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Lista de candidatos sometidos a examen:
1) translator (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: translator


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt152 - : The relevance that the incorporation of Anglicisms has for translation lies withinthe dilemma facing the translator: either to choose Anglicized items to succumb to the pressure of information ubiquity by using calque or loanwords, or to translate them to Spanish to comply with target language standards and defend the linguistic patrimony . In this sense, students of translation should be made aware of their power to influence and educate their readers regarding language evolution and the importance of preserving the linguistic patrimony.

2
paper CO_FormayFuncióntxt52 - : life in succeeding generations'. Translation transcends itself and "ultimately serves the purpose of expressing the central reciprocal relationship between languages" (ibid: 17). Benjamin considers that languages are related to each other "in what they want to express" (ibid). Thus, when an original is translated, in its afterlife, in its translation, there is some transformation, "the renewal of something living-the original undergoes a change" (ibid). An intention underlines each language, and the totality of intentions supplementing each other is what Benjamin calls 'pure language'. So, translation plays the role of supplementing different languages in search of their intentions, of attaining that pure language. Thus, "the task of the translator consists in finding that intended effect upon the language into which he is translating which produces in it an echo of the original" (ibid: 20 ). And Benjamin advocates literalness in these terms:

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paper CO_FormayFuncióntxt52 - : unity", both are "derivative and heterogeneous, consisting of diverse linguistic and cultural materials which destabilize the work of signification" (ibid). Within this poststructuralist framework which challenges the meaning of the original's authorship, Venuti (1992, p. 1) introduces his reflection on the invisible role the translator has usually played in translation: "Translation continues to be an invisible practice, everywhere around us, inescapably present, but rarely acknowledged, almost never figured into discussions of the translations we all inevitably read ." A. Berman (1984, p. 14) had also made explicit this ancillary condition of translation: "I refer here to something which cannot be omitted: the hidden, stifled, condemned, and ancillary condition of translation which has an effect on the conditions of translators to the extent that nowadays it is not possible at all to make an autonomous profession out of it."^[33]8 Furthermore, for Berman translation should not be

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paper CO_FormayFuncióntxt52 - : Venuti, on the other hand, has rightly pointed out a fact we all professional translators are quite aware of: our professional status seems to be socially undervalued . However, from this fact, we cannot simply advocate a foreignizing translational strategy which strives for visibility at all costs in order to counterbalance this situation. As Crisafulli and Tymoczko maintain, a domesticating fluent and transparent translational strategy does not necessarily imply that the translator is being submissive. A problem I see in Venuti's proposal as regards translational strategies is that he still follows a dichotomous approach, either domesticating or foreignizing. Translational practice shows us that both strategies are usually combined within one single text and that their use by the translators is not always conscious. As Hatim (1998, p. 124) puts it, "there is the question of whether the translator's intervention is consciously undertaken or whether it unconsciously filters through." In this

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paper CO_FormayFuncióntxt65 - : Historically, as it has striven to establish the grounds upon which translation ought to be theorized —and as it has searched for its aim as an area of inquiry in its own right— translation theory has treated the translator as an object of study in very different ways. Depending on the theoretical approach or perspective at play, we have translators performing different tasks, responding to various "missions", and complying with differing characterizations. The most widely recognized images of the translator are those associated with absence and invisibility. Traditionally, translation theory has constructed the image of the translator as a scribe, a copier, or the neutral messenger of a stable message. According to these perceptions, translators and their works are secondary and their place in relation to the author of the original work, and to the work itself, is subordinate. These prevailing, widely accepted conceptions of the translator pose a theoretical dilemma: If translators are

6
paper CO_FormayFuncióntxt65 - : "transgression" (p. 21). This image contributes to the conception of translations as illegitimate copies or forgeries. Consequently, on the basis of these conceptions, the image of the translator is conceptualized in those same terms. This is one of the reasons why the translator has come to be thought of as being invisible or inexistent: because besides the need to make translation look "seamless" in writing —a translation should not be read like a translation ; this is a matter of standards and taste— translators themselves hide in order to avoid being associated with the form of forgery that translation represents. Arrojo's suggestion to think of the author as a regulating element[33]^7 and a "functional principle" in the process of meaning production (p. 30) —as opposed to the author as a sacred entity carrying an essential meaning— can be instrumental to understand translation in the terms Derrida proposed in The Ear of the Other, that is, as "regulated transformation" —of one language

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paper CO_FormayFuncióntxt65 - : Robinson presents, through "post-rationalist reformulations", a provocative image to examine the relationship between an imagined author and a translator as a real-life, organic body. He exemplifies succinctly the hidden thought or desire to be the author's intermediary or "medium", or to "channel" the author's spirit, latent both in common-sense views of what translation is about, and in what translators themselves believe their ultimate goal to be; in general terms, translators claim that they "know" or aspire to know (i.e., attain complete understanding). And so perhaps this claim is a precondition of translation, for if the author's "invisible hand" is not granted (or a least promised) to be the same writing the text, the translator is at fault. The argument that the translation can be backed up, or somewhat "signed", by the author seems to be particularly persistent; but, given that the translator cannot channel the author's spirit, Robinson asks:

8
paper CO_FormayFuncióntxt105 - : As far as the role of the translator is concerned, Rabassa (1971/1987) considers that the translator should possess some subjective knowledge he calls 'the ear in translating':

9
paper CO_FormayFuncióntxt105 - : In the next example, Rabassa and Mayer-Clason, the German translator, maintained the original word reales, which evokes the Spanish historical heritage depicted in some parts of the novel. The other translators adapted the word to the corresponding grammatical plural forms in their languages:

10
paper CO_Lenguajetxt9 - : From a methodological point of view, CAT programs modify the processes and workflow dominant in translation thus far. In short, the work process has changed from a rigid and sequential way in which the translator had to manually control all the working phases to a conception of a process organized in tasks since different professional translators working in the environment can interact more easily in the same translation project: project manager, terminologist, translator, reviewer, etc . This is an aspect which has important consequences for the teaching of translation.

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paper CO_Íkalatxt94 - : TEACHER, TRANSLATOR, INFORMATION AND COMMUNICATION TECHNOLOGIES AT ESCUELA DE IDIOMAS OF UNIVERSIDAD DE ANTIOQUIA: REALITIES AND CHALLENGES

12
paper CO_Íkalatxt33 - : In his discussion of translations, Peter Newmark (1999) discusses four main translation issues that would influence the translator as s/he gets down to practical work: the intention of the text, the intention of the translator, the reader and the setting of the text, the quality of the writing and the authority of the text . In analyzing these four vital points vis-à-vis translation of names in a fictional African setting, our view is that if the translator appreciates the intentionofAfricanfictionaltextsgenerallyand carestopassthe vitalmessage through ''literary enjoyment'', s/he (translator) cannot but align with his/her author by attesting to the linguistic and cultural importance of names. Such an alignment can only lead to a conscious translation of names, a situation that is facilitated by the lexicon / grammatical nature of African names.

13
paper CO_Íkalatxt169 - : In [33]examples 1 and [34]9, the translators opt for replacing two different pastries, waffles and croissants, with the same Spanish pastry, churros. In [35]example 1, Donkey who wants to bond with Shrek proposes to make waffles, an emblematic American breakfast, which is prepared on special occasions. There the translator opts for the domestication of the original cultural reference by using the typical Spanish snack churros, which is often eaten with hot chocolate after a big night out. With this translation, the translator complies with Orel's (2013) quote about translating food: ''you have to really understand both cultures . Not just the words, not just the ingredients or the dishes out of context, but you have to understand it on a much broader perspective'' (Rick Bayless, quoted in Orel, 2013). Although no comprehension problems would be found in the case of a literal translation, the translator opts to transfer the connotations attached to having waffles and churros in both cultures

14
paper CO_Íkalatxt63 - : As discussed by Scarpa (2001), today the classical professional profile (inhouse and freelance translator) is well established in society. New professional profiles (technical writing and localization, among others) are arising out of the integration of the language industries as well as out of the use of translation tools needed to achieve the high levels of productivity and quality demanded by society. The use and benefits of tools are widely accepted now because tools account for the rough of the work, leaving the specialized translator the time necessary to solve true translation problems and less repetitive and mechanical aspects of a translation project (Quiroz, 2005: 338 ). The difference relies on having three skills (or subcompetences): specialized knowledge and the knowledge and use of modern technologies and knowledge of the market.

15
paper CO_Íkalatxt63 - : As it has been demonstrated in the Letrac project (1999), universities may have little information on the real use of new technologies for translation, or they may even consider that such technologies will replace the translator or in many cases are unnecessary. Nevertheless, the language industries agents consider that translators must be efficient users of computers, must have experience in the use of tools for computer–assisted translation, linguistic processing, and terminology management and should have experience in the use of information technologies at an advanced level (Badia and Corominas, 2001: 126–127 ). Therefore, their training would have to include reinforcement of the abilities required by the market. In this way, translation agencies would not have to invest more than what they are doing nowadays in the training of new translators to complement what is not taught in academia. Thus the fulfillment of needs required not only by an agency but also by a freelance translator will

16
paper VE_Núcleotxt112 - : The aim of this article is to study freelance translators living in Spain and working from French to Spanish and vice versa. In particular we conduct a survey on professional translators and describe this type of translator according to different points of view: studies, ages, years of experience, types of translation assignments, linguistic combinations, translation types, time spent on documentation when translating and frequency of use of different translation resources . The results may not be representative of all freelance translators but can be used to counsel translator trainees regarding career or vocational issues, in particular within the framework of professional orientation conferences or academic guidance programmes.

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paper corpusRLAtxt234 - : On one hand, sticking to the nature of this study (language teaching/learning for translator trainees), the basic aim of educating generalist translators and interpreters can be defined and better understood by developing the following specific educational aims:

18
paper corpusRLAtxt234 - : ^[51]Kiraly (2000) is probably one of the first authors to clearly state the importance of linking foreign languages to professional fields and contexts in translation and interpreting studies, although he does not explicitly refer to foreign languages for translator trainees as languages for specific purposes. Yet, his recommendations concerning the education of translators in a collaborative approach is very much in line with the views expressed in this study:

Evaluando al candidato translator:


1) translation: 38 (*)
2) author: 10
3) professional: 8
8) linguistic: 6 (*)
10) technologies: 5
11) ibid: 5
16) tools: 4
18) freelance: 4

translator
Lengua: eng
Frec: 303
Docs: 88
Nombre propio: / 303 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.794 = (2 + (1+6.33985000288463) / (1+8.24792751344359)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
translator
: 1. Bowker, L. y Marshman, E. (2009). Better integration for better preparation. Bringing terminology and technology more fully into translator training using the CERTT approach. Terminology, 15 (1), 60-87.
: 11. Hatim, B. y Mason, I. (1991). Discourse and the Translator. Londres, Reino Unido: Longman.
: 14. Rodríguez-Inés, P. (2013). Electronic target-language specialised corpora in translator education: Building and searching strategies. Babel, 59(1), 57-77.
: 19. Kelly, D. (2005). A Handbook for Translator Trainers: A Guide to Reflective Practice. Manchester, UK y Northampton, MA: St. Jerome Publishing.
: 2. Hatin, B. y Mason, I. (1990). Discourse and the translator. New York, United States of America: Longman.
: 20. Fuentes Luque, A. (2003). An empirical approach to the reception of AV Translated humour: A case study of the Marx Brothers' Duck Soup'. The Translator, 9 (2), 293-306.
: 20. Kiraly, D. (2000). A Social Constructivist Approach to Translator Education; Empowerment from Theory to Practice. Manchester, UK: St. Jerome Publishing.
: 26. Ojo-Ade, F. (1989). 'The Literary Translator: Messenger or Murderer? Astudu of Oyono's Une vie de boy and Reed's Houseboy in Femi Ojo-Ade: On Black Culture, Ile-Ife: Obafemi Awolowo University Press Ltd pp.141-163.
: 30. Miller, A. (1997). Las brujas de Salem. Drama, y El crisol. Guión cinematográfico basado en la obra de teatro. Translator: José Luis López Muñoz. Madrid: Tusquets.
: 5. Kiraly, D. (2000). A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester, Inglaterra: St. Jerome.
: 6. Dam, H. y Zethsen, K. (2010). Translator status: Helpers and opponents in the ongoing battle of an emerging profession. Target, 22(2), 212-236.
: 8. Gile, D. (1995). Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins.
: ARROJO, R. (2005). The Ethics of Translation in Contemporary Approaches to Translator Training. En Training for a New Millenium: Pedagogies for Translation and Interpreting. Philadelphia: John Benjamins.
: Acevedo-Mosqueda, M. E., Yáñez-Márquez, C. & López-Yáñez, I. (2006). Alpha-beta bidirectional associative memories based translator. International Journal of Computer Science and Network Security, 6(5A), 190-194.
: Arrojo, R. (1998). The Revision of the Traditional Gap between Theory and Practice and the Empowerment of Translation in Postmodern Times. In The Translator, 4, 25-48.
: Atkinson, D. P. (2012). Freelance translator success and psychological skill: A study of translator competence with perspectives from work psychology (Tesis doctoral). University of Auckland, Nueva Zelanda.
: Atkinson, D. P. (2014). Developing psychological skill for the global language industry: An exploration of approaches to translator and interpreter training. Translation Spaces, 3, 1-24. [88]https://doi.org/10.1075/ts.3.01atk
: BENJAMIN, W. (1992). The Task of the Translator. Harry Zohn (trad.). En R. Schulte & J. Biguenet (eds.), Theories of Translation (pp. 71-82). Chicago: University of Chicago.
: Benjamin, W. (2000). The Task of the Translator. In L. Venuti (Ed.), The translation studies reader (pp.15-25). London: Routledge.
: Cai, R., Dong, Y., Zhao, N. & Lin, J. (2015). Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters. The Interpreter and Translator Trainer, 9(1), 104-120.
: Carrasco, J. 2019. Analysing English for Translation and Interpreting materials: skills, sub-competences and types of knowledge. The Interpreter and Translator Trainer, 1-17. [68]https://doi.org/10.1080/1750399X.2019.1647920
: Carreres, Á. (2014). Translation as a means and as an end: Reassessing the divide. The Interpreter and Translator Trainer, 8(1), 123-135.
: Chesterman, A. (2001). Proposal for a Hieronymic Oath. The Translator, 7(2), 139-154.
: Chiaro, D. (2004). Translational and marketing communication: A comparison of print and web advertising of Italian agro–food products. The Translator, 10(2), 313–328.
: Crisafulli, E. (1999). The Translator as a Textual Critic and the Potential of Transparent Discourse. In The Translator, 5(1), 83-107.
: Dam-Jensen, H. & Zethsen, K. K. (2008). Translator awareness of semantic prosodies. Target, 20(2), 203-221.
: Delabastita, D. (1996). Introduction. In D. Delabastita (ed.). The Translator. Studies in Intercultural Communication 2(2), Special issue: Wordplay and translation (pp. 127–139). Manchester: St Jerome.
: Frankenberg-García, Ana y Diana Santos. (2003). Introducing COMPARA, the Portuguese-English parallel corpus. En Federico Zanettin, Silvia Bernardini y Dan Stewart (Eds.). Corpora in Translator Education. Manchester: St. Jerome, 71-87.
: Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam, Netherlands: John Benjamins .
: HATIM, B. y MASON, I. (1990). Discourse and the Translator. Londres: Longman.
: Hatim, B., & Mason, I. (1997). The Translator as Communicator. New York, USA: Routledge.
: Hlavac, J. (2013). A cross-national overview of translator and interpreter certification procedures. Translation and Interpreting, 5(1), 32-65. [155]https://doi.org/10.12807/ti.105201.2013.a02
: Kelly, D. (2005). A Handbook for Translator Trainers. A Guide to Reflective Practice. Manchester: St. Jerome.
: Kiraly, D. 2000. A Social Constructivist Approach to Translator Education: Empowerment from Theory Practice. Manchester/Northampton: St. Jerome.
: Kruger, H. (2011). Postcolonial Polysystems: Perceptions of Norms in the Translation of Children's Literature in South Africa. The Translator, 17(1), 105-136.
: Kußmaul, P (1995). Training the Translator. Amsterdam: Benjamins.
: Meara, P. (1996). The classical research in L2 vocabulary acquisition. In G. Anderman & M. Rogers (Eds.), Words, words, words: The translator and the language learner (pp. 27-40). Clevedon: Multilingual Matters.
: Motta, M. (2016). A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills. The Interpreter and Translator Trainer, 10(1), 133-149.
: Pacheco Aguilar, R. (2016). The question of authenticity in translator education from the perspective of educational philosophy. In D. Kiraly (Ed.), Towards Authentic Experiential Learning in Translator Education (pp. 13-31). Göttingen, Germany: V&R.
: Prieto, Juan y Fuentes, Adrián. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience. The Interpreter and Translator Trainer. 10 (1), pp. 76-91.
: Pym, A. (2012). On Translator Ethics: Principles for Mediation Between Cultures. Amsterdam: John Benjamins Publishing Company.
: Pérez-González, L. & Susam-Saraeva, S. (2012). Non-professionals translating and interpreting: Participatory and engaged perspectives. The Translator, 18(2), 149-165.
: ROBINSON, D. (2001). Who Translates? Translator Subjectivities Beyond Reason. Albany: State University of New York.
: Rabassa, G. (1989). No Two Snowflakes Are Alike: Translator as Metaphor. J. Biguenet & R. Schulte (eds.). The Craft of Translation. (pp. 1-12). Chicago & London: The University of Chicago Press.
: Risku, Hanna. (2016). Situated learning in translation research training: academic research as a reflection of practice. The Interpreter and Translator Trainer. 10 (1), pp. 12-28.
: Singer, N. (2016). A proposal for language teaching in translator training programmes using data-driven learning in a task-based approach. International Journal of English Language & Translation Studies, 4(2), 155-167.
: The recommendations for the required translator profile derived from the Letrac project[28]^4 can be summarized as follows (Badia et al 1999, p.5):
: Tymoczko, M. (2000). Translation and Political Engagement. Activism, Social Change and the Role of Translation in Geopolitical Shifts. In The Translator, 6 (1), 23-47.
: Wilss, W. (1996). Knowledge and Skills in Translator Behavior. Amsterdam: John Benjamins Publishing Company.
: Zanettin, Federico; Silvia Bernardini y Dominic Steward. (2003). Corpora in translator education, Manchester/Northampton, MA: St. Jerome.
: [35]^2 Kayser, W.: 1963: The Grotesque in Art and Literature. Translator U. Weinstein. (Bloomington: University of Indiana Press). Página 53.
: [90]Benjamin, Walter. 1969. The task of the translator, em Hannah Arendt (Ed.), Nova York, Schocken.
: ___ & Maso, I. (1997). The Translator as Communicator. London, UK: Routledge.