T&I Review is a new international refereed journal that seeks to promote the development of translation and interpretation studies, effective T&I education, and excellence in professional practice by sharing the results of systematic and innovative research. It aims to play a key role in the following areas: 1) global dissemination of research results in T & I studies, 2) communication regarding the latest developments in the field, and 3) consolidation of an international network of practitioners, educators, and researchers in the T & I field. T&I Review is published annually by the Ewha Research Institute for Translation Studies (ERITS) of the Graduate School of Translation and Interpretation(GSIT) at Ewha Womans University. T&I Review welcomes contributions not only from seasoned practitioners and scholars, but also from young researchers and educators in the field. It publishes original research-based articles, research notes, literature reviews, commentaries, book reviews, and dissertation abstracts (MA and PhD). To tap into the wisdom and expertise of veteran practitioners, T&I Review also publishes practical articles from practitioners' reflection on their practice.
Research on cognitive processing routes has been a hot topic in translation process research in recent years, and has witnessed great developments as follows. To begin with, it has made a range of interesting empirical findings. Then, it draws the attention of Translation Studies scholars to the bilingual SL-TL transfer in the field. This exploration proves that an understanding of cognitive processing routes remains unclear in terms of theoretical constructs and empirical studies. Although the number of routes for SL-TL transfer in the translators’ or interpreters’ brain is suggested, i.e., there are two cognitive processing routes, more specifically the form-based processing and meaning-based processing routes. However, there is a controversial issue on cognitive processing routes based on the previous studies in the translation circle. This controversy to be addressed is which route dominates translation and interpreting: the form-based or the meaning-based processing route. Lastly, the implications for future research on cognitive processing routes are stressed.
Interpreter protocols and guidelines represent the common ground on interpreting standards shared among all parties responsible in a multilingual courtroom. Tracing Hale’s (2011) comprehensive examination of interpreter protocols and guidelines in the Australian justice system before 2010, this study revisits publicly available protocols, guidelines and policies in Australian courts and tribunals in the past decade to investigate if there now exists a consensus on what to expect when interpreters perform their duties in courtrooms. The past decade saw the establishment of a national protocol on working with interpreters in court settings and a renewed specialised credential for legal interpreters. Nonetheless, a survey of currently available guidelines and protocols shows the magnitude of work still to be done before jurists and policy makers across Australian jurisdictions are on the same page with regards to a consistent legal interpreting practice nationwide. As Australia continues to lead in the professionalisation of legal interpreting, the Australian experience yields valuable insights for countries in their pursuit of a standardised interpreting service as the arm of law.
The development of technology has revolutionized the translation process and the workflow of the translator. Translators are no longer working alone, but are expected to work in a team and join in discussions. The skills required of a contemporary translator is not the same as the skills required of a translator ten years earlier, but has this affected the way translators are trained? In order to prepare students for the job market, teachers should find ways to encourage students to play a more active role in acquiring the skills and competencies required of a professional translator. This is where flipped translation training comes into play. This study investigates the effects of group discussions and peer revisions on students in a translation class using the flipped classroom approach and observes how comments from their peers help them in translation revision. This study also analyses the effects of these discussions and reviews on the revisions. The research questionnaire included student perceptions of the effects of group discussions and peer revisions on their revision and adoption rate of feedback from these discussions and reviews.