Edited By Pilar Sánchez-Gijón, Olga Torres-Hostench and Bartolomé Mesa-Lao
8 Challenges and constraints in designing a localisation module for a multilingual cohort
← 184 | 185 →ROCÍO BAÑOS AND PIER ANTONIO TOTO
ABSTRACT: The purpose of this contribution is to explore some of the challenges that may arise in designing a module in localisation at postgraduate level for a multilingual cohort. This will be achieved by drawing on personal experience at London Metropolitan University1, a higher education institution in the UK, and by reflecting on the strategies implemented to overcome these challenges. Special attention will be paid to key issues such as the required resources (both human and technical), students’ needs and expectations, and ensuring an effective alignment between the curriculum and professional practices. Specific challenges and constraints, such as the increasing heterogeneity of cohorts, particularly in terms of students’ backgrounds and language combinations, will also be explored. Although this heterogeneity can be difficult to manage and will have an impact on the resources needed, it can also be seen as an opportunity to increase students’ awareness of cultural differences, which is key to working in localisation.
Keywords: Curriculum design, localisation, multilingual cohort, translator training
The evolution of the localisation industry and market demands in general have resulted in modules in localisation appearing in the curriculum of translation programmes (Altanero, 2006: 31), both at undergraduate and postgraduate level. In the UK, localisation at postgraduate level has often been integrated ← 185 | 186 →into the curriculum either in the form of optional modules or as part of more general modules in translation technology. In addition, some institutions offer...
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