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Browsing ISCAP - Línguas - Artigos by Author "Albuquerque, Alexandra"
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- After Bologna: does the shift in structure bring forth a shift in a attitude?Publication . Albuquerque, AlexandraWith this case-study, we (i) intend to show how a semester project on creating a Multimedia CV could, to some extent, help Portuguese final-year students develop some generic competences, change their attitude towards the challenge of "How to Apply fro a Job" and increase their self-marketing strategies, creativity and entrepreneurship cannot answer the question of the paper, but intend onlu to raise it fot further and better studies now that Bologna design is implementes in almost all HEIs Europe.
- Can ERASMUS mobility really help crossing borders? the in and out of a case-studyPublication . Albuquerque, Alexandra; Carvalho, Milena; Barros, TeresaAs lectures, but above all, as Erasmus....
- Enhancing reflexivity and technology in translation learning: case study on the use of ePortfolio as a training environmentPublication . Tavares, Célia; Albuquerque, Alexandra; Silva, Manuel; Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do PortoIn this paper we describe a casestudy of an experiment on how reflexivity and technology can enhance learning, by using ePorfolios as a training environment to develop translation skills. Translation is today a multiskilled job and translators need to assure their clients a good performance and quality, both in language and in technology domains. In order to accomplish it, for the translator all the tasks and processes he develops appear as crucial, being pretranslation and posttranslation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance for collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation, namely in terminology management phases, for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development and usability of ePorfolios.
- ePortfolios in translators’ training and assessmentPublication . Tavares, Célia; Silva, Manuel; Albuquerque, AlexandraTranslator’s training and assessment has used more and more tools and innovative strategies over the years. The goals and results to achieve haven’t changed much, however: translation quality. In order to accomplish it, the translator and all the tasks and processes he develops appear as crucial, being pre-translation and post-translation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance of collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation. In this paper we describe a case-study of a pilot experiment on the using of e-portfolios as a translation training tool and discuss their role in the definition of a clear set of objectives and phases for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development of eportfolios.
- Erro, logo aprendo: análise e estratégias de correcção de alguns erros de aprendentes de alemão como língua estrangeiraPublication . Albuquerque, Alexandra; Guimarães, Maria de LurdesAprender, ou “adquirir conhecimento de”1, pressupõe iniciar uma caminhada, um processo gradativo e evolutivo, a partir de um estádio de ignorância ou incompetência total (ou quase) até um outro estádio onde o aprendente/aprendiz detém já um conhecimento profundo do que se propôs aprender. Quando falamos em aprender uma língua [seja ela materna (LM) ou estrangeira (LE)], referimo-nos à aquisição de um conjunto de regras e normas que constituem o sistema complexo e específico dessa língua. Ora, é exactamente essa característica sistemática da língua que, pela sua dificuldade, exige um processo de aprendizagem e que leva os aprendentes a cometerem erros (por ignorância das regras).
- O Fausto traduzido por A. F. Castilho: entre a tradução e a criaçãoPublication . Albuquerque, AlexandraCom esta análise da tradução do Fausto de Goethe por Castilho pretendo tentar justificar historicamente a tradução de uma obra bastante aclamada na época, de uma língua que o tradutor não conhecia. Esta análise divide-se em duas partes e tem como base um corpus composto por: “Prólogo do autor”, “Diálogo Preliminar”, Quadros I e II. Porque não é a fidelidade da tradução que aqui está em causa (até por que ela não existe!) tentar-se-á descrever simplesmente os desvios e explicá- los, sem expressar qualquer juízo de valor. Afinal, toda a tradução, por mais ou menos “adequada” ou mais ou menos “aceitável”, tem valor, mais que não seja o de marcar o gosto, as tendências ou a sociedade de uma época.
- Formação_de_tradutores@iscap.ipp.pt – perspectivas sobre o uso integrado das ferramentas electrónicasPublication . Albuquerque, Alexandra; Silva, ManuelTendo na sua génese a análise de um estudo realizado entre os alunos de Tradução Assistida por Computador (TAC), disciplina leccionada pela primeira vez no ano lectivo 2003/2004, no 1º ciclo do curso de Línguas e Secretariado do ISCAP, este artigo procurará reflectir sobre o(s) percurso(s) da formação para os novos tradutores. Para tal apoiar-se-á, também, nas impressões e reacções dos docentes do ramo da Tradução e Interpretação Especializadas (TIE), nomeadamente daqueles que leccionam ou leccionaram os seminários de Tradução Assistida por Computador, de Ferramentas Electrónicas para Tradução e de Tradução e Novas Tecnologias. A nossa atenção recairá, assim, sobre o processo de ensino-aprendizagem da tradução, tendo como pano de fundo o projecto de formação de tradutores do ISCAP e, em particular, a disciplina de TAC – onde se procura que os alunos adquiram competências que, muitas vezes, apenas são conseguidas fora do âmbito da formação académica, no exercício da profissão, tal como acontece com a aquisição de conhecimentos de software de Tradução Automática e Assistida, de Ferramentas Electrónicas, de noções de pesquisa em linha e de capacidade de trabalho em grupo. Neste sentido, procuraremos, primeiro, esboçar alguns pontos de vista sobre aquelas que nos parecem ser as principais lacunas dos tradutores recém-formados no mercado de tradução hodierno. De seguida, contextualizaremos a disciplina de TAC no plano de estudos de tradução do ISCAP e avaliaremos, com base num inquérito feito aos alunos, o primeiro semestre desta nova disciplina (TAC I) ao nível (i) das expectativas, (ii) das metodologias e (iii) dos conteúdos. Finalmente, esboçaremos algumas conclusões e caminhos de futuro que resultam da análise integrada das diferentes experiências e pontos de vista.
- Quando o valor das letras se mede em números: a internacionalização da língua pelas tendências económicasPublication . Albuquerque, AlexandraParece desadequado falar da necessidade de internacionalização da língua portuguesa quando, desde a sua génese, ela sempre esteve ligada e marcou e foi marcada por geografias físicas e humanas exteriores ao território de cujo nome deriva - Portugal - tendo a sua internacionalização tido o seu "boom" na época dos descobrimentos, quando deixou chacelas sólidas no mundo inteiro e foi indelevelmente polvilhada pelos sabores e cores das relações linguísticas que encontrou. A língua portuguesa é, assim, sem dúvida uma língua internacional, quer no que deu (ou impoôs), quer pelo que recebeu, por onde andou e anda.
- A quest for the right word enhancing reflexivity and technology in terminology trainingPublication . Albuquerque, Alexandra; Silva, ManuelWhen it comes to translators training, the acquisition of indexing and terminological competences (both at retrieval and management stage) has a major role in the performance of future translators. A good terminological database, as a result of an accurate research, along with computer assisted translation tools (CAT tools) can improve translation’s speed and quality and also reduce revision costs, bringing in benefits for all the players in the translation industry: language service providers and clients. That process (analysis, selection, retrieval and storage of terminology) takes place mostly in the pretranslation stage, but underlies the whole translation work and can be a determining factor to the quality of the final product and to its homogeneity, especially when carried out in a collaborative environment. The development of terminological databases is an essential step in the training of translators and the efficient search for the right word a necessary skill in today's globalised translation market. Moreover being the quest for the right word almost entirely run over the Internet, data diversity can greatly increase the noise. This search poses several questions, mainly (1) how and where to retrieve information and (2) how to manage it efficiently, especially to students who are neither experts in terminology nor in translation. To ease some of these problems, students were assigned a project in terminology (a database) and, in order to accomplish it, both a Webquest and an ePortfolio were proposed as guidance tools. Along the process, students were expected to build up their thematic and communicative competence and, in parallel, widen their skills in computer-assisted translation tools as well as standard officeautomation software. This paper aims at discussing how these two tools helped students guide their research, structure the problem solving activities, develop critical thinking and terminological competencies.
- Terminology as a sensemaking social toolPublication . Albuquerque, Alexandra; Costa, RuteSince the middle of the first decade of this century, several authors have announced the dawn of a new Age, following the Information/ Knowledge Age (1970-2005?). We are certainly living in a Shift Age (Houle, 2007), but no standard designation has been broadly adopted so far, and others, such as Conceptual Age (Pink, 2005) or Social Age (Azua, 2009), are only some of the proposals to name current times. Due to the amount of information available nowadays, meaning making and understanding seem to be common features of this new age of change; change related to (i) how individuals and organizations engage with each other, to (ii) the way we deal with technology, to (iii) how we engage and communicate within communities to create meaning, i.e., also social networking-driven changes. The Web 2.0 and the social networks have strongly altered the way we learn, live, work and, of course, communicate. Within all the possible dimensions we could address this change, we chose to focus on language – a taken-for-granted communication tool, used, translated and recreated in personal and geographical variants, by the many users and authors of the social networks and other online communities and platforms. In this paper, we discuss how the Web 2.0, and specifically social networks, have contributed to changes in the communication process and, in bi- or multilingual environments, to the evolution and freeware use of the so called “international language”: English. Next, we discuss some of the impacts and challenges of this language diversity in international communication in the shift age of understanding and social networking, focusing on specialized networks. Then we point out some skills and strategies to avoid babelization and to build meaningful and effective content in mono or multilingual networks, through the use of common and shared concepts and designations in social network environments. For this purpose, we propose a social and collaborative approach to terminology management, as a shared, strategic and sense making tool for specialized communication in Web 2.0 environments.