Ritva Hartama-Heinonen, Päivi Kuusi, Leealaura Leskelä, Kaarina Pitkänen-Heikkilä

Kääntäjäopiskelijat selkomukauttajina

Introduction

Kääntäjäopiskelijat selkomukauttajina. Tutustu Helsingin yliopiston kääntäjäopiskelijoiden kaksivuotiseen kokeiluun selkokielen mukauttamisessa. Opiskelijat soveltavat käännöstaitojaan ja luovat saavutettavaa sisältöä erityisryhmille.

Abstract

In this article, we present our two-year-experiment of integrating Easy Language into university-level translator education. In the experiment, students adapted fiction and non-fiction into Easy Language for an audience with special needs. Easy Language refers to an inclusive type of Standard Language which is modified to its special readership to enhance comprehension and accessibility. Our project focuses on how translator students adopt their new role and apply their translation competence in their adaptations. We analyze the commentaries the participants wrote about their adaptation process. As future translators, the students are familiar with textual changes. Nevertheless, the commentaries demonstrate uncertainty which arises when the adapter has to simplify the text and reduce its contents. The students also ponder how to orientate themselves to the cognitive needs of their prospective readers. The overall results of the experiment turned out to be promising, and translation and adaptation into Easy Language is gradually becoming an integral part of the curriculum of translator training at the University of Helsinki.

Review

This article presents a timely and highly relevant exploration into the integration of Easy Language into university-level translator education. By documenting a two-year experiment at the University of Helsinki, the authors shed light on a crucial area of accessibility and inclusive communication. The project uniquely focuses on how translator students navigate the role of Easy Language adaptors, leveraging their existing translation competence while grappling with the specific demands of simplifying text for an audience with special needs. This pedagogical experiment offers valuable insights into the practical application of translation skills beyond conventional boundaries, making a significant contribution to both translation studies and accessible communication research. The methodology, centered on the analysis of student commentaries, provides a rich qualitative lens into the adaptation process. The findings reveal a compelling tension: while students are adept at textual manipulation through their translator training, the act of radical simplification and content reduction for Easy Language presents distinct challenges, leading to discernible uncertainty. The article highlights the critical cognitive shift required as students learn to orient themselves to the specific cognitive needs of their prospective readers, underscoring the empathetic and user-centered dimension of Easy Language adaptation. The reported promising results, culminating in Easy Language becoming an integral part of the curriculum, affirm the educational value and practical success of the initiative. This study not only validates the pedagogical benefits of incorporating Easy Language training into translator education but also identifies key areas of development for students transitioning into this specialized field. The exploration of student uncertainty provides a strong foundation for developing targeted teaching strategies to support future adaptors in mastering simplification and content reduction. The work has significant implications for broadening the scope of translator training, fostering greater accessibility in communication, and preparing graduates for diverse professional roles. Further research could delve into the specific pedagogical interventions used to address student uncertainties or the long-term impact on students' professional practice and the reception of their adaptations by the target audience.

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