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This chapter illustrates the ways in which seemingly peripheral contact and communication via social networking are effective means by which members of international and intercultural Networked Knowledge Communities (NKCs) can, in largely... more
This chapter illustrates the ways in which seemingly peripheral contact and communication via social networking are effective means by which members of international and intercultural Networked Knowledge Communities (NKCs) can, in largely informal ways, educate one another in terms of culture, custom, and language use. The authors argue that these increases in communication via new media have resulted in both successful writing/translation collaborations and, in many cases, satisfying long-term personal and professional relationships. To illustrate these claims, the authors draw from written student reflections collected in the last two years in the long-running Trans-Atlantic Project linking writing classes with translation classes. The reflections reveal that, in many ways, the informal, pseudo-immersive communication of new social media and real-time media can be even more effective than traditional pedagogical practices that rely largely on textbook-centered approaches to intercultural education, especially when carried out through a NKC.
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Competence-based learning contrasts radically with content-focused education.... more
Competence-based learning contrasts radically with content-focused education. Today&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s undergraduate programmes take a multidisciplinary approach that imbues learning with input from the professional workplace. This chapter describes possibly the first social network analysis of trainee translators participating in an intensive, randomised teamwork experience centred on project-based, cooperative learning. An online survey gathered data and perceptions of the teamwork experience and of interpersonal relations. Participants describe friendship relations, the quality of their peers&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; performance in professional roles, and their preferences with regard to the roles, and these are contrasted within the teams. These indicators of intra-team cohesion are compared with course-final achievement. Results indicate that the strengthening of friendship ties accompanies greater cohesion in teams and may be associated with higher achievement. This suggests that a multidisciplinary focus on teamwork competences enhances learners&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional prospects.
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Peer Reviewe
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International audienc
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Book Reviews: Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines, the Narcissism Epidemic: Living in the Age of Entitlement, Visual Strategies, a Practical Guide to Graphics for Scientists & Engineers, Document Design: A Guide for Technical Co...more
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International audienceWith a view to training LSP trainers in the value of arranging student collaborations and the ease with which it can be done, this workshop is designed to offer two 90-minute sessions at which participants can learn... more
International audienceWith a view to training LSP trainers in the value of arranging student collaborations and the ease with which it can be done, this workshop is designed to offer two 90-minute sessions at which participants can learn how to set up and run their own international, interlinguistic, and/or intercultural collaborations by forming students from their courses into cross-cultural virtual teams (CCVTs). Each sessionwill begin with an overview of the variations in the particular type of collaboratio
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This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like... more
This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.
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... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. Record Type, bookChapter. Author, Birthe Mousten; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Bruce Maylath.... more
... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. Record Type, bookChapter. Author, Birthe Mousten; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Bruce Maylath. ...
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... Bruce Maylath North Dakota State University bruce.maylath@ndsu.edu Birthe Mousten Aarhus Universitet bmo@asb.dk Federica Scarpa Università degli Studi di Trieste fscarpa@units.itSonia Vandepitte Hogeschool Gent... more
... Bruce Maylath North Dakota State University bruce.maylath@ndsu.edu Birthe Mousten Aarhus Universitet bmo@asb.dk Federica Scarpa Università degli Studi di Trieste fscarpa@units.itSonia Vandepitte Hogeschool Gent sonia.vandepitte@hogent.be ...
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ABSTRACT Bruce Maylath, Birthe Mousten, and Sonia Vandepitte, co-authors of two chapters on what they call the Trans-Atlantic Project, will describe the programmatic framework for establishing the collaborative partnerships in which... more
ABSTRACT Bruce Maylath, Birthe Mousten, and Sonia Vandepitte, co-authors of two chapters on what they call the Trans-Atlantic Project, will describe the programmatic framework for establishing the collaborative partnerships in which students studying technical writing in the U.S. collaborate with students studying translation in Europe to create procedural documents in Danish, Dutch, English, French, German, and/or Italian. They will provide guidelines for how international partnerships of this kind can be established between technical communication programs and translation programs anywhere, even in the absence of any sort of written institutional agreements and with minimal technology. Drawing on pedagogical and communication theories, such as Freinet and Steehouder and van der Meij, to facilitate student learning, the presenters will illustrate how international collaborative projects on technical documents help achieve common program objectives, particularly in regard to intercultural negotiation and mediation processes. In addition, they will describe how they met course-specific objectives. For the technical writing course, such objectives included broadening students’ awareness of the needs of readers highly dependent on a text’s understandability. For the translation course, such objectives included a sharpened awareness of the revision and editing processes through theoretical and practical training sessions, as well as a more stringent translation process. The combination of the revision, editing and translation process was used as preparation to meet the requirements for professional work processes and quality assurance as set out in the new European standard for translation, EN 15038.
This article describes a collaborative project between writing classes in Russia and the United States, conducted under the auspices of TransAtlantic and Pacific Project (TAPP), a long-standing international network of writing, usability... more
This article describes a collaborative project between writing classes in Russia and the United States, conducted under the auspices of TransAtlantic and Pacific Project (TAPP), a long-standing international network of writing, usability testing, and translation instructors. Although previous projects had linked technical writing students internationally as co-authors, this project broke new ground by linking a Writing in the Humanities and Social Sciences classes in the US with a Précis Writing class in Russia. Students edited their international col-laborators' writing for grammar and use of different Englishes, and in the process gained experience in intercultural communication and email etiquette. This project may be reproduced in a variety of educational environments where one party is represented by native speakers of the working language, while the other is represented by non-native speakers. Cooperation with EFL students may help instructors to inform native speakers in ...
This chapter reports on an international telecollaboration involving translation of published materials by students in a journalism course in Greece, followed by review and editing of the translations by students in an international... more
This chapter reports on an international telecollaboration involving translation of published materials by students in a journalism course in Greece, followed by review and editing of the translations by students in an international technical writing course in the U.S. A key component of the collaboration was dialogue between the two parties about how best to render the meaning of the text in the source language when translated into the target language. Analysis of the collaboration's results revealed that three types of comments were found in the students' correspondence: translation decisions affecting the English used, translation decisions affecting the journalistic style, and translation decisions related to cultural references in the source texts. The comments helped students minimize misunderstandings and clarify meanings that arose in the drafts and enabled both parties to achieve clear, well-written texts. The collaboration increased students' language and trans...
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This chapter examines the interactive communications of geographically distant virtual classrooms, connected via virtual aids ranging from e-mails to videoconferences. The combination is crucial: through diverse filters, virtual teams... more
This chapter examines the interactive communications of geographically distant virtual classrooms, connected via virtual aids ranging from e-mails to videoconferences. The combination is crucial: through diverse filters, virtual teams mediate a final text for a new language and culture. The authors use linguistic pragmatics as a mechanism to analyze and assess the efficiency and the meaningfulness of such communications. They then use this approach to recommend best practices for educators teaching in cross-cultural virtual environments.
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Partnerships involving language projects have been common, but most have paired just two nations at a time (Jarvenpaa & Leidner, 1999, Flammia, 2005, 2012; Herrington, 2004, 2008; Humbley et al. 2005; Stärke-Meyerring & Andrews, 2006;... more
Partnerships involving language projects have been common, but most have paired just two nations at a time (Jarvenpaa & Leidner, 1999, Flammia, 2005, 2012; Herrington, 2004, 2008; Humbley et al. 2005; Stärke-Meyerring & Andrews, 2006; Mousten et al., 2010). That changed in 2010, when universities in five nations, long involved in the Trans-Atlantic Project (TAP) began a far more complex international learning-by-doing project (Maylath et al., 2013). By 2012, universities in two more nations were added. In forming their students intro cross-cultural virtual teams (CCVTs), instructors asked, how can students best learn experientially to manage complex international/interlingual technical documentation projects? During multilateral collatorations, two projects took place simultaneously: a translation-editing project and a writing-usability testing-translation project. The undertakings' complexity was central in the students' learning, thereby preparing students for the internat...
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... Please use this identifier to cite or link to this item: Record Details. Record ID, 688454. Record Type, bookChapter. Author, Bruce Maylath; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Birthe Mousten.... more
... Please use this identifier to cite or link to this item: Record Details. Record ID, 688454. Record Type, bookChapter. Author, Bruce Maylath; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Birthe Mousten. ...
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After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter... more
After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.
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This article describes a collaborative project between writing classes in Russia and the United States, conducted under the auspices of TransAtlantic and Pacific Project (TAPP), a long-standing international network of writing, usability... more
This article describes a collaborative project between writing classes in Russia and the United States, conducted under the auspices of TransAtlantic and Pacific Project (TAPP), a long-standing international network of writing, usability testing, and translation instructors. Although previous projects had linked technical writing students internationally as co-authors, this project broke new ground by linking a Writing in the Humanities and Social Sciences classes in the US with a Précis Writing class in Russia. Students edited their international col-laborators' writing for grammar and use of different Englishes, and in the process gained experience in intercultural communication and email etiquette. This project may be reproduced in a variety of educational environments where one party is represented by native speakers of the working language, while the other is represented by non-native speakers. Cooperation with EFL students may help instructors to inform native speakers in ...
This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational... more
This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational projects through ICT and thereby acquire and enhance various types of transversal competences necessary to students’ future performance in a globalized workplace.
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Abstract. Building on the 1996 retrospective by Pearsall and Warren, the authors examine the decade that followed for the Council for Programs in Technical and Scientific Communication (CPTSC). As the world became more closely knitted... more
Abstract. Building on the 1996 retrospective by Pearsall and Warren, the authors examine the decade that followed for the Council for Programs in Technical and Scientific Communication (CPTSC). As the world became more closely knitted together through trade agreements and advancements in communication technology, CPTSC took up its mission in response as it helped promote program growth internationally. During this period, the organization added many more members beyond the United States, as it hosted a series of roundtables in Europe and Canada, working to diversify the ethnic make-up of its membership through scholarships. As the global economy fostered development of high technology, CPTSC assisted in academic program growth and assessment and promoted research focused on programmatic issues by starting a research grant program and launching the scholarly journal Programmatic Perspectives.
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This study examined several questions. What effect does lexicon have on instructors' assessments of student writing? Do composition instructors favor writing with highly Latinate or highly Germanic vocabularies, or a blend of the two,... more
This study examined several questions. What effect does lexicon have on instructors' assessments of student writing? Do composition instructors favor writing with highly Latinate or highly Germanic vocabularies, or a blend of the two, and why? Part of the composing process involves choosing between synonymic pairs, one drawn from Greco-Latin sources, the other from Anglo-Saxon. On that basis, one might ask, does a teacher assign a higher grade to the student who writes "protrude" rather than "stick out"? The study involved 90 post-secondary writing instructors and their rankings of 9 student essays. The essays were varied to create 3 versions: a highly GrecoLatinate, a highly Anglo-Saxon, and a blended version. The rankings yielded 20 instructors who were particularly sensitive to vocabulary when assessing writing. Although a majority of the 20 vocabulary-sensitive instructors gave their highest rankings to blended texts, a goodly number favored the extremes....
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The globalization and the fast mobility of today’s markets—aiming to serve as many heterogeneous settings and audiences as possible—have posited a growing need for high quality products and optimal performance in nearly all areas of... more
The globalization and the fast mobility of today’s markets—aiming to serve as many heterogeneous settings and audiences as possible—have posited a growing need for high quality products and optimal performance in nearly all areas of everyday life. Specialists in communication play an important, albeit often hidden, role in these processes. Translators and other international professional communicators operate as mediators to facilitate understanding across global, international, national and local contexts through diverse communication channels. Translating today often involves several agents with different roles, responsibilities and skills. This entails creative work, various innovative procedures, and collaborative networks in highly technological, distributed environments. All these agents can be seen as text producers with an increasing expertise in the tools and skills of their trades to find, manage, process, and adapt information to target audiences.
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This workshop focuses on how to implement and grow highly successful and realistic learning-by-doing approaches to teaching and training professional communicators by connecting students from across the globe and across academic language... more
This workshop focuses on how to implement and grow highly successful and realistic learning-by-doing approaches to teaching and training professional communicators by connecting students from across the globe and across academic language programs. Workshop participants learn the methods that instructors from the Trans-Atlantic & Pacific Project use when they form students enrolled in technical writing, usability testing, and translation courses into multilingual cross-cultural virtual teams.
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In a first-of-its-kind international collaboration, technical writing classes in Spain and the US matched engineering students with international technical writing students to coauthor procedural instructions. These were then tested for... more
In a first-of-its-kind international collaboration, technical writing classes in Spain and the US matched engineering students with international technical writing students to coauthor procedural instructions. These were then tested for usability by students in Finland and the US, and subsequently translated and localized by students in Belgium, France, and Italy. The coauthors faced challenges in gaining expertise, communicating clearly in a lingua franca, handling differing cultures, testing for usability, and managing differing semester schedules and time zones. Insights from these experiences yield recommendations for instructors who wish to replicate such collaborations.
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This article describes a multilateral international project (Thompson and Carter 1973, Moreno-Lopez 2004) in technical communication and translator training programmes and discusses its use of technologies in what is seen as the largest... more
This article describes a multilateral international project (Thompson and Carter 1973, Moreno-Lopez 2004) in technical communication and translator training programmes and discusses its use of technologies in what is seen as the largest and most complex international learning-by-doing collaboration to date. The project is a student collaboration involving two sets of cross-cultural virtual teams who either translate from Danish and Dutch into English and review (or edit) into American English or who are involved in international collaborative writing by Spaniards and Americans, usability testing by Finnish students, and translation from English into Dutch, French and Italian (Humbley et al. 2005; Maylath et al. 2008; Mousten et al. 2008; Mousten; Vandepitte et al. 2010; Mousten et al. 2010, Mousten et al. 2012, Maylath et al. 2013, Maylath et al. 2013b). While students use email, iChat and Skype to communicate with each other and carry out their assignments, they also explore revisi...
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Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our... more
Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our study investigates whether the latter are enhanced in the Trans-Atlantic & Pacific Project (TAPP) with an experiment that included the explicit practice of student peer feedback competence and the negotiation of meaning among peers. Students – whether writing, translating or usability testing – collaborated online both within their own university peer group and with a partner university. The results of this intervention, however, suggest no clear tendencies or relation between peer feedback and meaning-related translation competence.
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Intro for the Special issue 3(2) of connexions • international professional communication journal (ISSN 2325-6044)