CertTrans

Study Guide
CIOL Qualifications Level 6 Certificate in Translation
3 Chartered Institute
of Linguists 8
4 Languages and the language
profession

5 The new CIOL Qualifications

Level 6 Certificate in
Translation (CertTrans)
5 What is the qualification?
5 Who is it for?
6 CertTrans qualification structure 13 Potential careers for language
professionals

Contents
6 About the Units
Unit 01 General Translation
13 International organisations
Units 02 and 03 Translation of
13 Teaching
Semi-Specialised Texts
13 Writing and authoring
7 About the assessment
14 Copywriting
7 Advice to Candidates
14 Cultural advising
8 Study skills and planning your 14 Event coordinators
learning
14 Marketing and social media
9 Research skills and pre- 15 Localisation and transcreation
translation analysis 15 Gaming
10 Comprehension and related skills 15 Editing and proofreading
(decoding)
16 Some encouraging facts!
11 Awareness of culture
11 Transfer the information into the
target language (encoding) 16
12 Tips for refining language and
preparing for your assessment

9
16 Information on
resources and references
16 Assessment resources
16 Assessment related materials
18 Examples of language specific
publications (illustrative)

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The Chartered Institute
of Linguists

Founded in 1910 and subsequently granted

its Royal Charter by HM Queen Elizabeth II
the Chartered Institute of Linguists (CIOL) is
the UK’s Royal Chartered professional body
for translators and those using high level
language skills in their professional and
working lives.

CIOL Qualifications (CIOLQ) serves

language professionals by providing the
benchmark qualifications for translators
and interpreters, which are recognised
widely in the UK and around the world.
These qualifications are also of lasting value
to other linguists who may have different
roles and who use languages on a regular
basis within their work in business, the
professions and government.

Our Diploma in Translation (DipTrans) If you are successful, you will be entitled
has been the gold standard translation to use the designation ‘CertTrans’ and
qualification for over 30 years and is taken will be eligible to apply for membership
in around 40 countries annually. Candidates of the Chartered Institute of Linguists,
all around the world recognise the career the UK’s Royal Charter body for language
benefits that the highest level translation professionals.
qualification brings.
We wish you every success with your
Now the DipTrans is joined by the studies and your CertTrans assessment,
CertTrans which serves as a new benchmark and look forward to the prospect of
qualification at Level 6 (degree-level) for welcoming you to the global community of
organisations employing translators or who language professionals as a member of the
want proven written language skills. For Chartered Institute of Linguists.
employers of all types the CertTrans is a
reliable validation of proven translation and
wider linguistic skills.

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Languages and the language profession

Languages, and the professional language learning skills

sector itself, are constantly changing and through their
developing, with new vocabularies, norms, professional
technologies, and expectations emerging careers and
all the time – not least with constant growth acquire new
of digital content and social media, new skills as part of
translation tools and changing expectations their continuous
in communication across cultures. professional
development and
Trade, international cooperation, conflict, life-long learning.
as well as people-to-people and cultural
ties mean there is a growing demand for Notwithstanding new translation
language specialists who can communicate technologies, the scope and variety of
and deal effectively with the ever- roles performed by language professionals
changing needs of companies, consumers, have both expanded significantly in recent
governments, public services, international decades. Their skills are required not only
organisations and more. for translating a text from one language
into another but also for editing, carrying
Languages enrich working meaning into new contexts via localisation
life in so many ways and transcreation, ensuring the quality
of translations and texts produced and
Language professionals constantly managing projects and people.
absorb new words, ideas, concepts,
developments, cultural and linguistic norms In this respect, the CIOL Qualifications
and innovate using the latest technological Level 6 Certificate in Translation (CertTrans)
developments - alongside tried and tested offers candidates who have language
methods - to ensure the highest quality and skills an opportunity to enter or advance
reliability of information transfer. in the field of professional translation and
the wider language professions, through
Language professionals also develop the development and enhancement of
‘soft skills’: showing and taking initiative, their translation skills and knowledge.
managing time and timescales, managing The qualification also offers a progression
projects with both personal and team opportunity for those wanting to develop
responsibility, demonstrating high levels of a career as a freelance translator or
creativity, credibility and decision-making to advance their careers in translation
in sometimes complex and unpredictable companies or international corporations
situations. They develop independent worldwide.

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The new CIOL Qualifications Level 6
Certificate in Translation (CertTrans)

What is the qualification? • It offers candidates an internationally

The CIOL Qualifications Level 6 Certificate recognised qualification
in Translation (CertTrans) provides evidence • It provides candidates with a global
of working-level practical translation skills outlook and additional credentials to
and knowledge for those wanting a career pursue international career pathways
as a translator, to work as a translator • It supports and extends bilingual
for translation companies or to use their skills or those developed in university
linguistic skills in international organisations language degrees to a practical and
worldwide. professional use

The CertTrans is an accredited, UK- Who is it for?

regulated qualification which can improve The CertTrans is for candidates who
career prospects for people who want to possess excellent writing skills in their first
work as translators or language specialists. language and solid language skills in a
second language. This could be at honours
This qualification has been developed degree level or C1 in writing the Common
predominantly with entry-level and early European Framework of Reference for
career translation skills in mind, and as a Languages (CEFR) or candidates who have
foundation for progression opportunities some established translation skills in the
towards higher levels of professional field of business, professional and other
translation. contexts.

This qualification is aimed at career CertTrans qualification structure

development for the following reasons: To achieve this qualification candidates
need to complete two units. The core
• It equips candidates with translation mandatory Unit 01 – General Translation
skills necessary to respond to career and and one of the following:
work opportunities in the international
business, professional, government, • Unit 02 - Business and Commercial
cultural, NGO, and not-for-profit Translation Skills
environment • Unit 03 - Government and Public Service
• It provides opportunities for candidates Translation Skills
to enter or progress in employment
involving languages or translation

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About the Units Units 02 and 03 Translation of
Semi-Specialised Texts
Unit 01 General Translation
Unit assessment time is 3 hours
Unit assessment time is 3 hours
Candidates will be required to translate a
Candidates will be required to translate a semi-specialised text of about 300 words
text of about 500 words into their target into their target language. The text will
language. The text will be of a medium be of a medium level of difficulty. The
level of difficulty but non-specialised in translation must be completed to a high
nature. The translation must be completed standard of accuracy in the target language
to a high standard of accuracy in the target ensuring the following:
language ensuring the following:
• Accurate transfer of information
• Accurate transfer of information • Appropriate use of semi-specialised
• Appropriate use of terminology, terminology, vocabulary and any jargon
vocabulary and any jargon • Accurate transfer of subsidiary
• Accurate transfer of subsidiary information as well as register and tone
information as well as register and tone • Correct grammar and syntax
• Correct grammar and syntax • Appropriate organisation, cohesion and
• Appropriate organisation, cohesion and coherence of the text
coherence of the text • Correct style, orthography, punctuation,
• Correct style, orthography, punctuation, accentuation.
accentuation.
The learning outcomes are the following:
The learning outcomes are the following: LO1: Be able to produce translation of
LO1: Be able to produce translation of a a semi-specialised text that shows
general text that shows accurate accurate transfer of information.
transfer of information
LO2: Be able to produce translation of
LO2: Be able to produce translation of a a semi-specialised text that is
general text that is grammatically grammatically sound, cohesive and
sound, cohesive and coherent in the coherent in the target language.
target language

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About the assessment a high standard of accuracy candidates
The CertTrans is a working-level qualification may have had beforehand.
that assesses translating skills to a high level
of accuracy. 3. The amount of translating practice, with
feedback, that they have had or are able
The pass mark for the assessment is 60%. to receive prior to the assessment.
Candidates who obtain between 72 – 88
out of 120 marks will be awarded a Pass Additionally, in the preparation for the
and candidates whose marks fall between CertTrans assessment candidates may
89-104 marks will be awarded a Merit. consider attending university or short
Those reaching the aspirational Distinction professional courses, including modules in
grade will have achieved 105-120 marks. applied linguistics, translation, business and
A translation can only be awarded a Pass commerce, government and public service.
if it is sufficiently accurate. Any translation
which is not sufficiently accurate will be The choice of course will depend on
awarded a Fail. requirements of each candidate and the
level that they are at. Courses will provide
Candidates will obtain the full CertTrans some of the theory and an introduction
qualification only if they pass the core to concepts and terminology for some of
mandatory unit and one other mandatory the topics offered within the topics for the
option unit. CertTrans assessment. It is not possible to
lay down any hard or fast rules regarding
Advice to Candidates the extent and period of preparation
Candidates are advised to study the that candidates require for the CertTrans
Qualification Specification carefully and assessment, since it depends on the
make sure that they are fully aware of the knowledge of languages, specialised areas
demands of the assessment. In particular, and level of experience in translating a
they should ensure that they have sufficient variety of texts.
training and/or experience to attempt an
assessment at this level. What can be said however is that a high
level of language competence in the source
Three factors determine how much and target languages is essential.
preparation may be needed in the run-up
to this assessment. Candidates should be aware that
professional translation can sometimes be
1. Is there sufficient knowledge of a ‘race against the clock’. In accordance,
both languages and cultures for the the assessment does introduce some time
translation tasks. pressure which means that candidates
need to select relevant texts and translate
2. What knowledge of relevant subject them within the time allocated for each
areas and experience of translating to part of the assessment. Candidates must

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practise translating at the right speed means that candidates may need to
so that they are prepared when they sit review the structure of those sentences
the assessment. This is very important, or paraphrase; but at the same time,
since many candidates in translation candidates need to make sure that the
assessments say they ended up feeling translation accurately represents the
there was not enough time. information contained in the source text.

Candidates are advised to revise specific Finally, when preparing for the
topics covering areas in business and assessment, it may be helpful to consider
commerce, or government and public both the quantity and the quality of
service, depending on the unit they translating practice. The volume of
choose. This revision should include practice is vital, but so is planned
both ‘passive’ and ‘active’ practice, recovery time, otherwise there may be a
i.e. it may not be enough to read and feeling of ‘burn out’ and performance in
analyse texts in both languages but the assessment may drop. Practice should
should also include translating texts on be tailored to what will be really needed
those topics and identifying areas or in the assessment. When translating
terminology which should be reviewed, texts, candidates need to identify their
learned or researched further. weaknesses and work on them to achieve
a successful overall performance.
Candidates also need to practise writing
clearly in the target language. It may
be helpful to engage peers as target
language readers. If some sentences
are difficult to read or understand, it

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Study skills and planning your learning

It is crucial that candidates start planning Research skills and

their learning well in advance of the pre-translation analysis
assessment leading to the qualification. Research skills are vital for professional
This is particularly important for candidates development of translators and more
with less translation experience. specifically when candidates work on and
refine specific texts. In preparation for the
Candidates must identify the skills CertTrans assessment, candidates need to
which need to be further developed learn how to conduct searches for lexical
and improved. Language skills are items or particular issues they encounter
crucial since each translation task will when translating practice texts. They can
involve understanding the source text also learn from the experience of others
correctly (decoding) and rendering or and may consider joining translation
transferring the information into a target forums. Translators also find and bookmark
language (encoding) in such a way that the most useful reference sources. This
the text reads as if it had originally been work will not only expand candidates’
written in the target language. Writing knowledge but will also enable them to
skills in the target language should be analyse relevant lexical and grammatical
both accurate and professional and issues and find appropriate solutions.
demonstrate the ability to write in
a variety of different styles. Many translation problems
are resolved by revising and
The text produced should reviewing a wide range of
be as technically sound information ahead of assessment.
as possible in terms
of grammar, spelling, In the exam, candidates will need to
punctuation, carefully read the introductory assessment
accentuation and rubric in English which contextualises
so on. Candidates the topic of the text and offers some
ideally need information about target readership. This
to perform is important for understanding the content
regular writing and context of the source text and the
exercises with a required decoding and encoding of the
native speaker if information presented in it.
possible, to seek
feedback and Candidates will need to identify key terms
suggestions and decide how they should be encoded
for improvement. within the given context. They may also

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need to use dictionaries to research • What is the text type?
further any particular vocabulary, wording, • What is the text purpose?
proper names, cultural references or other • Which discipline and text specific
information. conventions are used?
• Are these different in the target
Before starting to translate, it is advisable language?
to read the entire source text. Initial
scrutiny of the source text is crucial at During pre-translation analysis, candidates
the beginning as it may not only reveal may also consider whether there are any
certain obvious features, some lexis and linguistic features that are not available
terminology and the basic argument or in the target language or may appear
logic of the text, but also point to some the same but have different associations,
cultural references, style and register, connotations, areas of usage or purposes.
semi-specialist terminology, abbreviations,
acronyms and extra contextual references Comprehension and related skills
which may need further reflection or (decoding)
research. Comprehension of the source text is
paramount and will have an impact on
Generally speaking, it is at the reading how the information understood from the
stage that potential challenges start to source text is encoded into the target text.
emerge and where candidates will shape The main indicator that a candidate has
their general strategy or framework for understood the source text is the accuracy
the translation assessment. In other words, of the translation: all information presented
reading is aimed at overall comprehension in the source text should be correctly
and positioning the content and context. transferred into the target text without any
additions, omissions or misinterpretations.
Although there are time constraints, the
importance of a thorough pre-translation It may be helpful to identify some common
reading of the source text should not causes of lapses in accuracy. These could
be underestimated. The final translation be as a result of the following issues:
will benefit from better understanding
of essential text markers which may help • An inability to grasp the overall meaning
build a picture of the text’s overall logic. of the entire sentence or paragraph, and
Thorough pre-reading will create a solid therefore resorting to literal (word-for-
framework for the entire translation. word) translation
• Guessing the exact meaning of specific
Overall, pre-translation analysis is aimed words or phrases instead of consulting a
at identifying the major ‘landmarks’ of the dictionary
source text to ensure the adequacy and • Issues with comprehension which lead
accuracy of translation. Candidates need to to mistranslation of words, phrases,
consider the following questions: concepts or technical terms

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• Omission of sections of translation either with the ability to deal creatively
because they were not understood, with various options in dictionaries is
there was a lack of attention to details important. Candidates also need to
or word or phrases were missed and, stand back from their translations and
as the result, the information was not ask themselves whether what they have
presented sufficiently accurately in the written in the target language conveys
target language. all of the information presented in the
source text and that all nuances and ideas
To ensure the transfer of all information are presented clearly for the intended
presented in the source text, candidates readership.
need to perfect their attention to detail.
Awareness of culture
There are many useful exercises which Another area which is important in
candidates may find on the Internet, translation is the awareness of cultural
however the most useful may be to practise differences. Candidates need to update
translations and check them against the themselves regularly on various issues
original to see whether they transferred all related to events in the country or countries
factual information correctly e.g. numbers, of their working languages. They should
measurements, proper names and the also have a good understanding of the
meaning expressed by such words as cultural contexts in both source and target
‘sometimes’, ‘often’, ‘may’, ‘might’, or language cultures. Cultural knowledge
‘already’. These are small but important includes values, systems, and how people
words which are often overlooked in view the world. Translators need cultural
translations. knowledge to grasp the full significance
or implication of the source text they are
To avoid inaccuracies in translation, translating.
candidates need to learn how to use
monolingual and bilingual dictionaries A source text could have references to
effectively and this includes cross-checking particular international issues. In this and
meanings as well as understanding the other cases, understanding the cultural
text itself. Candidates often underestimate context will help candidates navigate
the role of dictionaries in the translation such references. It is also important to
process. In some instances, it is advisable understand differences between source
that more than one dictionary is used to and target language cultures and culture-
verify the correct alternative. specific aspects of life: pastimes, customs,
socialising and such like.
It is vital that candidates treat dictionaries
as guides and balance their personal Candidates are advised to follow current
experience with the ability to select affairs in both languages and pay particular
an appropriate item for the particular attention to the language being used when
context. Combining attention to detail describing particular events. New lexical

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items appear in languages all the time interested in the topic’ or ‘for business
to describe new events and phenomena. people working in a particular region’,
Candidates need to be aware of them and then the translation and the target text
how to describe them in both languages. produced should also reflect the same
readership.
Candidates can extend their cultural
knowledge by: Candidates need to remember that
translation is not just about translating
• Living, studying and/or working in both words, phrases or sentences; it is about
source and target languages and cultures understanding ideas presented in
• Regular reading, watching, listening to the source text and transferring them
media in both languages, and paying effectively into the target language and
attention to linguistic issues associated culture. Candidates need to establish the
with specific events overall purpose of the text; identify the key
• Attending a variety of cultural events messages the author wants to convey and
• Researching culture-specific events or then proceed to finding appropriate means
topics which they may not be familiar of conveying those ideas into the target
with language.
• Having a native speaking mentor to
guide and advise Word-for-word or literal translation
may lead to the production of stilted
Transfer the information into the or inappropriate style in the target
target language (encoding) language and may also result in some
In the assessment the presentation misinterpretations which could confuse the
of information in the target language target readership.
(encoding) must respect the norms of
the target language, e.g., grammar, Coherence of sentences, text cohesion
punctuation, sentence structure, text and organisation of work may suffer when
cohesion, the use of terminology etc. The candidates adhere too closely to source
accuracy with which the information is language sentence structures and patterns.
presented in the target text is central in The target text may read awkwardly for the
translation. target readership or even be difficult to
understand. It is important to learn, while
When presenting decoded information in practising translation exercises, how to
the target text, candidates need to pay present information in the target language
special attention to the choice of register, so that it reads as if it has originally been
appropriate vocabulary, terminology and written in that language, and at the same
idioms. They must all reflect the intention time accurately covers all ideas expressed
of the source text. In other words, if the in the source text. This is the central
original source text was written ‘for the challenge of translation.
educated lay-person’ or ‘for the readership

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 Candidates should use their
analytical language skills to deal
with semi-specialised terminology
in both source and target
languages.

It is also important to note that candidates

should avoid the use of informal language,
for example: ‘doesn’t’, ‘can’t’, or ‘won’t’
in English, unless this is the style of the
source text. It is therefore important that
candidates allocate time at the end of each
unit for a review of their text, to ensure
that it adheres to the norms of the target
language and reads appropriately for the
intended context and audience.

Tips for refining language and preparing for your assessment

• Set learning goals – • Use a language App

short and long term
• Visualise words you are
• Challenge yourself daily reading, learning or speaking
to make memory connections
• Learn common vocabulary
(approximately 15,000 to • Test yourself regularly
25,000 words) and word
• Talk to yourself in the other
families
language and think in it as
• Use flash cards for reference much as possible
and self-checking
• Practice with word games
• Connect with native speakers (word of the day; crosswords
etc)
• Stay abreast of the culture
of the language • Watch movies with subtitles
in your target language
• Practise speaking

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Potential careers for language
professionals

Those candidates who achieve the

CertTrans have demonstrated skills which
will help them progress in their translation
careers. They can then further develop
specialisms such as medical, business,
legal, etc. or develop knowledge in new
areas or fields from economics, science and
technology to arts and culture. They may
consider becoming freelance translators,
working with or through translation
agencies, or in-house translation roles.
To be qualified as a translator opens a
world of opportunity globally.

International organisations they may continue to work in translation

Some candidates may be interested in and translate texts in their free time.
working for international organisations e.g. Inspiring and educating young people to
United Nations, FIFA/UEFA/IoC, UNESCO, learn a second or third language is a vital
The European Commission (EU), ECRB and contribution to society.
many others. These organisations usually
consider your previous experience and Writing and authoring
qualifications. Having the CertTrans will Translation is all about the written word.
prove you have the skills and experience in Many translators may be writers and
translation and that you have the necessary become excellent translators of literature.
skills to work successfully in an international For others translation is like a ‘professional
context. hobby’; they enjoy working on ‘translation
puzzles’ and finding the best solution when
Teaching translating from one language into another.
Language professionals often combine
teaching and translating. They may Copywriting
teach languages, translation or other This is another potential area for career
related subjects at universities or other development. A copywriter creates texts
institutions, and may conduct research to describe products or services for
in the field of languages, translation and consumers and businesses. A translator-
many other subjects. At the same time, copywriter takes a text and converts it to

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a different language, for example, for a that they can manage events in different
website that has multiple language options countries, with international guests or
or a product that is being distributed international contractors and contributors.
outside the country where it was produced. Close attention to detail is a must,
language skills are essential, and cultural
This job is highly creative as the translator awareness and sociability are distinct
needs to convey not just the words, but advantages too.
be persuasive and clear, and to retain the
appropriate tone and brand style for target Marketing and social media
readers. They may also need to make Social media is key for contemporary
adjustments for different vocabulary and marketing practice. Tweets, posts and
cultural variations. ads can be instantly viewed around the
world, making social media a vital source
Cultural advising of revenue and marketing advantage for
A cultural adviser may work for a today’s companies as well as a vital part of
government, a Non-Governmental social, political and cultural life.
Organisation (NGO), the United Nations
(UN) and affiliates or any organisation Just like a copywriter, the social media
that deals with multiple languages when analyst must capture the essence of a
developing policy or planning international text and translate it in a way that both
strategy. They research and collate relevant retains the clarity and intent of the original
documents and sources, and may translate and captures the interest of the target
them, create a summary in the local audience in their language. Digital content
language, or both. must be written in appropriate style for
tweets, posts or any other social media.
Cultural advisers may offer briefings or any This requires cultural awareness, marketing
other information to organisations sending savvy and creative flair.
their colleagues abroad, or those who
already work internationally and require Despite the significant progress in the
advice when conducting negotiations development of translation software,
or dealing with other issues. Supporting cultural sensitivity and a human touch
analysis, diplomacy and cultural sensitivity continue to be essential for translation and
in publications, texts and reports are all communication globally.
essential skills for organisations globally.
Localisation and Transcreation
Event coordinators These are two other areas which require
Translators may work as event coordinators. a combination of high-level skills in
They plan, organise and promote meetings translation and creative writing. Localisation
and events. Companies and organisations is the process of adjusting the functional
with international exposure often require properties and characteristics of a product
event coordinators to be bilingual so to accommodate not only the difference

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in language at a basic translation level
but also the cultural, political and legal
differences of a foreign market.

Transcreation goes beyond the language

to address cultural adaptation by adapting
nuances, idioms, speech and specific
phrasing. This may involve adapting or
even completely changing or substituting
wording, images, or even video. To
successfully transcreate a message, it must
elicit the same emotional response in the
target language as it did in that of the
source language. Editing and proofreading
Many translators work as editors, proof
Gaming readers, verbatim reporters (e.g., UN) or
Gaming is a vast global market. Video revisors in publishing and international
game translators and testers work closely organisation.
with game designers to ensure accuracy in
the translation of game text and dialogue Other related fields
for international editions. They proofread Translators also work or apply their
written text and play games at length to translation skills in government, public
look out for appropriate adaptation and services, the Armed Forces, security,
continuity as well as technical bugs. They intelligence, software development,
may be required to write reports and neurolinguistics, psycholinguistics and
summaries and to carefully log errors and many other related fields.
bugs for developers to address.
Wider skills
Advanced language skills, as evidenced
by the achievement of the CertTrans,
demonstrate candidates have important
wider professional skills including: attention
to detail, time and project management,
mental agility, multicultural and self-
awareness and self-discipline.

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And finally…
Some encouraging language facts

Learning a second language makes

it easier to learn a third or fourth
because your brain becomes more
efficient at managing volumes of
information and sensitivity to sounds.

Having a second, third or forth language

can also help to delay cognitive decline.
It is never too late to learn There is a consistent and growing body
another language. Whilst young of research that finds that bilinguals and
people have the apparent ability multilinguals can stave off symptoms
to learn more quickly and with of dementia for longer than their
more ease, adults can learn another monolingual counterparts.
language as effectively with time,
practice and immersion. With the
addition of numerous language
learning Apps and ubiquitous online
language content, there has never
been a better time to learn another
new language. The benefits of having several
languages include: improved
cognitive functioning, greater
employability and social and
cultural adaptability. They are
also great fun!

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Information on resources and references

There are many resources for reference and revision that may support your studies. As an
Awarding Organisation we do not recommended or endorse third-party resources.

Assessment resources
The assessment is ‘open book’ which means candidates may use the following:
• Hard copies of general bilingual, monolingual, and specialist dictionaries
• Published glossaries and / or personal word banks
• Various reference materials including encyclopaedias

Assessment related materials

Depending on the units chosen, candidates should familiarise themselves with as wide a
range of source materials relevant to that context as possible.

Books
• Abbott, D. (1998) Culture and identity. London: Hodder and Stoughton.
• Baker, M. (2011) ‘In other words’. London: Routledge.
• Dollerup, C. & Vibeke, A. (eds.) (1995) Teaching Translation and Interpreting 3.
Amsterdam: John Benjamins Publishing Company.
• Fawcett, P. (1997) Translation and language. Manchester: St Jerome.
• Hall, S (1997) Representation: cultural representations and signifying practices, London:
Sage in association with the Open University.
• Hickey, L. (ed.) (1998) The Pragmatics of Translation. Clevedon: Multilingual Matters Ltd.
• Krouglov, A. (2013). Do Language Policies Influence Translation Training more than they
ought to? Undoing and Redoing Language Planning and Translation Policy. CIUTI-Forum
2012. Peter Lang. Doi:10.3726/978-3-0352-0219-9
• Krouglov, A. (2018) Translating Taboo Words in Political Media Discourse - Challenges for
Translators. Proceedings of the 8th International Research Conference: Topical Issues of
Linguistics and Teaching Methods in Business and Professional Communication. Moscow:
RUDN.
• Lewis, R.D. (2006) When cultures collide. 3rd edn. Boston: Nicholas Brealey International.
• Malyuga E., Krouglov A., Tomalin B. (2018) Linguo-cultural competence as a cornerstone
of translators’ performance in the domain of intercultural business communication.
XLinguae European Scientific Language Journal. DOI: 10.18355/XL.2018.11.02.46
• Mossop, B. (2014) Revising and editing for translators. 3rd edn. Manchester, UK and
Kinderhook (NY), USA: St Jerome Publishing.
• Newmark, P. (2003) A textbook of translation. Clevedon: Multilingual Matters.
• Samuelsson-Brown, G. (2010) A practical guide for translators. 5th ed. Bristol:
Multilingual Matters.

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• Greenbaum, S. and Nelson, G. (2002) An introduction to English grammar. London:
Longman.
• Hatim, B, and Mason, I. (1997) The translator as communicator. London: Routledge.
• Sin-wai, C. (ed.) (2015) The Routledge encyclopedia of translation technology. London/
New York: Routledge (Chapters 1-3, 5-6).
• Byrne, J. (2006) Technical translation: usability strategies for translating technical
documentation. Dordrecht: Springer.
• Declercq, C. (2011) ‘Advertising and localization’, in Malmkjær, K. and Windle, K. (eds.)
The Oxford handbook of translation studies. Oxford and New York: Oxford University
Press, pp.262-274.
• Desblache, L. (2001) Aspects of specialised translation. Paris : La Maison du Dictionnaire.
• Perteghella, M. and Loffredo, E. (eds.) (2006) Translation and creative writing:
perspectives on creative writing and translation studies. London and New York:
Continuum.
• Shuttleworth, M. & Cowie, M. (1997) Dictionary of Translation Studies. Manchester: St
Jerome.
• Wright, S.E., and Wright, L.D. (1993) Scientific and technical translation. Amsterdam:
John Benjamins.

Examples of language specific publications (illustrative)

Arabic
• Dickins, J, Hervey, S. & Higgins. I. (2002) Thinking Arabic translation: course in translation
method, Arabic to English. London: Routledge.
• Hatim, B. (1997), English-Arabic/Arabic-English translation a practical guide. London:
Saqi.
Chinese
• Chan, Sin-wai (Ed.) (2018) An Encyclopaedia of Practical Translation and Interpreting.
Hong Kong: The Chinese University of Hong Kong Press.
• Shei, Chris, & Gao, Zhao-Ming (Eds.) (2017) The Routledge Handbook of Chinese
Translation. London & New York: Routledge.
• Lu, Gusun (Ed.) (2007) The English Chinese Dictionary. 2nd Edition. Shanghai: Shanghai
Translation Publishing House.
English
• Carter, R. and McCarthy, M. (2006) Cambridge grammar of English: a comprehensive
guide. Spoken and written English grammar and usage. Cambridge, New York:
Cambridge University Press.
• Crystal, D. (2004) Rediscover grammar. London: Longman.
• Duff, A. (1981) The third language: recurrent problems of translation into English.
Oxford: Pergamon.

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French
• Astington, E. (1990) Equivalences: translation difficulties and devices: French English,
English French. Cambridge : Cambridge University Press.
• Chuquet, H. (1987) Approche : linguistique des problèmes de traduction Anglais-
Français / Français-Anglais. Paris : Ophrys.
• Guillemin-Flescher, J. (1993) Syntaxe comparée du Français et de l’Anglais : problèmes
de traduction. Paris: Ophrys.
• Hervey, S. & Higgins, I (2002) Thinking translation, a course in translation method: French
to English. London: Routledge.
• Morton, J. (1993) English grammar for students of French. Michigan: The Olivia and Hill
Press.
• Vinay, J. P., Darbelnet, J. (1995) Stylistique comparée du Français et de l’Anglais :
méthode de traduction. Paris: Didier.
German
• Wolf, F. (2003) Technik des Übersetzens. Englisch und Deutsch. Munchen: Hueber.
• Hervey, S., Loughridge, M. and Higgins, I (2006 Thinking German translation. A course in
translation method: German to English. London: Routledge.
• Humphrey, R. (2007) Grundkurs Übersetzen Deutsch-Englisch. Stuttgart: Klett.
• Kars, J. und Häussermann, U. (1993) Grundgrammatik Deutsch. Frankfurt am Main:
Diesterweg.
Spanish
• Hervey, S. (1995) Thinking Spanish translation: a course in translation method, Spanish to
English. London: Routledge.
• Laviosa, S. (2006) Linking wor(l)ds. Lexis and grammar for translation. Naples: Liguori.
• Spinelli, E. (1994) English grammar for students of Spanish. Michigan: The Olivia and Hill
Press.

Journals
• Adab, B. and Valdés, C. (eds.) (2004), ‘Key debates in the translation of advertising
material’, The Translator. Special issue, 10(2).

Online websites, journals, and blogs:

URLs are subject to change due to moving of webpages by organisations and we cannot
guarantee that the following references will remain accurate.

• The Journal of Specialised Translation: Available at: http://www.jostrans.org/

• Lionbridge Marketing (2016) ‘Neural Machine Translation: How Artificial Intelligence
Works in Multilingual Communication’. Available at: https://www.lionbridge.com/
• TAUS/CNGL (2011) ‘Machine translation post-editing guidelines’. Available at
https://www.taus.net/

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• Vashee, K. (2016) ‘Comparing Neural MT, SMT and RBMT – The SYSTRAN perspective’.
Available at: http://kv-emptypages.blogspot.co.uk/
• Vashee, K. (2017) ‘An examination of the strengths and weaknesses of Neural Machine
Translation’. Available at: http://kv-emptypages.blogspot.co.uk/
• Slator: https://slator.com/ (language services and technology market news).
• eMpTy Pages: http://kv-emptypages.blogspot.co.uk/ (on translation technology,
localization and collaboration).
• Multilingual Computing: http://www.multilingual.com/ (as e-resource via Library
Services).
• C World: http://www.tcworld.info/
• Translation Journal: http://translationjournal.net/journal/

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