translators and localisers Luca Morado Vzquez Silvia Rodrguez - PowerPoint PPT Presentation

Teaching XLIFF to translators and localisers Lucía Morado Vázquez Silvia Rodríguez Vázquez University of Geneva

Contents o Rationale o Previous considerations o Teaching methodology o Module contents o Case study -> Standards seminars at UAB o Lessons learnt and future work 2

Our objective Empower the translator He/she needs to be in control of (and understand) the files he/she is manipulating. 3

2013 Translation Environment Tools Survey, Kevin Lossner 4 http://www.translationtribulations.com/2014/01/the-2013-translation-environment-tools.html

XLIFF 1.2 Own custom Tool Name Support extension Alchemy Catalyst 10 Yes Yes Araya XLIFF Editor Yes No Yes No Microsoft LBA 5.3/MLP 5.3 Yes Yes MemoQ 5.0.64 Yes Yes MultiTrans Prism Okapi Framework M16 Yes Yes Yes No OmegaT 2.3.0 Yes Yes SDL Trados Studio 2011 SP1 Yes No Solas v1 Swordfish Translation Editor Yes No Translation Factory 4.5.14 Yes Yes Yes Yes Translation Workspace 1.10 Yes Yes XTM 6.2 XLIFF support in CAT tools. Filip & Morado Vázquez (2013) 5

Rationale Advantages of XLIFF (..) Tool independent: XLIFF allows the creation of better quality tools as the tool providers are concentrating their work on improving the tool rather than on providing filters for different formats. It also has the advantage of allowing localizers to be expert in a small number of tools they know very well rather than being less expert with a wide range of tools. XLIFF 1.2 White Paper (2007), p.6 6

Initial considerations o Where could it be taught? o Students’ technical background 7

Initial considerations Where could it be taught? In a translation related degree: o Localisation (and project management) Undergraduate level BA in Translation Postgraduate level MA in Translation o XML and multilingual documents Postgraduate level MA in Translation o Localisation standards seminar Postgraduate level MA in Translation Technology 8

Initial considerations Students’ technical background o Mix of technical and non technical backgrounds (specially at MA level). -> We need to start from zero, but taking into account also the advanced students. o Markup languages’ knowledge is required (at least basic html). o Basic principles of XML are also needed. 9

Teaching Methodology Theory is combined with hands-on sessions and labs. Students have to develop their own problem solving techniques -> Constructivism approach 10

Module Contents o XML basic concepts (reminder) o Introduction: standards of localisation o History and development of XLIFF o Extraction-merge paradigm o Advantages of using XLIFF o Support in CAT tools o Main XLIFF elements and attributes 11

Module Labs and Hands-on sessions Creation of a (minimal) XLIFF file Validation using XLIFF Checker 12

Module Labs and Hand-on sessions XLIFF Quiz Inspect an XLIFF file Answer to the questions 13

Module Labs and Hand-on sessions Corrupted XLIFF files Inspect the code Create a bug report Fix the file They have to develop their own problem solving techniques 14

Standards seminar at UAB 15

XLIFF y estándares de localización MA in Translation Technologies (Màster en Tradumàtica) o 8 hours seminar. o It belongs to the module (2 nd term): Web, multimedia and videogame translation. o February 2014. 16

Module objetives Acquire advanced knowledge on o Theoretical background on main localisation standards. o Technical aspects of XML based formats 17

Module structure and contents Contents Labs Tools 1. XML a) XML and localisation Creation of a XML file Exchanger XML Editor b) Filters for XML Filter for XML in a CAT tool SDL Trados 2011 18

Module structure and contents Contents Labs Tools 2. Localisation standards Division of a TMX file. Notepad++ a) LISA standards Creation of a minimal XLIFF file XLIFF Checker b) OASIS XLIFF XLIFF Quiz Any tool they want … Corrupted XLIFF files 19

Module structure and contents Contents Labs Tools 3. Standards in OS Gettext system Linguistic QA testing of a game, SuperTuxKart Tinygettext fixing the errors in the po file. Virtaal Notepad++ 20

Feedback from students General appreciation 9.3/10 The learning process was adequate 20 18 16 14 12 10 8 6 4 2 0 Yes No 21 https://docs.google.com/spreadsheet/ccc?key=0AqulmYUd46OOdG9talF4MXp6cG9OQlg5R25NYWh1X3c&usp=sharing#gid=0

Feedback from students The content of the seminar has fulfilled my expectations 20 18 16 14 12 10 8 6 4 2 0 Yes More or less No 22

Feedback from students The objectives of the seminar were achieved 18 16 14 12 10 8 6 4 2 0 Yes Partially No 23

Feedback from students The materials of the seminar were adequate 20 18 16 14 12 10 8 6 4 2 0 Yes No 24

Feedback from students The difficulty level was adequate 20 18 16 14 12 10 8 6 4 2 0 Yes, it was. No, it was not. No, it was not. Something was missing. Many things were missing. 25

Feedback from students Do you think that you could apply the acquired knowledge to your professional life? 18 16 14 12 10 8 6 4 2 0 Yes No I do not know 26

Feedback from students Other comments Creo que esta asignatura debería darse más pronto y tener más horas, ya que hemos visto mucha materia en poco tiempo. Además, mucho de lo que hemos dado es básico para entender mejor cómo hacer filtros o corregir archivos ocultos, temas que sería mejor conocer más al inicio del curso. I think this seminar should be taught earlier and it should have more hours , as we have seen a lot of topics in a short period of time. Moreover, what we have learnt is basic to understand how to create filters or fix hidden files, it would be better to know how to do that earlier. 27

Feedback from students Other comments Es muy útil de cara a nuestro futuro profesional. It is very useful for our future professional career . 28

Feedback from students Other comments Quizás fue mucha información concentrada en poco tiempo. Sin embargo, las actividades prácticas fueron muy interesantes y nos sirvieron para entender mejor en qué consiste un estándar como XLIFF. Maybe it was too much information in a short period of time. However, the practical labs were very interesting and they helped us to better understand how a standard like XLIFF works. 29

Feedback from students Other comments Ha sido una asignatura demasiado comprimida. Deberíamos haber tenido alguna sesión más. The seminar was too “compressed”. We should have had some more lessons on the topic. 30

Lessons learnt and future work o XML background should be a must. o XLIFF should be taught at the end of the semester. o The smaller the group, the better iteration (hands-on session) o Gather more real data and problems related to XLIFF o Introduce XLIFF 2.0 31

References o Anastasiou, D. (2010). Survey on the Use of XLIFF in Localisation Industry and Academia , in: Proceedings of Language Resource and Language Technology Standards – state of the Art, Emerging Needs, and Future Developments Workshop, 7th International Conference on Language Resources and Evaluation (LREC), Malta. pp. 50 – 53. o Filip and Morado (2013). XLIFF Support in CAT Tools. Subcommittee Report. http://www.localisation.ie/sites/default/files/SurveyReport2ndEditionAppr oved.pdf o Lossner, K. (2013) Translation Environment Tools Survey, http://www.translationtribulations.com/2014/01/the-2013-translation- environment-tools.html o XLIFF TC (2007). XLIFF 1.2 White Paper. https://www.oasis- open.org/committees/download.php/26817/xliff-core-whitepaper-1.2- cs.pdf 32