Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions
The current digital and intercultural environments of professional translators' work require the application of interdisciplinary skills, which are inherent to the profession, as well as cybercultural skills. In this context, online forums have become an integral part of the daily work of the p...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203 |
| Aporte de: |
| id |
I10-R303-article-37203 |
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ojs |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
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R-303 |
| container_title_str |
Nueva ReCIT : Revista del área de traductología |
| language |
Español |
| format |
Artículo revista |
| topic |
online forums translation competence cybercultural competence teachers' and students' roles translation training foros virtuales competencia traductora competencias ciberculturales roles de alumnos y profesores didáctica de la traducción |
| spellingShingle |
online forums translation competence cybercultural competence teachers' and students' roles translation training foros virtuales competencia traductora competencias ciberculturales roles de alumnos y profesores didáctica de la traducción Sestopal, María Dolores Gava, Ileana Yamina Sajoza Juric, Víctor Hugo Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| topic_facet |
online forums translation competence cybercultural competence teachers' and students' roles translation training foros virtuales competencia traductora competencias ciberculturales roles de alumnos y profesores didáctica de la traducción |
| author |
Sestopal, María Dolores Gava, Ileana Yamina Sajoza Juric, Víctor Hugo |
| author_facet |
Sestopal, María Dolores Gava, Ileana Yamina Sajoza Juric, Víctor Hugo |
| author_sort |
Sestopal, María Dolores |
| title |
Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| title_short |
Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| title_full |
Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| title_fullStr |
Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| title_full_unstemmed |
Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions |
| title_sort |
virtual forums for the development of translation and cybercultural competence: characterizing teacher and student interactions |
| description |
The current digital and intercultural environments of professional translators' work require the application of interdisciplinary skills, which are inherent to the profession, as well as cybercultural skills. In this context, online forums have become an integral part of the daily work of the professional translator and they also are increasingly used in translation training. For this reason, their pedagogical potential deserves to be further investigated in different educational contexts (Sestopal & Gava, 2013, 2015). In these online environments, students' and teachers' interactions facilitate the learning process through the joint construction of knowledge and the application of consolidation strategies (Litwin, 2012; Mazzotti, 2005; Onrubia, 2005). As a result, participants acquire new roles. Students become more critical and creative learners who assume control of their learning, while the teacher is the facilitator, who provides socio-cognitive support, encourages collaboration, and promotes the construction of knowledge and the development of skills. In this work, which is part of a larger research project funded by SeCyT (UNC), these new roles are described and the interactions of the students and teachers are characterized in the debates of three types of forums used in two virtual classrooms of the Chair of Commercial Translation of the Faculty of Languages (UNC). A qualitative methodology and an inductive and descriptive approach are applied for the analysis of the data. The main sources of data are the teachers' and students' contributions to the forum debates in relation to the translator process and the development of the translation competence (PACTE, 2003; 2011) and cybercultural competences (Levy, 2007). This paper concludes with the pedagogical implications of this research. The strengths and possible limitations of the online learning experience are mentioned and venues for future research and pedagogical applications of ICT in the field of translation teaching are also suggested. |
| publisher |
Facultad de Lenguas |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203 |
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I10-R303-article-372032022-11-02T14:54:55Z Virtual Forums for the Development of Translation and Cybercultural Competence: Characterizing Teacher and Student Interactions Los foros virtuales para el desarrollo de la competencia traductora y cibercultural: caracterización de las interacciones de profesores y alumnos Sestopal, María Dolores Gava, Ileana Yamina Sajoza Juric, Víctor Hugo online forums translation competence cybercultural competence teachers' and students' roles translation training foros virtuales competencia traductora competencias ciberculturales roles de alumnos y profesores didáctica de la traducción The current digital and intercultural environments of professional translators' work require the application of interdisciplinary skills, which are inherent to the profession, as well as cybercultural skills. In this context, online forums have become an integral part of the daily work of the professional translator and they also are increasingly used in translation training. For this reason, their pedagogical potential deserves to be further investigated in different educational contexts (Sestopal & Gava, 2013, 2015). In these online environments, students' and teachers' interactions facilitate the learning process through the joint construction of knowledge and the application of consolidation strategies (Litwin, 2012; Mazzotti, 2005; Onrubia, 2005). As a result, participants acquire new roles. Students become more critical and creative learners who assume control of their learning, while the teacher is the facilitator, who provides socio-cognitive support, encourages collaboration, and promotes the construction of knowledge and the development of skills. In this work, which is part of a larger research project funded by SeCyT (UNC), these new roles are described and the interactions of the students and teachers are characterized in the debates of three types of forums used in two virtual classrooms of the Chair of Commercial Translation of the Faculty of Languages (UNC). A qualitative methodology and an inductive and descriptive approach are applied for the analysis of the data. The main sources of data are the teachers' and students' contributions to the forum debates in relation to the translator process and the development of the translation competence (PACTE, 2003; 2011) and cybercultural competences (Levy, 2007). This paper concludes with the pedagogical implications of this research. The strengths and possible limitations of the online learning experience are mentioned and venues for future research and pedagogical applications of ICT in the field of translation teaching are also suggested. Los entornos digitales e interculturales que caracterizan el ámbito laboral del traductor requieren habilidades tanto transversales propias de la profesión como ciberculturales. Los foros virtuales, en particular, constituyen parte integrante de la labor diaria del traductor profesional y son herramientas de uso cada vez más frecuente en la formación de futuros traductores. Por esta razón, sus potencialidades didácticas merecen ser investigadas en diversos contextos de aprendizaje (Sestopal y Gava, 2013; 2015). En estos entornos, se producen interacciones entre alumnos y docentes que promueven la construcción conjunta del aprendizaje mediante estrategias específicas de adquisición y consolidación del conocimiento (Litwin, 2012; Mazzotti, 2005; Onrubia, 2005). A su vez, los participantes adquieren nuevos roles. El estudiante se convierte en un aprendiz activo, crítico y creativo que asume el control de su aprendizaje, mientras que el profesor es el facilitador y acompañante sociocognitivo, que anima la colaboración y promueve la construcción de saberes y el desarrollo de diversas habilidades. En el presente trabajo, que forma parte de un proyecto de investigación avalado y subsidiado por la SeCyT, se describen estos roles y se caracterizan las interacciones de los alumnos y docentes en los debates en tres tipos de foros utilizados en dos aulas virtuales de la cátedra de Traducción Comercial de la Facultad de Lenguas (UNC). Se aplica una metodología cualitativa y un enfoque inductivo y descriptivo para el análisis de los datos obtenidos a partir de las intervenciones en los foros en relación con el proceso traductor y el desarrollo de la competencia traductora (PACTE, 2003; 2011) y las competencias ciberculturales (Levy, 2007). El trabajo concluye con las implicancias pedagógicas, las fortalezas y posibles limitaciones de esta experiencia de enseñanza y aprendizaje. Además, se reflexiona sobre futuras vías de práctica e investigación en cuanto a la aplicación de las TIC y la didáctica de la traducción. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203/39058 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37203/39059 https://creativecommons.org/licenses/by-nc-nd/4.0 |