Hybrid Workflows in Translation Integrating GenAI into Translator Training

Contents

List of Figures

List of Tables

Introduction

References

Chapter 1: (R)evolution of translation technology

Overview of the chapter

1.1. History and evolution of translation tools

1.1.1. Machine translation

1.1.2. Computer-assisted translation (CAT) tools

1.1.3. Translation management systems

1.1.4. Writing assistants and checking tools

1.1.5. Generative artificial intelligence in translation

1.2. The Current state of translation technology

1.3. Stages of AI development

References

Chapter 2: Translator-AI interaction

Overview of the chapter

2.1. Augmented translation

2.2. Hybrid workflows in translation

2.3. The impact of technology on translator profession: new avenues and new anxieties

2.4. Ethical considerations in AI-assisted language service provision

References

Chapter 3: Translators as AI-assisted language specialists

Overview of the chapter

3.1. Translators’ new roles and status

3.2. Future translator expertise: what is missing?

3.3. Technical skills for hybrid workflows

3.4. From anxiety to digital resilience

3.5. Personal resources and metacognitive capacity

3.6. The translator’s self-concept in AI interactions

References

Chapter 4: Attitudes towards AI in translation: an academic exploration

Overview of the chapter

4.1. Research design

4.2. Limitations of the study

4.3. Data analysis

4.3.1. Findings on the use of AI technologies in translation

4.3.2. Perspectives on GenAI integration in translator education

4.3.3. Risks associated with using GenAI tools in translator training

4.4. Summary of the findings: challenges and lessons learned

References

Chapter 5. Implications for translator training

Overview of the chapter

5.1. To teach or not to teach?

5.2. What’s in it for translation students?

5.3. Suggested ways of introducing AI-assisted translation practice

5.3.1. Exercises in AI-assisted translation

5.3.2. AI tools for terminology management

5.3.3. AI-assisted quality assessment

5.3.4. AI-generated feedback

5.3.5. Ethical code of conduct in AI use

5.4. Fostering personal resources in translator training

5.4.1. Self-reflection: what am I missing?

5.4.2. Self-efficacy: building digital resilience

5.4.3. Self-concept: reducing technological anxiety

References

Chapter 6: Final reflections

Appendix

Index

Biography

Michał Kornacki is Assistant Professor at the Institute of English Studies at the University of Łódź, Poland.

Paulina Pietrzak is Associate Professor at the Institute of English Studies at the University of Łódź, Poland.