Digitally Assisted Translation: Challenges and Solutions

This article discusses the growing demand for speedy translation in the globalized world and the role of digitally assisted translation in meeting this demand. It explores the challenges faced by translators in matching the literary competency of different cultural backgrounds and the need for more efficient and accurate methods of translation. The article also provides insights into the process of digitally assisted translation and the various software tools used in the field. Additionally, it discusses the impact of technology on language learning and the challenges faced in translating literary texts.

Running Head: ENGLISH 1
Digitally assisted translation
Author's Name
Institutional Affiliation

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Introduction
Recent technological developments and global transits and movements have led to a
growing demand for communication and exchange of information. The increased dissemination
of knowledge has led to expanding demand for speedy translation around the world. The solution
lies in Digitally assisted translation or Computer-Assisted Translation, which is now an essential
practice in the world of translation as it speeds up the translation process. Despite the widespread
reliance on computer-assisted translations or digitally assisted translation tools, specific
challenges still exist for the translation market when it comes to matching the literary
competency of different cultural backgrounds.
Need for translation
The translation market has grown at a rapid pace to meet the political, social, and
economic needs of the world. The different aspects of modern life have necessitated the need for
not just a speedy translation but more efficient and accurate methods of translation. The socio-
economic necessity compels the need to find a cheaper and faster solution to access information
stored in databases, that may or may not be in the native language. As a result, there is a growing
need for translations, and new technologies have come up to meet the pressing needs. The
productivity and quality in translations hold great importance in the translation market. The
translation process is faster and of high quality because of the use of translation tools. The users
of Computer-Aided Translation tools carry a positive attitude towards these tools, as asserted by
Cetiner (2018).
The businesses need to incorporate strategies for multilingual and multicultural
communication and address the exponential rise in the digital content and data that is getting
created. There is a phenomenal amount of audio, video, photo, or text that is being created,

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managed, stored, and transformed on a computer (Mellinger, 2014). The digital data needs to be
managed and understood and given the multilingual nature of international commerce; the data is
stored in multiple languages. The data needs to be translated from one language into another and
rely on translation services to meet the ever-increasing volume of digital content. One of the
significant challenges for the language teachers today is to configure out the best digital
technologies that can create meaningful linguistic experiences for students. The solution lies in
making use of new and useful technologies in a content-rich learning environment (Taylor,
2013).
It is essential to use digitalization, information extraction and machine translation to
make information stores in the library shelves to reach a wider audience. The process of
extracting knowledge and express the predefined notions in a particular field of knowledge is
seen as text mining. The process relies on computer-based devices for a semantic investigation of
vast amounts of text automatically, or semi-automatically (Wiedemann, 2013). Several
multilingual translators and interpreters work in a Language Services Department. For example,
the Hispanic Center Language Services Department employs translators and interpreters who are
proficient in Spanish, English, and other indigenous languages (Gonzales, 2018). They play an
essential role in facilitating communication between community members. The multilingual
community members are trained to become professional translators and interpreters.
Digitally assisted translation
The translators, in the past couple of decades, have been incorporating new technologies
in their daily work. Any professional translator makes use of some tool that allows management
in terminology. However, most translators need more specialized tools for their daily tasks to
incorporate all the features (Polo, 2013). Computer-Assisted Translation tools carry certain

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features to meet the translation needs. For instance, the Translation Memory System component
creates bilingual text files memories to store segmented texts and allow their retrieval.
Terminology Management System helps in the creation of databases while the Alignment Tool
segments align two bilingual transcripts that are not managed with a CAT tool. External editors
are part of Computer-Assisted Translation tools to support an intermediate format. CAT tools
also help to maintain quality, work as a spellchecker, and promote the precise use of terminology
as stated by Polo (2013). These features and components can vary from system to system.
The digitally assisted translation is carried out by various software tools such as
Wordfast, Across, Star Transit, SDL Trados, and more (Serpila, Durmuşoğlu-Köseb, Erbekc, and
Öztürkd, 2016). SDL Trados is one of the most favored tools in the translation segment and
comprises of three components, the translation memories, project management, and terminology
management. SDL is a sophisticated translation tool that has been designed for professional
translation. When the software is applied in the translation workflow, it provides the translator
with a wide range of options to optimize the translation work. Some of those features include
concordance search, active terminology recognition, auto-propagation, AutoSuggest,
QuickPlace, and real-time preview (Polo, 2013). Once the task is over, the translator can conduct
a quality check for spellings, inconsistencies, punctuation, grammar, and terminology. Apart
from SDL Trados Studio, there are other popular tools available like Wordfast, MemoQ, Déjà
Vu, Transit, and Across that come with a great deal of variation as asserted by Polo (2013).
The language professionals and translators interact and rely on computer technology on a
daily basis and are getting increasingly reliant on computer technology. When doing a
translation, a translator works with two languages, the source language, and the translated
language. The texts provided and produced are the source text and the target text. Translators

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work in specific areas, and each field of specialization has its own jargon. Thus, translators
working on financial documents are unlikely to work on scientific papers (Buttacavoli, 2014).
The translation industry delivers new insights into the association between humans and the
technologies used by them. The already-adopted technologies and the use of cognitive models
by translators’ impact society. The technology adoption and use of cognitive methods rely on the
cultural and individual levels, and it is how each individual chooses whether or not to use a
certain translation technology as stated by Buttacavoli (2014).
The process of Digitally assisted translation
The translators often work in digital environments and interact with digital technologies
in their written translations (Gonzales, 2018). The linguee digital translator is often used for
translations. The workflow process of translation based on various relevant technologies
comprise of computer-assisted translation (CAT), crowdsourced translation (CST), and machine
translation (MT). CAT workflow begins with the preparation of the source text that is imported
in the translation environment of specialized software. Commonly used tools comprise of
translation memory (TM), term management, and dictionaries, as asserted by Buttacavoli (2014).
The process of translation starts with accessing the text within the software, where it is
split into segments is based on full stops. The translated segment is first approved before
assigning the next segment for translation. The source and target translation components are thus
saved to the translation memory, and those units are recalled in case of any similar units in a
future translation (Serpila, Durmuşoğlu-Köseb, Erbekc, and Öztürkd, 2016). MT program is
used to translate just-for-information, and the machine translated text is submitted to a post-
editor. The computer program carries out the bulk of the translation work in MT, and a high-
quality translation can be expected once post-editing is over. CST relies on crowdsourcing, and

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the CST projects are conducted online where the translation gets published, and it may or may
not be reviewed by a professional editor (Buttacavoli, 2014). As asserted by Mellinger (2014),
the translators rely on the Translation memory (TM) tools and work on the source language (SL)
to render a target language (TL) version. The SL and TL segments are stored as translation units
in a database for subsequent reference and reuse.
Computer-assisted learning and translations
Technology has played a defining role in the translation sector, and it has become critical
for professional translators to be well versed with the translation tools. According to Mertzani
(2011), computer-assisted language learning is meant to outspread the learners’ opportunities of
the students engaged in the learning of a second language. Linguistic input is made more
comprehensible to the learner through numerous modifications like simplification, clarification,
repetition, and translation. Additional grammatical phrases and clauses are provided to upsurge a
learner’s understanding of the language. A study of the effectiveness of a college-level
progressive online Japanese course reflects that the online course teachers must familiarize
themselves with the course materials and technology savvy to empower the online course
(Tateyama, 2015). The learning and acquisition of second language learners rely a lot on the
materials and methods used by them. When their learning corresponds to their real-life needs and
academic purposes, the learning materials claim to represent authenticity (Yamada et al., 2011).
The Computer-Assisted Translation tools have become a staple for professional
translation and allow a more effectual, speedy, and reliable translation process. Still, despite their
usefulness for translation, these tools can assist in translating but do not facilitate language
learning. In colleges and universities, language learning programs exist along with translator
training programs (Fernández-Parra, 2016). However, foundational skills such as reading,

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writing, grammar, speaking, listening, and vocabulary are essential in language learning. Thus,
the staff and the students are well familiar with the software for translation and various
Computer-Assisted Translation tools. Latest trends in international higher education show an
increasing reliance on virtual learning environments and technology-enhanced education. The
virtual learning environments allow a structured course material to be shared on an online
platform (Habib, Johannesen, & Øgrim, 2014). However, diverse institutions and various
professions use technology in different ways. What adds to the challenges for online education is
the growing diversity among students regarding language, academic background, and culture.
According to Habib, Johannesen, & Øgrim (2014), younger students carry a higher level of
technical proficiency and are more digitally literate as they are exposed to various virtual
learning environments. Most students resort to technological help and use translation tools such
as Google Translate or Lingui to understand lectures.
Challenges with literary texts
The dynamics between human beings and machines is reflected in the relations between
natural language and computer codes when the cultural and social layers get automated. Cultural
and literary investigation of those layers will measure if the intersemiotic rhetoric textuality of
the original literature and poetry carries the particular semantics and features of verbal language
(Portela, 2011). The role of electronic literature is to cultivate a better relationship between code,
meaning, and culture. More recently, the scholars are taking an increasing interest in literary
genres within the digital multimedia environments. They want to know as to what happens when
digital tools are used to create, express, and interpret literary texts and poetry (McVee, Bailey &
Shanahan, 2008). It is essential for teachers to understand the digital tools used by the students.

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Curricular interventions of literature in the digital age invites questions materiality. For a
non-native student, the digital content in the study of a foreign culture can create different
experiences from the one encountered in the native culture. For example, the digital version of
the Spanish edition of Don Quixote with engaging Gustave Doré illustrations challenges the
authority and authenticity of texts in a digital age (Boyle & Hall, 2016). The popularity of Don
Quixote stems from the historical and cultural values to propagates. A study of English
translations of “experimental” novels by German authors investigated whether translators
employed lexical creativity in translation. The study reflects an overall tendency towards
normalization depending on individual translators (Zanettin, 2017). The translated text is
influenced by a specific source text, individual translators, and the language being translated. For
example, when English translators from Dutch tend to use more name mentions when compared
to Dutch translators translating from English.
Although the translation memory tools are believed to make the overall process of
translation easier and faster, it is essential to understand the impact of technology and the
translation process on the translators. The link between the cognitive efforts made by the
translators and the use of translation memories need to be explored, as stated by Mellinger
(2014). Specific segments and texts may be more difficult for translators to edit and the cognitive
effort and translator behavior can vary across different languages and with various experience
levels of the translators. The translator’s cognitive effort when working with translation memory
tools manifests a significant difference when editing and translating. Translators translate a
segment based on their understanding of the text, their translation style, and experience
(Mellinger, 2014).

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As asserted by Gonzales (2018), for successful translations in a professional office, a
thoughtful modification based on cultural knowledge and digital tools is essential for particular
audiences and circumstances. Literary translations must combine quantity with quality and can
significantly benefit from annotation-intensive work, as asserted by Zanettin (2017). The
Computer-Aided Translation tools do not work properly with literary texts, and most translators
rely on manual name tagging when translating the literary text for their own language and
culture. One needs to make accurate translations, especially in the medical field, where there is
ample use of medical terminology that can influence the understanding of medical information.
The background and culture of international students can impact their learning
experience. The concepts of inscription and translation are essential elements in the larger picture
of education. The curriculum and study programs are the result of a well-defined curriculum and
an institutional version of this curriculum. It is essential to note how the appropriations or
“translations” emphasize more on traditional national background and do not take into account
the international involvement in the courses (Habib, Johannesen, & Øgrim, 2014). Current
research finds ambiguity in appropriate terminology translation to match with the international
terminology. The administrators look at it as an urgent issue in higher education that lacks
consistent and standard terminology translation to create an agreement on higher education
perceptions. The significant barriers that prevent the use of typical terminology are the absence
of a translation office and common standards for rendering translations (Serpila, Durmuşoğlu-
Köseb, Erbekc, and Öztürkd, 2016).
Practically, computer-assisted translation is a complex process where the texts get
translated into different target languages. Thus computer-assisted translation result is an
enormous saving of time and provides accurate results. Despite the efficiency and accuracy,

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some translators do not approve machine translation as they believe in the aesthetic criteria that
work behind translation.
Conclusion
Computer-Assisted Translation tools have become both indispensable and popular in the
translation market. There are easily accessible online and electronic resources for the translators
to assist them in the translation tasks. However, Computer-Assisted translation tools carry both
advantages and disadvantages. The use of translation tools can indeed promote better quality and
save time and thus deliver some gains. One can expect lower costs, shorter turnaround, and less
dependency as translators make use of electronic dictionaries and spelling checkers.
Nevertheless, the Computer-Assisted translation tools are more effective with technical
documents that carry a considerable number of repetitions. On the other hand, these tools are not
very efficient with literary texts where the context of the figurative writing and language carries
a more critical role. Although the machine translations cannot replace the human translators, the
professional translators should learn to exploit the potential of the new technologies to raise the
quality of production. The challenges remain, but the computer-assisted translation tools have
given the freedom to the user to raise their productivity and quality.

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