2026-06-01T13:37:25Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/309712026-02-03T10:50:48Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Plaza-Lara, Cristina
2024-04-11T09:23:17Z
2024-04-11T09:23:17Z
2016
Plaza-Lara, C. (2016) Instrumental Competence in Translation and Interpreting Curricula in Spain: pre-EHEA vs. EHEA Bachelor's Degrees. Current Trends in Translation Teaching and Learning e (CTTL E), 3, 258-310. http://www.cttl.org/uploads/5/2/4/3/5243866/cttl_e_cristina_plaza_lara.pdf
http://www.cttl.org/uploads/5/2/4/3/5243866/cttl_e_cristina_plaza_lara.pdf
https://hdl.handle.net/10630/30971
2342-7205
The implementation of the European Higher Education Area has made it necessary for universities to adapt to market requirements. The introduction of new technologies in the translation process and changes in the kinds of texts to be translated require universities to increase the number of subjects in which instrumental competence is essential. These subjects are mainly (but are not limited to) computer science, documentation, terminology and audiovisual translation.
To enable the drawing of conclusions regarding the changes introduced by the Bologna Process, two comparative tables will be presented that allow the reader to review the changes made in recent years to Translation and Interpreting studies at Spanish universities with regard to instrumental competence. Some of these conclusions are summarised and our own proposal regarding the distribution of this content in translation curricula is presented.
eng
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Traducción - Programas de estudio
Traducción - Innovaciones tecnológicas
Traducción - Estudio y enseñanza superior
Instrumental Competence in Translation and Interpreting Curricula in Spain: pre-EHEA vs. EHEA Bachelor's Degrees.
journal article
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cttl_e_cristina_plaza_lara.pdf