Integrating Technical Communication Into China's Translation and Interpreting Curriculum: Course Design, Practice, and Evaluation of Two Graduate Classes

• Published in: IEEE transactions on professional communication 2024-09, Vol.67 (3), p.369-385
• Main Authors: Dong, Lin, Li, Shuangyan
• Format: Article
• Language: English
• Subjects: Collaboration; Competence framework; course effectiveness; Curriculum development; Education; Educational courses; Global communication; Indexes; Interviews; Manuals; Natural language processing; Performance evaluation; Project management; Research initiatives; Surveys; team projects; trans-writing; User centered design; User experience; user research
• ISSN: 0361-1434; 1558-1500
• DOI: 10.1109/TPC.2024.3413368

Introduction: Graduates with master's degrees in Translation and Interpreting (MTI) are an important workforce in technical communication. To meet this need, we examined the pedagogy of trans-writing to better integrate technical communication (TC) into translation programs. This teaching case from two Chinese universities discusses the curriculum design, its implementation, and teaching effectiveness. Situating the case: While an increasing number of universities in China are interested in embedding TC courses into their translation programs, no research-backed effective solution has been identified. About the case: To boost the employability of MTI students, we designed the courses as "user-centered trans-writing with global content," which features trans-writing as a strategy for global content creation, user research as the core learning task, and team projects as the primary form of engagement. Methods: We used a mixed method of interviews and surveys to investigate the course effectiveness, each targeting different groups of stakeholders. Results: We synthesized a competence framework for trans-writers based on interviews, which showed that graduates (who work as trans-writers) and their employers prioritized language/culture, user-centered mindset, and cooperation as core competencies. A survey focusing on other graduates who took our courses but did not become trans-writers also revealed positive learning outcomes, including expanded professional visions and enhanced skills in user awareness, project management, collaboration, and communication. Conclusion: The trans-writing approach is effective in equipping MTI students with the necessary competencies for global technical communication.