gp in translation at postgraduate level...or nost, (cilt, 2007). the student portfolio reflects the...

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© CILT, the National Centre for Languages 2008

The National Graduate Placement Scheme

GRADUATE PLACEMENT HANDBOOK

GP in Translation at Postgraduate Level

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Contents

Introduction

What is a Graduate Placement (GP)?

What are the aims of the Graduate Placement (GP) scheme?

The National GP Scheme

GP Contract

Student Briefing Pack

GP Student Portfolio

GP Employer Briefing Pack

Employer Checklist

Employers’ Health and Safety checklist

Health & Safety: Student Induction Checklist

Learning Agreement

Mentor’s Report on Student Performance

Employers’ Annual Evaluation of the GP Scheme

Information on GP scheme for HEIs

GP Coordinators’ Annual Evaluation of the placement Scheme

Appendices

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25

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35

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Introduction

What is a Graduate Placement (GP)?A GP is a work placement with a translation service provider (TSP) that constitutes a structured period of work-based learning outside of the higher education institution at which the student is enrolled in an MA/Postgraduate Diploma programme in Translation.

Placement learning has been shown to help postgraduate students develop their professional competence as translators and proofreaders, revisers, editors, project managers, etc. In addition, students develop a wide range of generic work related skills such as problem solving, analytical and critical thinking, team working, communication skills, personal development skills, planning and organisational skills, in a work environment and benefiting from mentoring and support from experienced professionals.

What are the aims of the Graduate Placement (GP) scheme?• To enhance students’ work-readiness and employability by improving their professional skills and career awareness.• To strengthen links between HEIs, postgraduate students of translation and translation service providers in the UK.

The National GP SchemeThe scheme represents a national upgrade and extension of the successful local prototype Graduate Apprenticeship Framework developed by Salford University and CILT (then called the Languages National Training Organisation) during 2001-03 with funding from DfES. As found in this pilot scheme, GPs complemented the academic curriculum and resulted in a clear improvement of students’ employability and understanding of the profession.

The National GP Scheme is the result of an initiative led by CILT (The National Centre for Languages) in collaboration with ATC (Association of Translation Companies) and a partnership of HEIs (Higher Education Institutions) and TSPs to create a national model for work placements in the translation industry providing a structured work-based learning dimension to Postgraduate Diploma/Masters programmes in Translation in the UK in HEIs with very different types of provision.

Any parties (employers, students or HEIs) willing to join the scheme must abide by the following contract:

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GP Contract

The Employer�. Employers have the right to interview candidates and select them according to the needs of their organisation. If they wish, employers may ask candidates to complete a test translation or aptitude test. 2. Employers have the right to contact the HEI GP coordinator in the event of any issues regarding unsatisfactory student performance and/or conduct; they will in consultation with GP coordinator decide the future of the particular GP including, if necessary, a termination of the contract.3. Employers will offer students adequate opportunity for placement learning by assigning a selection of tasks, not necessarily “for real” but in some cases as “simulated assignments”, so that students develop a wide range of professional competences in order to achieve the intended learning outcomes and can successfully present in their Portfolios a range of evidence of their performance during the duration of the placement. To ensure compliance, employers should be familiar with NOST (2007). 4. During the placement, the student will have a named contact in the organisation that will act as mentor or supervisor. The mentor will be involved in the support of students to ensure an effective placement learning experience. The mentor will complete a final report on the student’s performance.5. Employers will put in place effective measures for staff development of mentors and to monitor and assure the proficiency of mentors to support placement learning.6. Employers will demonstrate their ability to fulfill their responsibilities and duty of care for the students under relevant health and safety, equality and diversity, employer liability and insurance legislation.

The Student�. Students have the right to choose from different TSPs’ placement offers, where relevant.2. Students commit themselves to abide by the staff regulations, code of conduct and any legal requirements demanded by the placement provider and statutory legislation. 3. Students must ensure the security and confidentiality of systems and software, client details and translation assignments. 4. Students have to report daily to their named mentor or supervisor and must carry out the tasks assigned to them to the best of their ability and knowledge.5. Students are representatives of their HEI and have a responsibility to act appropriately and in accordance with the expectations of the institution.6. Students are subject to the academic and disciplinary regulations of the University during the placement if they fail to fulfil their commitments or behave inappropriately.7. Students have the right to work in a safe environment and to be treated in accordance with applicable legislation.8. In the event of any issues arising regarding disagreement with the employers, students have the right to contact their HEI’s coordinator, who will have an arbitration role in deciding the future of the particular GP and can, if necessary, terminate the placement/contract.9. Students commit themselves to complete the Student Portfolio recording evidence of all the tasks carried out and to write a Reflective Learning Journal.

The HEI GP coordinator1. The HEI GP Coordinator will be in charge of liaising with placement providers and mentors.2. The HEI GP Coordinator will be in charge of supporting the students in all academic matters. 3. The HEI GP Coordinator will monitor the progress of the placements and evaluate their effectiveness in enabling students to achieve the intended learning outcomes. In order to do this the coordinator will ask for formal and informal feedback from employers and students on placement organisation and student support and will ask them to communicate any concerns in a timely way to the institution to enable all parties to address concerns at the earliest possible opportunity.4. The HEI GP Coordinator will have an arbitration role in deciding the future of a particular GP in the event of any issues arising regarding unsatisfactory student performance and/or discipline or conduct and can, in consultation with the placement provider, terminate the contract.5. The HEI GP Coordinator will be aware of and inform placement providers in writing of the HEI procedures and policies that may apply where students complain about any aspect of their placements.

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What are the benefits of the scheme for students?Students find the experience useful and rewarding and they also learn a lot about the “real” business environment in a busy translation company, something that they gain very little experience of in the academic environment.

What students say“… what I gained most from the placement was experience of business practice - how to deal with and maintain good relations with clients, how to establish deadlines, estimate the cost of jobs, how to arrange time and how to manage finances, etc. All this was new to me and was invaluable. I also gained more experience of […] packages such as TRADOS and Déjà Vu and learnt more about the information sources used by freelance translators. The importance of deadlines and good organisation of time, files, etc. was impressed upon me and in the professional world I found it is not only quality that is needed but also speed and reliability”“I would definitely recommend the scheme to other students. My experience was very positive and obviously the longer the placement the better, however, any time spent in the professional environment is bound to be beneficial to a student’s prospects.”

What do I need to do if I want to benefit from this scheme?

The HEI GP Coordinator will provide you with information on the scheme early on in the programme. If you are interested in applying for a work placement, you should prepare any relevant documentation as requested by the coordinator such as CV, details of your availability, preferred specialisms, etc.

What can I expect to learn? What skills will I develop during the placement?

Aims of the Graduate Work Placement • To provide you with work experience so you can acquire first-hand knowledge of business operations and practice. • To develop your professional competences as a translator.• To enable you to apply knowledge and skills obtained during the postgraduate degree programme and to implement, develop and evaluate such knowledge and skills in a work environment. • To enable you to work effectively as a member of a team in a range of professional situations.• To develop your career awareness within a professional environment and assist career development.

Intended Learning OutcomesOn successful completion of the placement, you should be able to:• Understand current working culture and the principles of professional practice.• Use appropriate range of practical skills and available resources to prepare for and to carry out successfully a range of translation/translation related tasks. • Identify strategies for establishing and maintaining effective working relationships.• Contribute effectively to team operation by taking over responsibility for specific tasks.• Evaluate and reflect on knowledge and performance, seek and use feedback, and identify development needs.

How will I be assessed?Some HEIs require assessment of placements and others do not. This depends on the level of integration of placement learning in modules and programmes of study in the different HEIs across the UK. Not all student placements constitute a course requirement that contributes to the

award of the qualification.Your performance during the work placements will be assessed through a GP Student Portfolio (see page 8). The Student Portfolio has been drafted in consultation with all partners and calibrated to the revised National Occupational Standards in Translation, or NOST, (CILT, 2007). The Student Portfolio reflects the status of MA students as trainee translators, studying towards a postgraduate Diploma or Masters degree in Translation, who still have some way to go to achieve full professional status. The comparable level under the National Qualifications Framework (NQF) is level 7.

The Portfolio also opens the way for you to continue to develop, beyond the GPs, your own Portfolio of evidence of Continuing Professional Development (CPD) and lifelong learning to attain an Advanced Professional Translator level as reflected in NOST.

Each HEI will have its own specific guidelines for portfolio assessment and marking descriptors. However, there are general agreed assessment criteria:

For a placement to be deemed successful, you should have• Demonstrated ability to organise self and plan to meet targets• Demonstrated understanding of principles of professional practice• Sought information relevant to achieving task• Identified and used appropriate resources• Applied ICT skills to suit different purposes• Demonstrated the ability to operate effectively as a translator in a work environment• Contributed effectively to team operation• Reflected upon process and identified development needs• Produced a satisfactory portfolio on workplace experience

The National Graduate Placement SchemeGP in Translation at Postgraduate Level: Student Briefing Pack

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It is unlikely that all students in GP placements will have exactly the same learning experiences due to the different areas of specialisation and type of internal organisation of the respective TSPs.

Will I get any credits for my work placement?Accreditation will depend on the level of integration of work-based learning in modules and programmes of study in the different HEIs across the UK. Some placements will take the form of compulsory or optional credit-rated modules. Students who take up a GP as integral part of a programme of study and successfully complete their Portfolio will be awarded the credit value of the placement module. Where the placement is not credit rated within the postgraduate programme, students can still be awarded the GP Certificate.

Graduate Apprenticeship CertificateThe HEI coordinator will review the contents of the Student Portfolio and will decide whether to award a GP Certificate. If necessary, this may be following consultation with mentor and employer.The Certificate will include a summary statement of the key achievements and experiences of the placement, together with information on the placement provider, type and duration of placement.

How long will the placement last?The placement should last a minimum of �00 hours (equivalent to approximately 3 weeks on a full time basis). However, students and companies tend to benefit most from placements of between 3-6 months or even longer due to the need for an initial period of induction to the company. Placements can be full-time or part-time.Length and dates of the work placement should be negotiated as part of the Learning Agreement.

Are placements paid?A negotiated arrangement should be made between you and the employer before the placement begins. All long placements (in excess of �00 hours) are expected to be remunerated.

How are placements organised?Once you are interested in a particular placement or placements, the next step is to send a letter of application and CV to the employer. You should expect to be shortlisted and interviewed. Once you are offered a placement, a Learning Agreement is drawn up by both parties stating the terms of the placement such as start and end dates, tasks to be carried out, etc. The Learning Agreement is then signed by you and the employer and sent to the HEI placement coordinator for countersigning.The employer will nominate a mentor to supervise you during your placement.The HEI Coordinator and the host company’s named student mentor are in charge of managing placements and supporting students according to the GP contract and Learning Agreement.

Monitoring and Evaluation of PlacementsYou are required to submit brief reports weekly or fortnightly (depending on length of placement) to the HEI coordinator stating your progress and giving an indication of tasks performed. A sample report format can be found on page 29. You may also raise any issues relevant to support needed in relation to academic or placement matters. You must inform the coordinator as soon as possible of any problems which cannot be resolved within the host company. A mentor’s report on your performance will be sent separately to the HEI coordinator at the end of the placement (see page 25).

What will employers expect of me?• To conduct yourself professionally in all your dealings with placement provider’s staff and clients;• To act within the terms and conditions of employment laid down by placement provider;• To undertake the work agreed to the satisfaction of the placement provider;• To behave in a responsible and professional manner in the workplace, and show courtesy, initiative and willingness;• To maintain a suitably smart appearance; • To arrive punctually for work and any meetings you need to attend;• To report any absence from work as early as is reasonably possible.

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The mature student“My work placement was with a small language service provider offering language training and assessment and cultural briefing in addition to translation and interpreting services.

I found the placement to be of great value. Having not worked full-time for 14 years it was a bit of a shock to get back into a daily routine, but it was very worthwhile. It gave me the opportunity to combine my previous business experience with skills learned during my MA course. I was able to see how the business was structured, what types of documentation are required to deal with clients and translators and how projects are managed.

I was given the opportunity to perform a variety of translation tasks. Among these were “simulated” translations for practice purposes. As well as proofreading my own work, I also proofread some translations sent in by freelancers.

One aspect of the translation process that I had little experience of was Project Management. So, I was interested to see how projects were managed and get an overview of the project management processes and the day-to-day administration.

My aim is to set up as a freelancer and build up a practice gradually. The placement was really useful in allowing me to see how I should structure my own freelance practice and also how to plan for continuing professional development. I was glad of the opportunity to carry out some professional translation work and to see the workflow of various projects. I also enjoyed the contact with clients and translators.

Overall, I really enjoyed getting back into the working environment. It was a short placement of only three weeks, but it gave me a real flavour of life in a language company. The experience will stand me in good stead for setting up a freelance practice.”

The career changerI saw a work placement as an ideal opportunity to see at first hand how a translation company works and to get the chance to work on some substantial projects, whether that involved translating, terminology research or proofreading. I think it is extremely important for a freelancer to see and understand the sort of pressures that staff at a translation agency work under. In particular it brings home the importance of abiding strictly to deadlines.

I previously worked as a solicitor specialising in Divorce and Family law, so I chose my placement due to the host company’s specialisation in law and finance.From the point of view of translating, I was given an excellent introduction to the type of legal texts this agency deals with, including notary documents, property deeds, a wide range of contracts, court orders and other documents produced in the course of litigation. I also got the opportunity to learn how to proofread translations, which is an important skill to have as proofreading is a service that freelancers can offer in addition to translating.

Perhaps the most useful lesson for both translation and proofreading is the speed at which a professional translator is expected to work. As a student, time spent on translating a text is an individual choice but in the working world, speed is as important as quality and accuracy.

Overall, this was an enjoyable and rewarding placement where I got the chance to translate or proofread some highly specialised texts and to see how the placement provider manages its many projects.

The recent graduateThe Graduate Placement was an invaluable experience, which has given me a much better understanding of how the translation industry works and the relationship between translation agencies and freelance translators. What is more, it has certainly shown me how different translation in the classroom is to translation in the real world!

The placement provided me with an insight of the industry from the perspective of both a translator and a project manager. It was extremely useful to experience translating under professional conditions. I felt that it enabled me to evaluate my present skills and to identify knowledge gaps. As a translator, I have realised that I need to continue to further my existing language skills and combine them with a good understanding of how to use the relevant translation software packages. My placement provider stressed that translators with a good knowledge of these programmes would be more in demand than those without.

I have really enjoyed the challenge of working as a Project Manager as every day was different. I learnt that project management can be both satisfying, when projects run smoothly, and extremely frustrating when they don’t! I found it difficult on occasion being the middleman and having to deal with clients who needed their translation urgently, [but] this highlighted the importance of regular contact between the agency and the translator, particularly on large or extremely urgent projects, and that translators are valued not only for their expertise, but also for their reliability and speed.

In conclusion, my placement has been a brilliant experience. I have been given the opportunity to undertake a wide variety of tasks and feel that this experience will be a real asset to my CV. The opportunity to put some of the skills acquired during my MA has been really satisfying and I now feel much better equipped to pursue a career in translation or project management.

Case Studies

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GP Student Portfolio

The Student Portfolio is a folder with a detailed record of the Graduate Placement. It must include information on the placement provider, details of the placement agreement, a reflective learning log or journal recording and evaluating the learning experience and a list of documents selected by you, the student, and provided as evidence of the types of tasks carried out.

The Portfolio can also provide the basis for discussions with mentors about progress.

The Student Portfolio must show evidence that the aims and learning outcomes of the placement have been achieved successfully. The Portfolio must also show that you are fully aware of the role of the professional translator and the principles of professional practice. For an overview of these and of the National Occupational Standards in Translation please go to www.cilt.org.uk/standards/translation.htm

How to compile and present the portfolioThis handbook gives you detailed information on the type and range of tasks that you may be asked to perform during a Graduate Placement. It also provides a template to be used to compile and present the Portfolio. It is useful to compile the Portfolio in stages rather than leave everything until the very end. It is easier to do it this way as it allows you to develop reflective and analytical/critical skills in a progressive way.

FormatYou must choose a flexible format which will enable you to include your own reports and add material as supporting evidence such as original and translated texts or documents, leaflets, etc. An A4-size ring binder file with labelled dividers for each section and plastic pockets is one suggestion.

SubmissionYou must keep the Student Portfolio safe and submit it to the GP coordinator at the HEI at the end of the placement. You are advised to submit your Portfolio no later than two weeks after the end of your placement. In some HEIs the Portfolio will be used for assessment of the placement component of the programme of study.

Sections of the Portfolio�. Placement Learning AgreementSee Form 4, on page 2� of this handbook. The dates of the placement must be stated clearly.

2. Description Of The Translation Service Provider (500-1000 words)You should provide a description of the TSP you have been working for (you may comment on what type of company, organisation or department it is, where it is based, when it was established, size and scope of business, types of projects it deals with, how it is internally organised, staffing, IT and other resources, PR and marketing, research and development, etc.). Literature relating to the TSP, such as website information or brochures, may be included. You must ensure that you have permission from the placement provider to include all this information or any other information that would be commercially sensitive, such as quotations or client information.

3. Reflective Learning Journal (3000 words)An important part of the Portfolio is the Reflective Learning Journal. This should provide a detailed analysis of the experience gained, in order to give a full evaluation of knowledge and skills developed. It should refer to relevant documents presented as evidence in Section 4 below and include:

• an analysis of how the tasks performed helped you develop professional skills such as research, translation, proofreading, revising,

pre- and post-editing, terminology management, use of translation tools, etc.• an analysis of how the tasks performed helped you to develop further generic/transferable skills such as communication, organisation, prioritising, self-management, IT, etc.• an evaluation of the impact of the theory learnt during MA programme on translation practice during the placement.• a reflective statement of your performance in each of the tasks, your strengths and weaknesses, with comments on feedback and recommendations from mentor.• your perception of the value of the placement learning experience for future professional activities • a statement of priorities for Continuing Professional Development (CPD), e.g. a development plan, based on your own evaluation of your performance as a translator.

Further suggestions on topics you could cover in the Reflective Learning Journal are included in the next section.

4. Evidence Of Tasks UndertakenYou should include a record of main tasks carried out during the placement under the four units indicated below. During the placement you must collect evidence to be included in this section of the Portfolio. The type and range of evidence listed below refer to the guidelines included in the National Occupational Standards in Translation adapted for the postgraduate GPs’ level and purposes. Please refer to NOST (2007), produced and published by CILT (www.cilt.org.uk/standards/translation.htm), for further information.

For evidence you should select a sample of texts representative of your work during the placement in terms of domain(s) and difficulty. You should include actual translation projects (e.g. source text [ST] and target text [TT]), but you need to make sure you get permission from your employer/mentor.

www.cilt.org.uk/standards/translation.htm

www.cilt.org.uk/standards/translation.htm

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There are issues of confidentiality and other legal constraints that may prevent them from releasing texts. In that case, you may opt for giving a written account or report of the tasks carried out for which evidence cannot be presented. A statement from your mentor supporting your account is required in this instance (or alternatively, your mentor can sign the report).

Employers will be aware of the different areas in the Portfolio and will try to offer you a variety of relevant tasks. However, all placements are different and employers may not be able to do so in all cases. As each work placement has specific requirements, there is a choice of potential elements to be presented as evidence under each area.

You should expect to spend around 20% of your time involved in translation-related tasks. In many cases tasks given will not be actual translations for clients, but simulation tasks (see 4.1.3 for more information).

It is not necessary to present evidence under all headings below in the Portfolio. It is obvious that you can only present evidence for the tasks included in the Learning Agreement for each specific placement. You may leave out some units if no work done reflects their contents/requirements.

It is your responsibility to collect and organise clearly all the documents presented as evidence for the four different units as detailed below. 4.1 Translation tasks4.2 IT skills4.3 Project Management4.4 Working Relationships

4.1 Translation tasksUnder this unit you may be asked to carry out a wide variety of tasks to develop your skills as a professional translator, such as:• Preparation for translation assignments

• Terminology management• Translation assignments• Quality Assurance • Evaluate and develop own performance as a translator

4.�.� Preparation for Translation Assignments Portfolio requirements:A way of including evidence in the Portfolio is to write an introduction to each translation explaining: • the way you analysed the source text to be translated and familiarised yourself with the client’s brief;• the main translation problems it posed (technical and/or linguistic) with considered solutions based on previous knowledge and/or research undertaken;• how you selected and used resources and documentation to research and acquire/develop knowledge of domain (if required) and prepare for translation assignments: e.g. background reading on subject field, Internet searches in preparation for tackling translation tasks such as for parallel texts in TL, online corpora, glossaries and dictionaries on specific domains;• your evaluation of the effectiveness of techniques used.

You can add also a short bibliography of relevant references and comparable texts (this may be taken from the Internet).

Successful completion of this section means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units PTra� and PTra2

4.�.2 Terminology managementPortfolio requirements:A way of including evidence in the Portfolio is to describe the techniques and information sources used to compile and/or maintain a glossary of terms relevant to each translation task. You can • provide evidence that you have sought advice from clients, other translators and/or subject specialists to

clarify terminological queries;• describe techniques you have used to research and verify general and domain-specific terminology;• attach printed copies (or a representative selection) of the glossaries that you compiled or maintained during the placement.

Successful completion of this section means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units PTra� and PTra2

4.�.3 Translation AssignmentsGeneral, legal, scientific, commercial, marketing, technical, educational and training texts, etc.

Portfolio requirements:Evidence must include translations (or a relevant selection) which have been produced (ST and TT) with or without feedback from your mentor/other colleagues. You must make sure the employer gives permission to include these documents. If this is not possible for reasons of confidentiality, a summary of tasks completed and signed by your mentor can be provided.

Simulations are acceptable for this section. Mentors may provide as practice source documents that have been translated previously and archived. Mentors should provide access to the normal range of reference material that was used by translators for that project. You can then get feedback from your mentor or compare your translation with the professional one that was sent to the client and evaluate by self-assessment its strengths and weaknesses.

Evidence must show that• the translation accurately reflects the overall meaning and function of the source text in the target language;• the translation reflects the source text in terms of: - the type and purpose of the text- register, attitude and tone

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- concepts, factual information and opinion- cultural conventions and style- the role and relationship of the writer with the intended readership• the translation meets the client’s specification, such as domain and localisation requirements, and the required closeness of the translation to the original text; • you make adjustments to the task if the brief changes;• any omissions, additions, grammatical errors, inappropriately literal translations and inaccuracies are minor and do not significantly affect the meaning of the translated text;• you alert the client to any outstanding queries on the text, producing translators’ notes where appropriate;• you manage the translation task effectively and within the timescales agreed.

Successful completion of this section means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Unit PTra3.

4.�.4 Quality AssurancePortfolio requirements:You need to show awareness of techniques to assure the quality of the translation, such as proofreading and revision.You can provide as evidence translations that you have checked, proofread and revised showing own annotations/revisions and corrections.

Evidence must show that• you use standard linguistic and technical Quality Assurance (QA) processes and procedures; • you run spellcheckers, you check translations for accuracy, completeness and terminological consistency;• you check that translations meet the client’s specification;• you seek feedback on your work from colleague translators and you make the necessary corrections to your translations;

• you deliver translated texts in the appropriate requested formats.Successful completion of this section means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units PTra� and PTra3.

4.�.5 Evaluate and develop own performance as a translatorPortfolio requirements:You must present as evidence a written evaluation of progress and achievements during the placement and a record of any remedial action taken and/or planning of further professional development. This should be done on the basis of an analysis of a selection of translations carried out from different text types, subject fields and difficulty levels.

In accordance with NOST, during the placement you must review your own ability to produce translations to a professional standard and evaluate:• the effectiveness of the translation and how well you meet the needs of the client.• the appropriateness of the language used, grammar, style, etc. • how you can improve on the accuracy of the text, grammatical errors, omissions and additions.• how you solved textual and formatting difficulties. • strengths and weaknesses of your performance and ways to improve it.

Evidence must show that • you seek, reflect on and benefit from feedback on the quality of the translated text as well as own development needs from mentor and/or colleague translators;• you take their feedback into account and use this together with own reflections to identify ways and opportunities to improve your performance and prepare a professional development plan; • you seek advice on own self-assessment and development plan to ensure it will effectively help to

develop your knowledge and skills and your performance as a professional translator.Successful completion of this section means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units Element PTra4.�and Element PTra4.2

4.2 IT skillsUnder this unit you may be asked to carry out a wide variety of tasks including:- Use of communication media e.g. email, fax.- Use a range of general software packages for different purposes e.g. word processing, design and management of databases (clients, freelances, etc.).- Internet searches and retrieval of information and documents.- Design and/or management of terminology databases.- Use of Computer Assisted Translation (CAT) tools- Use of Translation Project Management tools

Portfolio requirements:The evidence presented under this section will reflect the different experiences related to ICT use in individual work placements. It can take the form of a detailed report signed by your mentor.You describe the way you used successfully available communication media for different purposes.You can refer to other sections to show that you are a competent user of the Internet for research and documentation purposes and that you have translated texts in a variety of requested formats.

Evidence must show that • you made effective use of relevant software, both general word processing and translation packages for a variety of tasks;• you are aware of or have complied with the need to ensure the security

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and confidentiality of electronic equipment, client documents and translated texts.

Successful completion of this unit means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units PTra� and PTra2

4.3 Project management Under this unit you may be asked to carry out a wide variety of tasks including:- General Administration (e.g. maintaining filing systems) - Translation project support (e.g. carrying out word counts of texts, archiving documents, etc.)- Quality Control/Assurance (checking, proofreading, revising, testing localised software, etc.)- Maintaining databases of freelancers and clients- Dealing with freelance translators (tracking projects, updating information, etc.)- Contacting clients (e.g. with queries from translators, reporting on project, etc.)- Alignment of translation textsSimulated project management tasks can also be used for training.

Portfolio requirements:The evidence presented under this section will reflect the different experiences related to project management provided in individual work placements.

Evidence may consist of documents such as • printed data from databases managed or updated; • quotations that you helped to prepare, invoices and contracts prepared for freelance translators; • QA reports;• any emails to freelance translators tracking their progress or updating them with information on the project development;• any emails sent to clients for

different purposes related to managing a particular project e.g. clarifying any queries or keeping them informed of progress.

You can refer to other units to show that you are aware of and can apply a range of standard QA procedures. Evidence can also consist of a written report of tasks completed signed by mentor.

Successful completion of this unit means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units SFTra�, PTra�, PTra2 and PTra3

4.4 Working relationshipsUnder this unit you may be asked to carry out a wide variety of tasks including:- Working as part of a team (fulfilling individual duties, communicating and collaborating with others, managing time to ensure individual and collective deadlines are met and targets achieved). - Taking instructions from and reporting regularly to your mentor.

Portfolio requirements:Some examples of evidence regarding this unit should be presented, such as emails to colleagues, freelances, reports to mentor, etc. Evidence can also consist of a written report signed by your mentor.

You can refer to other units to show that you have sought and benefited from advice and feedback from your mentor and/or other colleagues in order to assess and improve your performance.

Evidence must show that • you have contributed effectively to team work by sharing information or seeking advice; • you have liaised with others for various purposes e.g. to review progress, to evaluate the project on

completion; • you have submitted own work to the required deadline;• you have developed interpersonal and communication skills; • you have managed well your relationship with mentor and colleagues; • if relevant, you have communicated regularly with clients, especially in case of queries and difficulties.

Successful completion of this unit means that you have met a range of performance criteria corresponding to the National Occupational Standards in Translation Units SFTra�, PTra�, PTra2 and PTra3.

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What are the benefits of the GP scheme for employers?• Develop Corporate Social Responsibility: helping a new generation of translators: “new professionals need a chance to get out of a Catch 22 situation (no experience, no chance of getting a job, no experience).” • Strengthen the market of freelance translators. • Recruitment. Some companies have employed students after the placement period finished, if a position became available at the time, or recommended them to other companies looking for new recruits. • Make sure that the training provided by HEIs matches the requirements of the profession by providing realistic expectations of what translation industry professionals do – students tend to underestimate the type of challenges faced by translators and project managers. • Two way learning (student <> mentor): by explaining work methods and procedures to someone else, mentors are forced to review what and why. If a mentor has recently completed his/her own induction it can be a useful professional development activity (e.g. to improve their organisational skills, enhance their communication skills and their competence to assess the progress and performance of a student). • Element of Quality Assurance. Students can sometimes pick up organisational gaps, errors in freelancers’ work and other issues that constitute useful feedback for TSPs. Debriefing students can produce interesting insights. • Good PR (students will talk warmly about the help provided, TSPs can advertise GPs in web site, etc).• An extra pair of hands. Extremely useful, in particular when placements coincide with Easter/Summer and some staff are on holiday.

The National Graduate Placement Scheme GP in Translation at Postgraduate Level: Employer Briefing Pack

What employers say“Some of our most promising and committed permanent employees were former work placement students who returned to the company after completing their academic courses. Their prior insight into the company’s activities and business ethos helped them to make a confident career choice while strengthening our prospects of retaining such talent.” Helen Eckersley, Director, ITR Ltd.

“The GP Scheme is more than simply a learning experience for the student. The opportunity to host a student enabled our organisation to analyse and improve internal processes; team members and support staff who are generally “hidden” had an opportunity to showcase their talents and experience; the project management team gained an extra pair of hands.” Liz Athey, Roevin

How can we get involved?TSPs wishing to provide opportunities for placement learning under the GP scheme should submit the following information to the placement database:

�.Brief company description.2. Desired profile of student together with any application requirements (e.g. CV, letter of application, etc.).3. Approximate dates/period when student(s) could be hosted and examples of tasks that would be assigned to students.4. Documentary evidence of compliance with relevant UK regulations relating to Health and Safety (Form 2), equality

and diversity, employer liability and insurance, etc. 5. Formal acceptance of the GP contract.

Following QAA guidelines:“The criteria to be used when approving placements should address placement providers’ ability to: • provide learning opportunities that enable the intended learning outcomes to be achieved; • support students on placement; and • fulfil their responsibilities under health and safety legislation in the workplace, having regard to the level of skill and experience of placement students.”

NOTE: It is recommended that these guidelines should be read in conjunction with the QAA Code of practice for the assurance of academic quality and standards in higher education: Placement learning – The code of practice Section 9: Work-based and placement learning (September 2007) is available from: http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf

Once the company is entered in the GP database, the information provided will be disseminated to HEIs and students will be asked to contact the company directly to apply for placements.

How are placements organised?If a student is interested in a particular placement or placements, the student will send you a letter of application and CV. Students would typically expect to be shortlisted and interviewed. Once you offer a student a placement, a Learning Agreement is drawn up by both parties stating the terms of the placement such as start and end dates, tasks to be carried out, etc. The Learning Agreement is then signed by

http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf

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both employer and student and sent to the HEI placement coordinator for countersigning. There is an element of flexibility in the scheme in that, although ideally a student should be provided with a wide range of work experience during the placement, it is not compulsory for host companies to provide experience under each heading of the Portfolio. You, as the employer, should make clear in the Placement Learning Agreement what type of tasks the student will carry out during the placement. The HEI Coordinator and the host company’s named student mentor are in charge of managing placements and supporting students according to the GP contract and Learning Agreement.

MentoringYou will nominate a mentor to supervise the student during the placement. TSPs should make sure that mentoring training is provided for staff who will take on this responsibility.

“The purpose of mentoring is to support and encourage people to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person they want to be” (Parsloe, 2000).

The mentor will:• act as the student’s supervisor during the placement, hold regular informal meetings with the student and support their placement learning including supervising weekly reports;

• discuss and sign the Learning Agreement (Form 4) which documents the placement tasks and activities;

• ensure that student completes Health and Safety Induction Checklist (Form 3) and send copy to HEI coordinator;

• complete a Mentor’s Report on Student Performance at the end of the placement (Form 5).

• sign off the Student Portfolio before the student submits it to the HEI coordinator.

• complete the Employers’ Annual Evaluation of the GP Scheme (Form �) and send it to the HEI Coordinator.

These activities are summarised in the Employer Checklist (Form 1).

Mentors must have clear and reasonable expectations of what students can achieve and make sure tasks and targets set for them are within their level of competence. It is important that good communication is established between mentor and student and that students feel relaxed about approaching mentors with queries or issues if they need to.

Guidelines for mentors from NOST (2007)Taken from ‘Unit APTra5 Act as a mentor to trainee [and colleague] translators’When you act as a mentor: �. you plan how you will gather evidence of performance2. you review the translator’s [student’s] work in terms of its quality and fitness for purpose 3. you use information available from quality assurance procedures and feedback from clients and other translators 4. if you make use of source and translated texts, you observe confidentiality requirements, asking the author and/or client for permission to use, if necessary 5. you make an initial assessment of how you can best support the translator [student]6. you make a judgement on feedback to be given and on priorities for action before your meeting with the translator [student]7. you give feedback at an appropriate time and place8. you encourage the translator [student] to take an active part in the evaluation of their skills and performance

9. you give feedback that is constructive and is based on reliable data about the individual’s performance and achievements�0. you are sensitive to the needs and skills of the individual while providing feedback and advice11. you agree action to be taken with the translator [student] and the timescale in which this is to be achieved�2. you produce a written summary of conclusions and action plan, if this is appropriate 13. you follow up on action taken

Procedure for student induction into the host company/organisationOnce a student formally attends work for a placement, the host company should provide a student induction programme:• Staff handbook and/or general/company information on code of conduct, confidentiality, etc. should be given to student on arrival.• Students should complete the Health and Safety checklist in the first week of the placement and then send it to the HEI coordinator. (Form 3)See also Employer Checklist (Form 1) for other requirements.

Students will receive general health and safety information before commencing the placement but it is your responsibility to offer appropriate instruction and information on safety rules applicable to the organisation.

As part of their induction training it is recommended that you make students aware of the following;• Health & Safety Policy and any arrangements in place to ensure students’ health and safety.• Fire precautions including fire-drill procedures, escape routes and location of call points and fire fighting equipment.

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• Accident and incident reporting procedures.• Location of first aid room and/or first aid boxes and details of first aiders on site.• Information on any specific hazards relating to their place of work and details of any risk assessments relevant to their work.• Adequate training and supervision when working on processes, using equipment, tools etc.

How long should placements last?The placement should last a minimum of �00 hours (equivalent to approximately 3 weeks on a full time basis). However, students and companies tend to benefit most from placements of between 3-6 months or even longer due to the need for an initial period of induction to the company. Placements can be full-time or part-time.

Are there any legal issues we need to be aware of?

Payment of placementsUnder current employment law, a work placement should be remunerated unless it forms a compulsory module of the student’s course requirements, in which case remuneration is not mandatory.

A negotiated arrangement should be made between student and employer before the placement begins.

The arrangement should be based on a specific Learning Agreement that sets out the expected contributions of both parties. Remuneration should be no less than the statutory minimum wage for each hour worked*. * See www.hmrc.gov.uk/nmw for details of the current rate.

Employers’ Liability InsuranceThere is a market agreement between UK insurers that students on placement

will be treated as if they were employees of the placement provider. Liability for injury or damage to third parties caused by their negligent acts or omissions will therefore be covered by the placement provider’s public liability insurance, and the student will be deemed to be an employee for the purposes of the placement provider’s employers’ liability insurance. Recommended placement agreement wordings are available from http://www.umal.co.uk

Guidelines on Equal Opportunities - Students with disabilitiesThe QAA Code of practice - Section 3 on Students with disabilities states (Adapted):“Institutions should ensure that, wherever possible, disabled students have access to academic and vocational placements.Where placements are a formal requirement or standard component of the programme, institutions should consider ways of ensuring that the specified learning opportunities are available to disabled students by: • seeking placements in accessible contexts; • working with placement providers to ensure accessibility; • providing support before, during and after placements that takes account of the needs of any disabled students, including transport needs. Where a placement is an optional but desirable element of the programme, institutions should consider making similar arrangements to support access for disabled students.”

HEIs will liaise with you to ensure compliance with the QAA and individual HEIs’ code of practice so that, if reasonable adjustments can be made, disabled students are able to benefit from placement learning opportunities.

What can you expect from the students?That they:• conduct themselves professionally in all their dealings with you, your staff and your clients;• act within the terms and conditions of employment laid down by you;• undertake the work agreed to your satisfaction;• behave in a responsible and professional manner in the workplace, and show courtesy, initiative and willingness;• maintain a suitably smart appearance; • arrive punctually for work and any meetings they need to attend;• report any absence from work as early as is reasonably possible.

What can you expect from the HEI Graduate Placement Coordinator?That they:• provide a prompt response to written, e-mail and telephone communication;• liaise with the student and/or employer if any problems arise during the placement;• evaluate the effectiveness of placements year on year by reviewing students’ and mentors’ reports and Portfolios;• complete the GP Coordinators’ Annual Evaluation of the Scheme.

http://www.umal.co.uk

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Form �

Employer ChecklistThe following summarises (in date order) the key employer actions required during a student placement.

Week of placement Action Date completed

Pre-placement

Pre-placement or Week 1

Week 1

Post-placement (within 2 weeks)

Post-placement (within 2 weeks)

Annually

Complete/Check that the annual Employers’ Health and Safety Checklist (Form 2) is up to date and has been sent to HEI coordinator.

Agree with student general and specific placement tasks, sign Learning Agreement (Form 4) and send a copy to HEI coordinator

Ensure that student completes Health and Safety Induction Checklist (Form 3) and send a copy to HEI coordinator

Complete the Mentor’s Report on Student Performance (Form 5) and send a copy to HEI coordinator.

Sign off the Student Portfolio before student submits it to the HEI coordinator.

Complete the Employers’ Annual Evaluation of the GP Placement Scheme (Form 6) and submit it to the GP Coordinator.

The employer will be sent a summary of the GP Coordinators’ Annual Evaluation of the Graduate Placement Scheme.

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Do you have a written Health & Safety policy?

Do you have a policy regarding health and safety training for students working in your undertaking?

Is the organisation registered with? (tick as appropriate)(a) the Health & Safety Executive/the appropriate H & S enforcement (b) the Local Authority Environmental Health Department

Insurance(a) is Employer Liability Insurance held?

Risk AssessmentDo you have a written risk assessment of your work practices to identify possible risks whether to your own employees or to others within your undertaking?

Accidents and Incidents(a) Is there a formal procedure for reporting and recording accidents and incidents?(b) Will you report to the university any sickness involving placement students, which may be attributable to the work?

�

2

3

4

5

�

Contact Personnel

Who is your nominated contact for compliance with the requirements of health and safety legislation?Name & Position:

Tel:

The above statements are true to the best of my knowledge and belief.

Signed:

Date:

Thank you for completing this questionnaire. Please return this form to the HEI Coordinator as soon as possible.

Form 2

Employers’ Health and Safety checklist(to be completed by employer once a year)

Name of Employer:

Contact Name & Position:

Address:

Telephone: Fax:

Yes No

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Form 3

Health & Safety: Student Induction Checklist

Name of Student:

Programme:

Employer:

Start Date:

The following items should be included in your induction into the organisation, preferably on your first day. Check off the items below when they occur and inform the HEI Coordinator if you have any concerns over Health & Safety issues. Please note that this list is not exhaustive.

Health & Safety procedures Date

Emergency procedures

Safety policy received or location known

Location of First Aid box

First Aid arrangements (including names of first aiders)

Fire procedures and location of fire extinguishers

Accident reporting and location of accident book

Control of Substances Hazardous to Health (COSHH) regulations

Display screen equipment regulations/procedures

Manual handling procedures

Instruction on equipment participant will be using (list equipment)

Other issues:

Signed Date

Please return to HEI Coordinator during first week of placement

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Form 4

Learning Agreement

This document will be drawn up by the employer in consultation with the student and academic placement coordinator before the placements starts, and details the tasks to be undertaken [and if relevant the means of assessment]. The learning agreement must be signed by the student, the employer and the academic coordinator.

GP - Placement Learning Agreement Date:

Placement Details

STUDENT Name:

Address:

Tel.: Mobile:

E-mail:

INSTITUTION:

MA PROGRAMME:

PLACEMENT PROVIDER:Name:

Address:

Tel.: Fax.:

E-mail:

MENTOR OR SUPERVISOR Name:

Role:

Tel.:

E-mail:

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Other Information

If it becomes necessary to change the placement agreement in any way (e.g. change of tasks, supervisor, etc.), the mentor and student must liaise closely with the HEI Coordinator and copies of the changes agreed (e.g. email print-outs) must be kept with this learning agreement by all parties.

Signatures of Parties to the AgreementThis document has been completed and agreed by the following:

I agree to attend the offices of...............................................on the days and times stated above to fulfil the placement as outlined above.

Accepted by the student

Signed

Date

Name (print)

Accepted by the placement provider:

Signed

Date

(duly authorised and accepted for and on behalf of...............................................Ltd)

Accepted by the HEI Coordinator

Signed

Date

(duly authorised and accepted for and on behalf of the University of ...................................)

Please complete before placement or during week 1 and send a copy to HEI Coordinator.

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GP COORDINATOR WITHIN HEI:Name:

Role:

Tel.:

E-mail:

Conditions of Placement Start date of placement:

End date of placement:

Full time/Part time

Office hours:

Description of Placement The placement will provide: 1) to the candidate, an in-depth insight into a real working environment with a TSP. 2) to the company, assistance with the tasks detailed below.

Work which the student will undertake during the placement (Example: Key activities and tasks will include translation, translation simulation and administrative work related to translation project management as well as general office administration. The candidate will also carry out a variety of tasks necessary for completion of their Student Portfolio as required by the University of........................................................

The candidate will follow instructions from...................... and report to..................... as his/her mentor/supervisor.)

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Form 5

Mentor’s Report on Student Performance

Name of student:

HEI:

Name of Placement Provider:

Contact details:

Name of Mentor or Supervisor:

Dates of placement

Start date: End date:

Working hours:

Special arrangements (if applicable):

1. In which languages did the student work?

2. How many words of translation did the student produce while on placement?

3. Did the student do one or more of the following tasks?

General administrative work

IT tasks (file management, data input, etc.)

Terminology research/management

Quality Assurance (proofreading, revision, testing software)

Use of CAT tools (Translation Memory management)

Translation project management/support

Others (please specify):

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4. Did the student fulfil the conditions of the Learning Agreement?

5. In which areas did you think the student was very competent?

6. In which areas did you think the student should improve his/her performance?

7. Did the student fit in and develop good working relationships with the team?

8. Any other comments?

Signature: Date:

Please return this form to the HEI Coordinator

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Form �

Employers’ Annual Evaluation of the GP Scheme

1. Do you consider that providing placements has been overall a positive experience?

Yes / No

If No, please give reasons why:

2. Are you willing to take on another student for a placement in the future?

Yes / No


3. Do you have any specific requirements for future students?

4. Would you have considered employing any of the students you have hosted this year if a job position had become vacant?

Yes / No


5. Do you have any recommendations for HEIs for improving the academic training of students going on placements?

Please return this form to the HEI Coordinator.

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29


Start date

Task Assigned by Completion date

Training or instruction received

Skills applied to task and skills acquired or developed

Problems and challenges encountered

Feedback received

Comments

Reproduced with kind permission of ITR, International Translation Resources Ltd

Form 7

Graduate Placement: weekly report

Name:

Mentor:

Date:

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Information on GP scheme for HEIs

What are the benefits of the Scheme for HEIs?• Forms an invaluable part of the training of postgraduate students in Translation. • Provides optimal integration of work-based and academic learning.• Increases the employability of students. • Provides useful links between HEIs and TSPs: increased awareness of developments in the industry and specific needs of employers.• Promotes development of new areas of training and research.

HEI Graduate Work Placement CoordinatorsEach HEI providing postgraduate programmes in Translation should have a designated GP coordinator.

The role of the GP coordinator is to:• promote the scheme to students;• fulfil the terms of the GP Contract;• provide both students and placement providers with relevant documentation from the HEI regarding academic appeals and student complaints on academic matters. • ensure that employers and students complete and send the required documentation;• keep copies of all relevant documentation;• sign the Learning Agreement;• provide a prompt response to written, e-mail and telephone communication;• liaise with the student and/or employer if any problems arise during the placement;• read the Student Portfolio and award GP certificates;• if required by HEI, assess and mark Student Portfolio;• evaluate the effectiveness of placements year on year by reviewing students’ and mentors’ reports and Portfolios;• complete the GP Coordinators’ Annual Evaluation of the Scheme

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GP Coordinators’ Annual Evaluation of the placement Scheme

1. Do you consider that organising placements has been overall a positive experience?

Yes / No


�. Are there any placements that you would wish to discontinue in the future?

Yes / No

If Yes, please give reasons why:

2. Do you have any specific comments on the Student Portfolios assessed this year?

3. Do you have any recommendations for placement providers for improving the professional training of students going on placements?

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Appendices

Appendix �

Principles of professional practice (NOST 2007)

The text below distils the common essentials of the principles of professional practice. These are based on the code of ethics from professional and registration bodies which operate in the UK.

You, the professional translator, must show that you adhere to the following principles of professional practice. This means that you:

• meet the standard of performance as described in the national translation standards • treat all information you receive in the course of your duties as confidential, unless required to disclose by law• are impartial and maintain integrity and professionalism• do not accept an assignment which is beyond your competence• explain the principles of professional practice if unethical demands are made on you • disclose any information, including conflicts of interest, which may make you unsuitable for an assignment• demonstrate a commitment to continuing professional development • support colleague translators sensitively in the course of their duties• respect the ethics and the working practices of other professions• do not discriminate against parties on any grounds• do not bring the profession into disrepute• adhere to the code of conduct as expressed by your professional or registration body

Useful linksNational Occupational Standards in Translationwww.cilt.org.uk/standards/translation.htm

Code of conductATC Code of Conduct:www.atc.org.uk/code_conduct_atc.html

Professional indemnity insurancewww.businesslink.gov.uk/bdotg/action/detail?type=RESOURCES&itemId=107430204�

www.fsa.gov.uk/pubs/policy/04_02/buying_pii.pdf

http://www.cilt.org.uk/standards/translation.htm

www.atc.org.uk/code_conduct_atc.html

www.businesslink.gov.uk/bdotg/action/detail?type=RESOURCES&itemId=1074302046

www.fsa.gov.uk/pubs/policy/04_02/buying_pii.pdf

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alignment

client

code of conduct

computer assisted translation (CAT)

Continuing Professional Development (CPD)

domain

editing

employer

format

GP coordinator

Graduate Placement (GP)

Higher Education Institution (HEI)

host company

indemnity insurance

localisation

mentor

Glossary

A process that divides into segments a pair of source and target texts, and then attempts to match the corresponding segments. This is done by a programme and checked by a translator. The file with the matched segment pairs, also called translation units, can then be saved as a translation memory for use in future projects.

The person or organisation who commissions a translation project.

A set of guidelines for the conduct of employees in TSPs.

A set of software tools that constitutes an integrated translation environment designed to assist human translation by analysing and preparing texts for translation and by providing powerful translation memory and terminology databases that allow access to and re-use of previously translated content in future translations increasing productivity and consistency.

Systematic development and upgrading of linguistic and professional knowledge and skills throughout a translator’s working life in order to improve performance and adapt to new working practices.

A subject field or area of specialism, e.g. medicine, law, business, etc.

A quality assurance procedure to ensure that terminology and style is consistent and layout adheres to formatting guidelines. This is particularly important when several translators are involved in one project.

A TSP that offers student placements (see Translation Service Provider).

The presentation of a text. Usually refers to a particular type of electronic format, e.g. Word, Excel. It can also refer to type of paper size, e.g. A4, A5, etc.

Member of academic staff belonging to a HEI in charge of organising and managing placements and involved in the support of students to ensure an effective placement learning experience.

A GP is a work placement with a Translation Service Provider (TSP) that constitutes a structured period of work-based learning outside of the higher education institution at which the student is enrolled in an MA programme in Translation.

University providing the programme where student is enrolled.


Insurance to protect translators against damages sought by clients, e.g. if they have made a mistake or failed to deliver on time. It normally covers legal costs.

The translation and cultural adaptation for local markets of digital content such as web sites or software.

Member of staff at host company involved directly in the support of students to ensure an effective placement learning experience.

Appendix 2

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The common essentials of good practice in translation as described by registration or professional bodies such as the Institute of Translation and Interpreting (ITI) or Chartered Institute of Linguists.

A range of tasks and procedures to plan and organise the work flow for all stages of a translation project. It comprises various administrative, linguistic and technical stages including communication with the client, coordination and tracking of deadlines, DTP, quality assurance and adequate project analysis and archiving to improve service in the future.

Basic quality assurance check of a text for spelling, typographical and grammar errors.

A set of processes and procedures to ensure the translation produced is of a high standard and meets the client’s requirements or brief. QA can be linguistic and/or technical.

A quality assurance procedure often carried out on the final draft of the translation, e.g. checking for fluidity, adherence to domain conventions and client’s brief. It is carried out by a translator with domain knowledge.

A quality assurance procedure consisting of checking a draft translation against the source text for accuracy, completeness, style and register and terminological consistency and of making corrections to the translation based on this.

A task carried out not for real but as a learning exercise, e.g. based on a past translation or project.

The language in which the original text is written.

The original text written in the source language that needs to be translated.

A postgraduate student engaged in placement learning.

See mentor

The language into which the original text is translated.

The text translated into the target language.

Compiling bilingual or multilingual term databases and storing them electronically so that they can be easily searched, updated and terms retrieved to deliver accurate and consistent terminology to aid the translation process.

A set of client specific requirements for the translation of a given source text or texts.translation project

Project (source text or texts) commissioned to be translated into a TL according to a set of client specific requirements.

A company, organisation or section of a larger organisation which offers translation services.

placement provider

principles of professional practice

project management

proofreading

quality assurance (QA)

review

revision

simulation

source language (SL)

source text (ST)

student

supervisor

target language (TL)

target text (TT)

terminology management

translation brief

translation project

translation service provider (TSP)

Glossary

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gp in translation at postgraduate level...or nost, (cilt, 2007). the student portfolio reflects the...

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