KU Leuven) An Eye-tracking Study of Literary Post-Editing with Neural Machine Translation Zhi LU (Guangdong University of Foreign Studies) \/ &hellip; Continue reading Posters\" \/>\n<meta property=\"og:url\" content=\"https:\/\/traduccioneinterpretacion.org\/en\/conference2024\/programme\/posters\/\" \/>\n<meta property=\"og:site_name\" content=\"Departamento de Traducci\u00f3n e Interpretaci\u00f3n\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/people\/II-Congreso-Internacional-Traduccin-y-Sostenibilidad-Cultural\/61550194661647\/\" \/>\n<meta property=\"article:modified_time\" content=\"2024-04-07T15:36:34+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@congre_trad2024\" \/>\n<meta name=\"twitter:label1\" content=\"Estimated reading time\" \/>\n\t<meta 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