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• Chus Fernández Prieto
• Coordinator of Postgraduate
• Student Placements GAs
• University of Salford
• School of Languages

• Presented by Dr Anne Davidson Lund
• Assistant Director
• CILT, the National Centre
• for Languages

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Languages for AllLanguages for Life

• Dec 2002 DfES ten-year National Languages Strategy

to promote a greater national capability in
languages
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CILT and Standards

• National Language Standards 2004
• National Standards in Interpreting (under review
  2005)
• National Standards in Translation (review in
  2006)
• NVQs, NVQ units
• European Languages Portfolio (vocational
  lifelong learning)

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CILT, regions and nations

• Regional Language Networks (RLN)
• Stakeholder engagement
• Strategic influence
• Employer forum
• Commercial provider forum
• Links to education, including universities
• Labour market intelligence
• On-line signposting, networking, etc.

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Business / Education partnerships benefits to
business

• Business Language Champions / Graduate
  Apprenticeship model
• Facilitated collaboration
• PR
• Training for younger personnel
• Links for recruitment
• Networking
• Corporate Social Responsibility

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The University of Salford Postgraduate GA Model
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GRADUATE APPRENTICESHIPS IN LANGUAGES (P/G)

• Partners
• The University of Salford, Languages National
  Training Organisation (LNTO) and local
  translation company employers.
• Pilot Framework was available to students from
  2001-2003.

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GRADUATE APPRENTICESHIPS IN LANGUAGES (P/G)

• OBJECTIVES
• to improve the training and employability of
  postgraduates in Translating programmes.
• to strengthen links between postgraduate students
  and language service providers in the North West.
• to make the placements more structured and
  provide specific professional outcomes.

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GA Framework Design

• Consultation of local
• language service providers
• duration of placements
• mentoring
• payment
• range of work experience to be provided
• flexibility of requirements - Portfolio

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GA Framework Design

• Framework was calibrated against the standards
  of the Masters/Diploma programmes in Translating
• offered at Salford University and
• The National Standards in Translating
• - Level 5 (LNTO 2001)

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GA Student Portfolio

• represents a set of structured guidelines for the
  work experience students undertake.
• provides a means of assessing their performance
  during the work placements.
• provides a framework for employers for the
  management of the GA placements.

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GA Student Portfolio

• Portfolio to provide elements of evidence of
  work experience and key achievements relating to
• Translation tasks
• IT Skills
• Project Management
• Working Relationships

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SAMPLE OF THE STUDENT PORTFOLIO

• 1. TRANSLATION TASKS
• Under this section students present
  reports/reflective statements
• and evidence of translations carried out during
  placement.
• Students may follow these guidelines
• TI
• Prepare for translation assignments and maintain
  resources for translation purposes
• T2
• Translation of general texts
• T3
• Develop your performance as a translator
• T4-T9
• Translation of specialised texts

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SAMPLE OF THE STUDENT PORTFOLIO

• 2. IT SKILLS
• The evidence presented will reflect the
  different experiences related to IT use in
  individual work placements.
• Students may follow these guidelines
• Control the Use of Electronic Communication
• Produce evidence of Internet searches and
  retrieval of documents related to preparation for
  translation tasks searches for parallel texts in
  TL, searches for on-line glossaries and
  dictionaries.
• Present evidence of use of CAT tools such as
  Translation Memory Systems and Terminological
  Databases.

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SAMPLE OF THE STUDENT PORTFOLIO

• 3. PROJECT MANAGEMENT
• Students submit evidence or a full report of all
  tasks carried out during GA placement.
• Identifying improvements to meet client
  requirements.
• Dealing with customers requirements for language
  services efficiently using the available
  resources and technology.
• Documents such as printed data from employers
  database invoices and contracts sent to
  freelance translators proof-reading of
  translations, etc.
• Evidence can also consist of a written report of
  tasks completed signed by mentor.

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SAMPLE OF THE STUDENT PORTFOLIO

• 4. WORKING RELATIONSHIPS
• Develop productive working relationships
• Develop the trust and support of mentor,
  colleagues
• and team members
• Students may provide as evidence a written report
  of experience gained in this area with a
  statement from mentor/employer who has observed
  students performance.

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GRADUATE APPRENTICESHIP CERTIFICATE

• The School of Languages at the University of
  Salford reviews the contents of the Student
  Portfolio and, after consultation with
  mentor/employers, decides whether to award a GA
  Certificate.
• The Certificate includes a summary statement of
  the key achievements and experiences of the
  placement, together with information on the
  receiving company, type and duration of placement.

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University of SalfordMA in Translating
2001-2002Graduate Apprenticeship Certificate

• This is to certify that
• Mary Smith
• has completed a Graduate Apprenticeship in
  Translation
• Dates 10th June - 5th October 2002
• Company Wittenboer Language
  Consultancy
• Evidence presented in the Students Portfolio
  relates to key achievements in
• Translation of general texts
• Translation of commercial texts
• Translation of educational and training texts
• Developing IT Skills.
• Signed _________
• Coordinator MA placements

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Beyond the GAs

• Students can continue to develop their own
  Portfolio of evidence as a useful personal record
  of learning and/or
• to be presented for professional purposes in
  other contexts.

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Whats in it for students?

• what I gained most from the placement was
  experience of business practice - how to deal
  with and maintain good relations with clients,
  how to establish deadlines, estimate the cost of
  jobs, how to arrange time and how to manage
  finances, etc. All this was new to me and was
  invaluable.
• I also gained more experience of packages such
  as TRADOS and Déjà Vu and learnt more about the
  information sources used by freelance
  translators.
• The importance of deadlines and good
  organisation of time, files, etc. was impressed
  upon me and in the professional world I found it
  is not only quality that is needed but also speed
  and reliability.
• I would definitely recommend the GA scheme to
  other students. My experience was very positive
  and obviously the longer the placement the
  better, however, any time spent in the
  professional environment is bound to be
  beneficial to a students prospects.

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Whats in it for employers?

• Helping a new generation of translators new
  professionals need a chance to get out of catch
  22 situation (no experience, no chance of getting
  a job, no experience).
• Provide realistic expectations of what
  professional translators do.
• Strengthening the market of freelance
  translators.
• Two way learning (student ltgt mentor) by
  explaining work methods to someone else, you are
  forced to review what and why.
• Element of Quality Control.
• Good PR.
• Recruitment.
• An extra pair of hands.

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Whats in it for employers?

• Recommend it to others?
• I have found it a very enjoyable and rewarding
  experience and would provide placements again
  without hesitation. All of the reasons why I was
  interested in providing placements in the first
  place have been justified.
• The students would both be very suitable
  candidates for junior positions in a translation
  company, where they would also make a positive
  contribution in financial terms.
• Wittenboer Language Consultancy

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Whats in it for HEIs?

• It is an invaluable part of the training of our
  p/g students in Translating.
• Provides optimal integration of work-based and
  academic learning.
• Increases the employability of our students.
• Provides useful links between HEIs and
  translation companies increased awareness of
  developments in the industry and specific needs
  of employers.
• Promotes development of new areas of training and
  research.

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GAs Looking to the future

• Incorporate new translation companies into the
  scheme at national level.
• Provide more and longer placements.
• Dissemination of the Salford model to other HEIs.
• Evaluation of the GA model.

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What next?

• To register your interest in the Graduate
  Apprenticeship model, contact ATC
• 020 7930 2200
• info_at_atc.org.uk
• . before 20th September!