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chapter 4CORPÓGRAFO V.4Tools for educating translatorsBelinda MaiaUniversity of Porto and Linguateca, PortugalIt is clearly essential for future translators to learn to use the available translationtechnology but, given the many linguistic skills translators also need to acquire,the process needs to focus not just on the ability to use the technology, but also onencouraging a good understanding of the objectives, possibilities and limitationsof the technology itself. Skilful use of the technology will come later after practicein the professional contexts in which it is needed. An understanding of theproblems posed by integrating technology into both the curriculum and teachingpractice led us to develop the Corpógrafo at the PoloCLUP of Linguateca 1 atthe University of Porto. It allows for the building and analysis of parallel andcomparable corpora, extraction and management of terminology, as well as thecollection and analysis of lexical items, particularly multi-word expressions thatare relevant to text, genre or discourse analysis. It is a research environmentfor autonomous study, but it also offers various possibilities for education intranslation, text analysis and terminology management, and has the advantageover commercial software of being freely available online.1. IntroductionThe LETRAC project (1998–9) 2 was perhaps the most formal of various initiativesto drag translator education into the era of information technology and, with1. Linguateca is a distributed language resource centre for Portuguese, with the mission toraise the quality of Portuguese language processing through the removal of difficulties for theresearchers and developers involved. The leader of the project is Diana Santos and for someyears she and her colleagues have provided plenty of online language resources, including a180 million word newspaper corpus, CETEMPúblico, several smaller corpora, some of themannotated, and a parallel Portuguese/ English corpus at present containing nearly 1.5 millionwords in each language, COMPARA.2. LETRAC – Language Engineering for Translation Curricula. http://www.iai.uni-sb.de/iaien/en/letrac.htm
58 Belinda Maiahindsight, one can now recognise the fact that it was probably more focused onthe language engineering of its title than the realities of translation curricula. It wasnecessary then to draw attention to the need for translators to be trained in generalcomputer skills as well as the use of the various types of translation software andlanguage tools, not to mention the almost infinite possibilities of obtaining informationfrom the Internet. Today students usually arrive at university with generalcomputer skills and are accustomed to using the Internet on a regular basis, soteaching them and how to use the translation software presents fewer problemsthan 10 years ago.Technology such as translation memories, localisation tools and sub-titlingprogrammes is proving to be a double-edged sword for translators and the institutionsthat educate them. The technology itself is only useful for certain typesof translation, and what it offers in help, it takes away in terms of remunerationas translators are forced to negotiate new terms of work with clients who investin translation memories in order to save on translators. Localisation programmeshave simplified the translators’ task so much that training students to use themnow is trivial in comparison to the situation some years back. Sub-titling programmes,too, are becoming increasingly sophisticated and expensive, and, at leastin Portugal, translators find it difficult to earn a living in sub-titling.The technology is being constantly improved and, despite the fact that somecompanies who produce it now offer special rates to the universities, the need toconstantly invest in upgrades for software that has a limited usage in the universitycontext makes it almost impossible for many institutions to keep up with developments.There are also logistic problems in allowing for practice and project workbecause of the need to restrict the use of commercial software to the universitycampus and/or specific computer rooms. What we shall describe here is a responseto this situation.The Corpógrafo developed out of a theoretical background of corpus linguisticsand the way in which this was applied to the teaching of translation and terminology.In the early stages, the Corpógrafo was primarily for terminology research,and the computer engineers involved were encouraged by the realisation that terminologyis also crucial to machine and machine assisted translation, informationretrieval and knowledge management. It was not prepared for any particular domain,but rather designed to adapt to any type of terminology research undertakenby individuals or small groups.The corpora building aspect of the Corpógrafo led us to favour comparableover parallel corpora and to look for quality rather than quantity in thetexts chosen. In this respect, the corpus approach was supported by a theoreticalbackground in systemic-functional linguistics rather than the natural languageprocessing interests of the Linguateca project. The emphasis on text analysis andclassification required by the need to select for quality rather than quantity later led
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2 Lynne Bowker and Michael Barlowde
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Page 73 and 74: 60 Belinda Maiabeen translated by m
Page 75 and 76: 62 Belinda Maiastudy reformulations
Page 77 and 78: 64 Belinda MaiaSearchablecorporaenc
Page 79 and 80: 66 Belinda Maia- Find definition ca
Page 81 and 82: 68 Belinda MaialishaEuropeanMaster
Page 83 and 84: 70 Belinda MaiaMaia, B. and L. Sarm
Page 85 and 86: 72 Carme Colominas and Toni Badiadi
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Page 103 and 104: 90 Rachélle GautonIzwaini (2003:17
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106 Rachélle GautonMcEnery, A. and
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108 Marie-Josée de Saint Roberta c
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chapter 8Global content managementC
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Chapter 8. Global content managemen
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chapter 9BEYTransA Wiki-based envir
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Chapter 9. BEYTrans 137Trans system
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Chapter 9. BEYTrans 1391. Facilitat
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Chapter 9. BEYTrans 141lators to ch
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chapter 10Standardising the managem
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Chapter 10. Standardising multiling
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chapter 11Tagging and tracing Progr
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chapter 12Linguistic resources and
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Chapter 12. Linguistic resources an
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IndexAAfrican language translatorX,
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Index 217Expert Advisory Group onLa
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Index 219open standards 206, 208,21
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Benjamins Translation LibraryA comp
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27 Beylard-Ozeroff, Ann, Jana Král
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