University of Granada (SPAIN)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 1191-1198
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.0361
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
An interesting trend has been observed in recent years in the field of translation as well as from an academic and professional perspective. We refer to what is known as “Transcreation”, that is, the intra-/interlingual re-interpretation of a text for its adaptation to the audience of the target language (Gaballo, 2012). This way, the process of transcreation produces a new type of translation in which both the words and the meaning of the original texts can be seriously modified so as to produce the same effect in the audience of the target language as well as in the audience of the source language. This should be done by taking into account the fact that there are not only linguistic but also cultural differences. Therefore, the transcreational approach can be described as a creative, subjective and emotive process by means of which some parts of the message are translated while others are adapted to the audience of the target language.

However, the current curricula of the various undergraduate degree programmes offered by Spanish universities do not specifically incorporate the development of the specific competencies of professional transcreators. The proposal detailed in this article is based on this reality and on the initiative adopted by the teachers involved in the mentoring of the undergraduate dissertations, which are mandatory in order to obtain the university degree in Translation and Interpreting. This idea, which was put into practice at the University of Granada (Spain), intends to foster and apply the necessary competencies with the purpose of responding to the new professional profile of transcreators by simulating real briefs. The theme chosen for the briefs was the transcreation of corporate websites of Spanish SMEs in the healthcare sector (Díaz-Millón & Gutiérrez-Artacho, 2020; Gutiérrez-Artacho & Olvera-Lobo, 2021). Therefore, translation training is approached from the perspective of the project-based teaching and learning processes with the aim of getting students involved in the culture of entrepreneurship, innovation and the adoption of new technologies (Robinson et al., 2016).

[1] Díaz-Millón, M. & Gutiérrez-Artacho, J. (2020). Nuevos perfiles profesionales en traducción: Competencias necesarias para la transcreación. En S. Martínez (ed.) Nuevas tendencias en Traducción e Interpretación (pp. 113–129). Granada: Comares. ISBN: 978-84-1369-021-6.
[2] Gaballo, V. (2012). Exploring the boundaries of transcreation in specialized translation. ESP Across Cultures, 9, 95–113.
[3] Gutiérrez-Artacho, J. & Olvera-Lobo M. D. (2021). Formar en competencias transversales en Educación Superior: la traducción desde la perspectiva de la transcreación web. En: El EEES como solución a las nuevas necesidades educativas. Tirant lo Blanch. 978-84-1853449-2 (en prensa).
[4] Robinson, B. J.; Olvera-Lobo, M. D.; Gutiérrez-Artacho, J. (2016) After Bologna: Learner- and Competence-Centred Translator Training for “Digital Natives”.
[5] En Martín de León, Celia; González-Ruiz, Víctor (eds.). 2016. From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Frankfurt am Main: Peter Lang (New Trends in Translation Studies Series).
Transcreation, Higher Education, Translation.