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This week we have chosen the term “Common European Sales Law” after the proposed law was backed by the Legal Affairs Committee on Tuesday.
We invite you to suggest the equivalent terms in the missing EU languages, or alternatives to the existing term in your language if you consider the proposed term inaccurate. Provide your answer with a reliable reference and possibly an accurate definition and/or context.
A terminologist for the respective language will revise your answer and decide whether to validate them. Given the implications of the process, a delay is to be expected.
Having a strong command of terminology theory is not enough for a terminologist who has to manage complex processes and workflows in a company or institution. Training to be a terminologist should also entail developing skills such as collaboration and team-work, negotiation, problem-solving, critical thinking, management skills etc. (see our article What does it take to be a terminologist?).
These skills cannot be gained through classical training or teaching methods only.
That is why Professor Ciobanu (“Politehnica” University of Timisoara) presents a new innovative method of teaching terminology: using ARGs – Alternate Reality Games (Ciobanu, 2010, 2011).
ARG is exactly what it says: a game played in the real world using multiple media platforms (online, text messaging, newspapers, phone calls, physical events and objects), organised for a particular purpose.
ARGs can also be useful in training and corporate environments (Ciobanu, 2011), where they are able to generate knowledge, experience and reflection through lifelike events and environments. ARGs are successfully implemented in language teaching and were even made the focus of a recent European-funded Comenius project for promoting multilingualism namely,” ARGuing for Multilingual Motivation in Web 2.0” (2009).
But why do we need more innovative methods for terminology training?
As we all know, terminology is an interdisciplinary science; terminology management involves very complex tasks which can only be done through team-work, collaboration, discussions, and collective brainstorming of a group of experts.
That is why certain advantages offered by ARG, such as participation, puzzle-solving, use of multimedia, social-networking, sharing, mediating, not to mention analysis, real-life problem-solving and online activities, can be of great benefit for terminology training. Do not forget the collaborative nature of terminology work, a skill highly emphasised in ARGs. Using problem based or situated learning to gain knowledge would give terminologists the ability to develop problem-solving skills.
Rooted in the need for motivating students to understand the importance of language, one of Ciobanu’s studies (2010) proposes the scenario of an ARG called “The Saviours” with the goal of preventing domain loss and creating native terminology for endangered domains. In this ARG, students are supposed to make an inventory of terms of an endangered domain and create new ones for those missing. To tackle this task, students will use the ARG to improve their professional skills such as: designing, creating and maintaining a terminology database; establishing equivalents of terms; collaborating and team-working, raising awareness of cross-cultural issues; negotiating; problem-solving; online researching; analysing and classifying; critical thinking; managing; creating etc.
As we can see, using ARGs in terminology training can increase the motivation and the interest of students/trainees in terminology, and at the same time make terminology activities more attractive.
Article written by Matilda Soare based on:
Ciobanu, Georgeta, 2010.” ARGs in Teaching Terminology”, in Proceedings of the International Conference “Terminology and Knowledge Engineering Resources Online: Models and Challenges”, Dublin: Fiontar – Dublin City University, pp.279-291, ISBN 978-0-9566314-0-4.
Ciobanu, Georgeta, 2011. “Terminology Moves into the Alternate Reality” in Buletin Stiintific, Academia de Studii Economice din Bucuresti, Centrul de Cercetari literare si de Lingvistica aplicata la Limbaje de specialitate Teodora Cristea, “La Formation en Terminologie” – Actes de la Conference Internationale de Bucarest, 3-4 novembre 2011, Editura ASE Bucuresti, pp.31-40, ISSN 1584-3122.
As an alternative to our Wednesday Video Fix, this week we challenge you to test your knowledge on the languages spoken across the world with The Great Language Game.
How many can you distinguish between?
Since the beginning of the year TermCoord cooperates with four universities (from Bulgaria, Belgium and Latvia) on terminology projects for feeding IATE. This is a pilot project with universities that have terminology as a subject in the framework of a master course. The students work on terminology projects following the requirements for IATE terminology work and the respective guidelines, researching and documenting terms in a main source language (English or French) and a target language of their choice (among the official languages of the EU). The findings are checked and verified by the terminologists of TermCoord, inserted into IATE and validated by the terminologists of the translation units. The project is now at the phase of collecting the completed tables, checking them and preparing them for import into IATE. So far, the results show a positive impact in acquiring new terminology for IATE, which were achieved with limited resources of staff and time. The domains covered by the participating universities were microfinance, humanitarian law, energy efficiency, international trade, health terminology (pediatrics). TermCoord is planning to continue the project also for the winter semester of 2013, involving two new universities for participation.