April 2016 sees the launch of Japan's first Masters program in translation which is designed to foster all the competences defined in ISO 17100. The integrated suite of courses in translation practice, theory and technologies draws on past experience of designing and delivering translator training within the European Masters in Translation framework. This initiative features a model translation service which will engage students in experiential learning in catering for the internal translation needs of the Rikkyo community. Students completing the required courses will receive a Certificate in Professional Translation. Rikkyo is seeking to extend its partnerships with translation services and tools providers.

1. Taking the Plunge
with Translator Education in Japan
Academe/Industry Collaboration
Tony Hartley
a.hartley@rikkyo.ac.jp

2. A bridgeable distance …?
Training, goal of ~: optimise the ability to perform on a given task/tool
Education, goal of ~: optimise the ability to evaluate a given task/tool
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3. specifies 5 translator competencies …
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4. … to be acquired via 4 routes
 … a government certificate of competence
 … at least 5 years of documented experience as a professional
 … at least 2 years of experience plus a university degree
 … a university degree in translation
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5. How many
Japanese universities offer
translation degrees that
cover the ISO competences?TAUS Forum Tokyo 2016 Tony Hartley - Academe/Industry Collaboration 4

6. The local ‘climate’ is tepid …
 translation & interpreting studies in Japan are in fair shape
BUT …
 shortage of qualified professors
 focus on theory rather than practice, and on literary genres
 little outreach from professional bodies
 distant links with tools providers
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 @ Rikkyo we decided to take the initiative
Masters in Intercultural Communication
plus – for students taking courses covering all competencies –
Certificate in Professional Translation
 Our reference framework is the European Masters in Translation
… but the climate is warming

8. sets standards for staff and facilities …
 professional experience
 research activity and publications
 library and IT infrastructure
 translation tools
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2009

9. specifies 6 areas of competence …
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2009

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By design our courses cover all competencies

11. Let’s focus on technology and service provision
service (experiential) learning –
translation service for the
benefit of the Rikkyo University
community
… enabled by …
transTech module –
practice, principles and
evaluation of core technologies
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12. TransTech: 3 all-day ‘sandboxes’ at 6-week gapsFamiliarisation
Task-based
learning of
core function
Pipelining of
tools – TM |
MT | corpus-
creation
Refelction
Audit of
usage and
resources
created
New tools
Principles
and limits
Evaluation
Metrics and
techniques
Projects with
authentic
data
Own
performance
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Which toys are currently in the sandbox?

14. Service Learning: an in-house practicum
 exclusively in-house service
 co-ordinator (staff) with professional experience
 good-practice guidelines for translators and clients
 quality expectations managed up-front – no ethical issues
 senior students to act as PMs and revisers
 incremental growth of TM, termbase and other resources
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15. Service Learning: international collaboration
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Service learning conference @ rikkyo may 2017 – please join us!

16. We hope this is only the start …
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 encouragement for other Japanese universities to take this path
 stronger ties between universities and professional bodies
 synergies from academe/industry collaboration
 We’re open to new partnerships
 And to questions/suggestions …
Fire away!