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Submit a Manuscript to the Journal
The Interpreter and Translator Trainer

For a Special Issue on
(Re-)Profiling T&I Education: Meeting Evolution with Innovation

Abstract deadline
31 December 2021

Manuscript deadline
31 May 2022

Cover image - The Interpreter and Translator Trainer

Special Issue Editor(s)

Gary Massey, ZHAW Zurich University of Applied Sciences, Switzerland
[email protected]

Maria Piotrowska, Jagiellonian University in Krakow, Poland
[email protected]

Mariusz Marczak, Jagiellonian University in Krakow, Poland
[email protected]

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(Re-)Profiling T&I Education: Meeting Evolution with Innovation

Over the past two decades the translation profession has undergone rapid change, triggered by unprecedented social, economic and technological developments. Globalization and increased socio-economic and educational mobility, as well as the rapid advance of digital technologies, have contributed to a significant increase in the volume of content which requires translation, interpreting and other language services. There has been a steady increase in demand, with annual growth rates estimated to range from 4.6% (US Bureau of Labor Statistics 2015) through 6.2% (DePalma et al. 2014) to as much as 10% (Pym 2016). Current projections by Nimdzi (2021) estimate the language industry in 2020 to be worth USD 55 billion, growing to USD 58.3 billion in 2021. With a predicted compound annual growth rate of 6.0%, it should reach a value of USD 73.6 billion by 2025.

This growth has, in turn, seen expanding demand for time-saving, cost-effective translation services (Paulsen Christensen and Schjoldager 2016), facilitated by an increasing automation of the translation process based on machine learning and artificial intelligence. Digital T&I technologies not only enhance productivity but are also driving an expanding range of services offered in telecollaboration with partners operating in remote locations.

Translators, interpreters and other language mediators, together with the language industry professionals that support their services, need to display a range of hard and soft skills, including the ability to understand and use new and emerging technologies or to operate effectively in changing work settings and modes (Bondarenko 2015; DGT 2016; Orlando 2017;). If educational institutions are to successfully fulfil their mandate, these dynamic developments must be reflected in T&I education, which, while seamlessly achieving its academic objectives, needs to prepare students to function effectively in the multiple roles and contexts of contemporary and future job markets.

This special issue foregrounds innovative current approaches to, and empirical research on, T&I education that are designed to interface closely with the evolving language industry and to meet current and future trends in professional practices. It will place particular emphasis on ways in which curriculum developers and other educators are responding to the accelerating changes in the industry and to increasingly fluid professional profiles. We especially welcome contributions presenting interdisciplinary and transdisciplinary field research (observation or action research, case studies, etc.) that draws upon relevant disciplines (psychology, sociology, education science, computer studies, etc.) to shed light on multiple dimensions and complex epistemologies of educating for new and emerging demands on translators, interpreters and other language industry professionals.

Themes that may be addressed include (but are not restricted to) the following:

  • Evolving educational needs for translators, interpreters and other language mediators
  • The dynamics and consolidation of pedagogical approaches to translation, interpreting and other forms of language mediation
  • Educating for new language industry professions and emerging professional profiles
  • Emerging and emergent educational methods, techniques and tools to meet industry needs
  • Positioning and educating the humans in the loop
  • Interdisciplinary and transdisciplinary approaches to current educational research
  • Value and caveats of distance learning in contemporary T&I education
  • Educating for telecollaboration and remote working
  • Ethical dimensions of T&I education in the age of artificial intelligence
  • Educational perspectives on learning, usability and/or ergonomic issues at the human-machine interface
  • Educating the educators for new language-industry profiles, contexts and technologies

Submission Instructions

General guidelines

We invite original, up-to-date, research-based contributions that do not exceed 8000 words (tables, captions, references, footnotes and endnotes included) and that reach out to an international readership. Although there is room for exploratory research, contributions that report on completed research will be given priority. All papers will be subject to double-blind peer review. The focus of all submissions should be in line with the aims and scope of ITT: www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ritt20

Schedule for Publication

31 Dec 2021: Deadline for the submission of abstracts (500 words in length excluding references) to guest editors (by email).

31 Jan 2022: Selected contributors notified of the provisional acceptance of abstracts.

31 May 2022: Deadline for the submission of full papers (via the submissions system at https://rp.tandfonline.com/submission/create?journalCode=RITT).

1 June 2022– 15 September 2022: First peer-review round.

Oct 2022: Notification of the outcome of the first peer-review round; papers short-listed for provisional acceptance.

Oct 2022–Dec 2022: Authors submit revised versions (via the submission system); second peer-review round.

Dec 2022-28 Feb 2023: Deadline for submission of final versions of papers (via the submissions system); final proofreading and editing by guest editors.

March-April 2023: Final editing (editorial team).

June 2023: Publication.

Instructions for AuthorsSubmit an Article