A Study Of Localization Translation Curriculum From The Perspective Of The Sociology Of Profession

The professionalization of localization industry has presented new requirementson translation teaching, as the traditional translation teaching no longer satisfies themarket requirements. Therefore there is necessity to re-examine the translationteaching from the perspective of the sociology of profession so as to satisfy therequirements of the industry's professionalization.This study, on the basis of the control theory in the sociology of profession,analyzes the role that the localization translation teaching plays in theprofessionalization of localization industry, and thus finds out the requirements fromthe industry's professionalization on localization translation teaching, and thenproposes new thoughts on a localization translation curriculum with an ultimate goalto better satisfy and push forward the professionalization development of the currentlocalization industry in China. The research questions include:1. What is the role ofinstitutional training in the professionalization development of localization industry?2. What are the requirements from the industry's professionalization on localizationtranslation teaching?3. How to set up a localization translation curriculum inaccordance with the requirements of the industry's professionalization development?Methodologically, on the basis of the control theory, bibliographical research andobservation are used to analyze the interactions of the institution training with theindustry's professionalization in each developmental phase, from the perspective ofexpertise control, admission control, member control and market control; next,inductive method is utilized to find out the requirements from the industry'sprofessionalization on the localization translation teaching; then, with the methods ofcase analysis and induction, and by conducting a case study of the localizationtranslation curriculum design in Monterey Institute of International Studies, itproposes a localization translation curriculum; finally, the features and significance ofsuch curriculum are further explored. The major findings of this study include:1. Institutional training and theprofessionalization of localization industry are inter-related and interact on each other.On the one hand, institutional training is the major means of the profession's internalcontrol; on the other hand, along with the industry's professional control becomesstronger, the institutional training, as the major source of labor supply, is forced toadapt and develop, particularly on four core competences demanded, namely languagecompetence, technological competence, theoretical competence, and professionalcompetence;2. Based on the above requirements, a localization translation curriculumis proposed, consisting of four modules of training, namely the language training,technological training, theoretical training and professional training;3. Featuring onits creativeness, cooperativeness, and profession-orientation, such curriculumintegrates the professional association's function on instruction, recognition andevaluation, and better satisfies and pushes forward the professionalizationdevelopment of the current localization industry in China.