Integrating Technical Communication Into China's Translation and Interpreting Curriculum: Course Design, Practice, and Evaluation of Two Graduate Classes

Introduction:
Graduates with master's degrees in Translation and Interpreting (MTI) are an important workforce in technical communication. To meet this need, we examined the pedagogy of trans-writing to better integrate technical communication (TC) into translation programs. This teaching case from two Chinese universities discusses the curriculum design, its implementation, and teaching effectiveness.
Situating the case:
While an increasing number of universities in China are interested in embedding TC courses into their translation programs, no research-backed effective solution has been identified.
About the case:
To boost the employability of MTI students, we designed the courses as “user-centered trans-writing with global content,” which features trans-writing as a strategy for global content creation, user research as the core learning task, and team projects as the primary form of engagement.
Methods:
We used a mixed method of interviews and surveys to investigate the course effectiveness, each targeting different groups of stakeholders.
Results:
We synthesized a competence framework for trans-writers based on interviews, which showed that graduates (who work as trans-writers) and their employers prioritized language/culture, user-centered mindset, and cooperation as core competencies. A survey focusing on other graduates who took our courses but did not become trans-writers also revealed positive learning outcomes, including expanded professional visions and enhanced skills in user awareness, project management, collaboration, and communication.
Conclusion:
The trans-writing approach is effective in equipping MTI students with the necessary competencies for global technical communication.