What constitutes a translation graduate school in South Korea?

Babel ◽  
2007 ◽  
Vol 53 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Ocksue Park
Keyword(s):  
South Korea ◽  
Graduate School ◽  
Training Model ◽  
Graduate Schools ◽  
School Division ◽  
Postgraduate Level ◽  
Tier System ◽  
Interpreter Education ◽  
Admission Requirements ◽  
Interpreter Training

South Korea is the first country where the translation education has operated at a postgraduate level in Asia. The first graduate school, the Graduate School of Interpretation and Translation, Hankuk University of Foreign Studies, operated at 1979. As of 2006, there are ten translation and/or interpreting departments at graduate level in South Korea. The curriculum of translation graduate schools in South Korea should be examined from a theoretical standpoint. This article is the answer of what constitutes a translation graduate school in South Korea in terms of its title, its commencement date, type of school, division of departments, admission requirements, and the duration of the programme and what is an appropriate curriculum for a translation graduate school in South Korea. For this study, I have conducted interviews with heads of translation departments at South Korea’s graduate schools in the first place, with a view to establish the real situation of graduate schools that teach translation in South Korea. I adopted Renfer’s model for analysing the programme of the graduate schools. Renfer (1991) presents four basic programme models of translator and/or interpreter education training for western countries such as Two-tier system, Parallel translator and interpreter training model, Y model, and Postgraduate interpreter training or intensive on-the-job training in international organisations. The results of the data analysis are discussed, and lastly suggestions for translation students to develop and improve their translation skills are presented.

A chapter of English teaching in Korea

English Today ◽  
2004 ◽  
Vol 20 (2) ◽  
pp. 40-46 ◽  
Author(s):  
YOUNG-KUK JEONG
Keyword(s):  
South Korea ◽  
Graduate School ◽  
English Language ◽  
American English ◽  
Private University ◽  
English Language Teaching ◽  
English Teaching ◽  
International Graduate ◽  
Private Tuition ◽  
Individual Use

THIS ACCOUNT of the growth of English language teaching in South Korea moves from the grammar-fixated traditions of the late 19th and earlier 20th centuries through more recent politically and educationally lively times to an English – and especially American English – ‘fever’. This urge towards English involves much of the nation and many kinds of schools and universities. In particular it constrasts school English with a massive parallel realm of private tuition, and, more recently, the widespread individual use of audio-materials. More recently still it has led to the emergence of a novel private university, the International Graduate School of English, founded and financed by a publisher who has himself been closely involved with the issue of how young Koreans can most effectively learn a language which much of the nation considers vital to the nation's future.

Learning German: The significance of language in a multicultural graduate school

2020 ◽  
Author(s):  
Mirjam Held ◽  
Ricardo Arruda ◽  
Allison Chua ◽  
Ana Corbalan
Keyword(s):  
Graduate School ◽  
Multicultural Training ◽  
Fundamental Aspect ◽  
German Language ◽  
Graduate Schools ◽  
German Culture ◽  
Practical Applications ◽  
Language And Culture ◽  
Third Language ◽  
Language Of Science

<p>The HOSST and TOSST transatlantic graduate schools were conceived and designed as multidisciplinary and multicultural training opportunities. While HOSST is headquartered at the GEOMAR Helmholtz Centre for Ocean Research in Kiel, Germany, TOSST is run out of Dalhousie University in Halifax, Canada. English being the language of science, the main language of communication in both programs is English. For most HOSST- and TOSST students, however, English is not their native tongue, but a second or even third language.</p><p>Language is a fundamental aspect of any culture; in fact, they are intertwined and mutually influence each other. A culture can only be fully understood through its corresponding language, while interacting with a different language always also illuminates the respective culture. An integral part of the HOSST- and TOSST graduate schools is the requirement that each student spends a 4-month research exchange at the sister institution. For most TOSST students, this meant immersing themselves not only into the German culture but also the German language.</p><p>To ease the transition to working and living in Germany, TOSST offered their students a German course, a proposition that was requested by the students and unanimously supported by the TOSST leadership team. Thanks to longstanding relationships with the German community in Halifax, the TOSST German course was offered through the German Heritage Language School. It so happened that the teacher was also a TOSST student. Many students accepted the offer to immerse themselves into a new language and culture ahead of their research exchange. Obviously they did not reach fluency after one or two terms, but studying German prepared them to engage with residents in everyday situations and to better understand the local culture.</p><p>Beyond these practical applications, the students appreciated an opportunity for lifelong learning outside of their field of research. Both the students and the teacher found interacting with the German language as part of their work days to foster their creativity by providing a different stimulus than their usual research efforts. The German course further provided an opportunity to build and deepen friendships among TOSST students across cultures and disciplines. The learning not only provided theoretical knowledge of the German culture, but opened up access to the sizeable German community in Halifax. A handful of students even continued with the course after their research exchange was completed as they appreciated studying the German language and culture as a skill that will serve them well beyond the TOSST graduate school.</p>

scholarly journals A Jump-Start for Astronomy Education in Taiwan

2001 ◽  
Vol 24 (3) ◽  
pp. 164-164
Author(s):  
Wen-Ping Chen
Keyword(s):  
Graduate School ◽  
Primary Schools ◽  
Popular Science ◽  
Graduate Schools ◽  
Astronomy Education ◽  
Catching Up ◽  
Research Activities ◽  
Research Institute

Spurred by the leaping developments of research activities (SMA, TAOS, AMIBA), Taiwan is catching up in virtually all aspects of its education in astronomy. The first astronomy research institute was established by the Academia Sinica about 10 years ago, which catalyzed within two years the first graduate school of astronomy, as well as an elaborate astronomy museum. Since then astronomy education at all levels, from colleges to primary schools, has been booming. More than a dozen universities are offering astronomy courses, and two more graduate schools will soon be instituted. Textbooks get written, and books on popular science, either translated or composed by local authors, have mushroomed on the market. I will outline these ongoing activities along with plans on the horizon.

Medical Interpreter Education and Training

2020 ◽  
pp. 355-377
Author(s):  
Indira Sultanić
Keyword(s):  
Healthcare Providers ◽  
Training Models ◽  
Academic Medical ◽  
Interpreter Education ◽  
Medical Interpreters ◽  
Medical Interpreting ◽  
Education Medical ◽  
Medical Interpreter ◽  
Interpreter Training ◽  
High Level

This chapter gives an overview of medical interpreter training curricula in a fast-changing, technologized world. This chapter will discuss the training models, training components, challenges, the settings in which training is offered, professionalization, and continuing education. Medical interpreting, which is synonymous with healthcare interpreting, is a situated practice and takes place in various medical contexts. It is performed either in person or remotely. In order for medical interpreters to facilitate communication between patients and healthcare providers who do not speak the same language, a high level of linguistic and cultural dexterity is required, similar to that of their peers in other settings, such as legal and conference interpreting. The number of academic and para-academic medical interpreter training programs is growing, and more research on the role, training, and technology used for medical interpreting is being published to meet these needs.

scholarly journals Sociology Graduate School Requirements and Competitive Advantage

2019 ◽  
Vol 11 (1) ◽  
pp. 1-19
Author(s):  
Meghan E. Duffy ◽  
Diane G. Symbaluk
Keyword(s):  
Graduate School ◽  
Grade Point Averages ◽  
Research Experience ◽  
Research Focus ◽  
Grade Point ◽  
Admission Requirements ◽  
Curriculum Vitae ◽  
Programs Of Study ◽  
Master Of Arts ◽  
And Training

This study examines the admission requirements of Canadian Master of Arts in Sociology programs. A content analysis was performed on a sample of 58 programs based on information provided on department and university websites. Admission requirements centred on high grade point averages, strong letters of support and prior academic and research experience as indicated in a Curriculum Vitae, samples of work or a statement of intent. Results revealed admission preferences for applicants with minimum entrance grades of 80%, an honours degree, prior courses in research methods, statistics and social theory, and a demonstrated research focus. In addition to maintaining high grades, our findings suggest that undergraduates planning to pursue a Master’s degree in sociology should aim to incorporate substantive courses early on in their programs of study and take advantage of other opportunities to develop research skills, networks and training.

scholarly journals A Comparison of Curricula of Graduate Schools of Interpretation and Translation in Korea1

2006 ◽  
Vol 51 (2) ◽  
pp. 215-228 ◽  
Author(s):  
Hyang-Ok Lim
Keyword(s):  
Graduate School ◽  
Current Situation ◽  
Model Program ◽  
Graduate Schools ◽  
Entrance Exams ◽  
Entire Process ◽  
Local Representative ◽  
Graduation Exams

Abstract In less than a decade, the number of graduate schools of interpretation and translation in Korea has skyrocketed from one to a dozen. This is a reflection of the increasing interest in practical studies across the board, but in interpretation, in particular. At such a juncture, it would be helpful to compare the entire process from entrance exams to curricula and finally the graduation exams to see whether the programs are the same or different and ultimately to proffer a “model” program that suits the current situation in Korea. Four graduate schools were chosen for this study: Hankuk University of Foreign Studies, the oldest graduate school of its kind in Korea, Ewha Womans University, Seoul University of Foreign Studies and Sunmoon University, as a local representative.

Feedback in conference interpreter education

Interpreting ◽  
2019 ◽  
Vol 21 (1) ◽  
pp. 135-150 ◽  
Author(s):  
Lara Domínguez Araújo
Keyword(s):  
Content Analysis ◽  
Focus Groups ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching And Learning ◽  
Training Programs ◽  
Research Project ◽  
Individual Interviews ◽  
Interpreter Education ◽  
Interpreter Training

Abstract Feedback is a key part of the teaching and learning process in conference interpreter education. However, there is little research on how feedback should be performed in order to promote learning, or on what trainers and trainees think of its role. This paper, based on a larger PhD research project, seeks to fill this gap by reporting on perceptions and practices in three postgraduate conference interpreter training programs. Data were collected from trainers and trainees through individual interviews, focus groups, and questionnaires, complemented by direct observation of lessons. Content analysis was used to identify points of divergence and convergence between the views of trainers and trainees regarding the usefulness of feedback, preferred practices, and the difficulty of providing feedback. Main findings include that feedback should be honest, concise, and meaningful for the trainees, and provide an analysis of the problems encountered as well as recommend specific strategies for overcoming them.

scholarly journals Exploring the potential for CAI implementation in interpreter training in Ukraine

2021 ◽  
Vol 105 ◽  
pp. 02002
Author(s):  
Viacheslav Karaban ◽  
Anna Karaban
Keyword(s):  
Competence Development ◽  
Computer Assisted ◽  
Ongoing Process ◽  
Technological Competence ◽  
Interpreter Education ◽  
Interpreter Training ◽  
European Training ◽  
And Training ◽  
The Eu

The article purports to assess the potential of the current European training in computer-assisted interpreting and associated technological competence development for making the corresponding technological turn in Ukraine’s tertiary interpreter education based on a narrative review. Discussed are the issues of the technological turn in interpreting and its teaching, the corresponding awareness of educators and interpreters, the role of computer-assisted interpreting (CAI) tools in interpreting activities and training, the related challenges faced by interpreters and interpreters’ training, and how Ukraine compares in this with the developments in the EU. Some problems are dwelt upon of COVID-propelled interpreting digitalization. Conclusions imply that Ukraine must undertake quickly such a technological turn not to lag behind the ongoing process of changes in interpreting and interpreter training.

scholarly journals Interpreter Training in the Republic of Ireland: An Overview

Verbum ◽  
2020 ◽  
Vol 11 ◽  
pp. 8
Author(s):  
Antony Hoyte-West
Keyword(s):  
Tertiary Education ◽  
Relevant Information ◽  
Official Language ◽  
The European Union ◽  
Republic Of Ireland ◽  
Irish Context ◽  
Postgraduate Level ◽  
Interpreter Training ◽  
The Republic ◽  
State Of Affairs

 Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.

Sign in / Sign up

Export Citation Format

Share Document