Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

A professional translator needs to dispose of reliable documentation resources in order to successfully tackle their work. Information today must be fast, truthful, and reliable. That is, translators need a quality documentation source where they can find what they are looking for. This source must also be as accessible as possible and, above all, must provide quality information. It would be desirable to be able to find the required translation resource without having to check the characteristics of the resource by himself/herself. That is, the translation professionals, or even  students, might want a search tool that would allow them to find and select the resource that is most convenient at a given time for the specific translation topic at hand as well as its quality. Taking these considerations into account, we present a website, LexicalMed BD, which will allow the translator to select a biomedical lexical resource (English-Spanish). This website includes several sections, all of them useful for the translator in the task of lexicographic documentation. On the one hand, a database with analyzed and organized lexicographic resources of various subjects from the biomedical field. In this database, the user can filter according to a large number of parameters to find the resource that best suits their specific needs. On the second hand, it also has an electronic and scoring template for the analysis and evaluation of lexicographic resources which is explained in detail and available to the website user. Finally, the website presents a lexicographic resource proposal for the specialty of botany.

This paper illustrates the application of corpora in the scientific and technical translation classroom. First, we review some previous works on teaching experiences with corpora and specialised translation. Then, we will present the teaching sequence we have applied in the subject Scientific and Technical Translation I BA-AB (English-Spanish/Spanish-English) of the BA in Translation and Interpreting at the University of Malaga. The main objective of this teaching experience was to familiarise our students with linguistic corpora and thus encourage them to using corpora as a translation tool. During the five sessions we dedicated to this topic, the students were able to learn more about what corpora are and how they can benefit from them as translators. First of all, they worked with reference corpora available on the net, both in Spanish (CREA, CORPES XXI) and in English (BNC, COCA). Then, they explored the different corpora accessible from Sketch Engine, as well as the numerous functions offered by this corpus analysis tool. Lastly, they compiled an ad-hoc technical corpus which they later used to translate an extract of a motorbike user’s manual. This teaching experience suggests that corpora are a very effective tool, as they enable translation students to solve a wide range of linguistic difficulties (terminological, conceptual, grammatical or stylistic).

Translator and interpreter educators seeking new pedagogical ideas and working in the face-to-face, blended, online, and remote modalities would benefit from reviewing the pedagogies proposed during more than two decades of research into translator and interpreter training and education in virtual environments. This paper contains a description of the methods employed to review scholarly publications addressing online and blended translator and interpreter training and education (1997-2022). The results are used to create an evolving public linear bibliography of scholarly literature named «Online Translator and Interpreter Education». The paper begins with a description of the need for a specialized bibliography, a justification for hosting the bibliography in timeline software, and a discussion of the terms used in the bibliography name. Following this, the means of locating literature on the topic of online and blended translator and interpreter education are detailed. Finally, the literature is categorized and arranged in the timeline in ways useful to individuals consulting it. The article concludes with a demonstration of how the resource can be queried for information on developments in online translator and interpreter education over time. The first portion of the demonstration considers the needs of interpreter educators seeking to incorporate curated online practice materials into their coursework. The second illustrates how the need for robust online translation coursework is being addressed within the context of two ongoing initiatives.

In this paper, it is our aim to observe the impact that translator training and experience have on different groups of participants (novice, trained and experienced) when evaluating a translation. We will be doing so by measuring the cognitive effort invested by the participants in the processing of lexical features applying an eye-tracking methodology. Participants will be presented with several translated versions from English into Spanish done by translators with different levels of training and experience. This paper offers a detailed description of the experiment carried out. In it, we were also able to observe that while there are common patterns in the three groups, training and experience does have an impact on their behaviour when reading and assessing the different translated versions. We have been able to observe a link between these two factors and the amount of cognitive effort, which is higher in the group of students than in the group of experts, with trained participants leading the numbers, which we believe confirms the skill acquisition model proposed by Dreyfus (2004). Also, that extrinsic information is an element of disruption that influences the decisions made by participants, the amount of cognitive effort employed and how those lexical features have been processed.

Teen series have already been present for years and represent scenes and situations with which young people and teenagers identify. Nevertheless, not only do they identify with these scenes, but they also recognise the vocabulary and expressions used by their protagonists. Thus, teen series recreate a sort of youth slang which, among other topics of interest to the audience, addresses sexual and love relationships. Through translation, these series reach different countries and a wide range of viewers. In the case of dubbing, despite being based on a prefabricated orality, the dialogues must be as natural as possible so that they are plausible for the target audience. Therefore, the vocabulary related to sexual and love relationships in Spanish should endeavour to produce the same feelings among the target audience as it did among those of the original version. This paper explores twelve episodes of three teen series broadcast in recent years (2019-2022) both in their original version and in their Spanish dubbed version, with the purpose of analysing the translation challenges derived from the presence of youth language, its potential caducity and the censorship applied, in order to establish our own taxonomy for the classification of the language of relationships. Thus, the conclusion reached is that a very similar number of slang terms are used in both languages, albeit with some interesting differences; yet, in general, viewers of the original version and the dubbed version may have a similar experience.

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When and why did tomas (land occupations) begin? Despite the widespread belief that La Victoria, in 1957, was the first toma in Chile, and even in South America, many scholars affirm that this phenomenon began in the mid-forties. This article, through an analysis of the press and documentary sources, studies the land occupations that were carried out in Santiago, Chile between 1945 and 1957. Our hypothesis is that the toma was invented in the mid-fifties, when land occupations, which were previously realized silently, started to be displayed in the public space. In this manner they became political statements. This shift in the mobilizations of the pobladores (marginal squatters) can be explained by the political context, as well as by the change in the State’s role in relation to housing problems and urban growth.

The conservation of Protected Areas (PAs) in the Galapagos Islands has reached several acknowledgments: Natural Heritage of Humanity, Biosphere Reserve, Marine Sanctuary, Ramsar Site, etc. One of the reasons to achieve this recognition is the availability of scientific knowledge generated by important institutions such as the Charles Darwin Foundation (CDF). This knowledge helps to provide the local environmental authority (GNPD, Galapagos National Park Directorate) with scientific evidence for decision-making. Nonetheless, there is the challenge of offering greater accessibility to information and evaluating the advances toward the Sustainability Development Objectives (SDOs). At the same time and according to current trends, scientific research which is based on collaborative, providing transparency of all the phases included in research builds the concept of open science, demonstrating the main idea behind information management. This article intends to present the first steps to open science that our institution is working on. We present a CDF projects visualizer and the provision of a geoportal with data from the Plan Galapagos 2030 in collaboration with the Government Council of the Galapagos Special Regime. Secondly, we will develop an assessment of the impact of the opening of these datasets and its visualizers. That is to say, we will analyze the qualities and observations perceived by the community, regarding the disposition of the published visualizer and geoportal; which will also allow for the identification of identifying the main challenges and uncertainties towards the growth and implementation of open science for CDF's scientific production.