Abstrakt
At the outset, let us illustrate the importance of translation technology and training for both institutional translation studies and institutional prac- tice. Schäffner et al. (2014), in a passage that has become a classic in the relevant research literature, mention translation technology (namely com- puter-assisted translation [CAT] tools) and training as constitutive elements that lie at the heart of institutional translation: “Institutional translation is typically collective, anonymous and standardised. The consistency of vocabulary, syntax and style of documents is ensured by, among others, style guides and CAT tools, revision procedures, and mentoring and train- ing arrangements” (Schäffner et al. 2014, 494, referring further to Koskinen 2011; emphasis added). Although Schäffner et al. do not refer to translation technology training specifically, the collective mention of the two aspects is significant in itself since the sentence takes the shape of a definition.
In the present chapter, we deal primarily with continuing professional development (CPD) in line with the book’s focus. First, the chapter deals with technology training vis-à-vis the various types of lifelong learning, i.e. formal learning, non-formal learning, and informal learning. It goes on to cover the competences that are acquired through learning practices. In a subsequent section, it depicts the current situation in both the European Commission’s (EC’s) Directorate-General for Translation (DGT) and the European Parliament’s (EP’s) Directorate-General for Translation (DG TRAD). Furthermore, tools training is considered, as it is linked with the translation process as well as with quality assurance (QA). The findings of a survey carried out among institutional translators are also presented and discussed, followed by an outlook on the future of training in translation technology in institutional settings and particularly in the DGT.