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Jean Monnet Chair

Jean Monnet Chair

Special Topics: EU Language Policy and Translation Policy

FTRA 698 BB/FTRA 598 BB

Offered as FTRA 698/598 “Special Topics: EU Language Policy and Translation Policy” in 2022 and 2023

Département d'études françaises — Translation Studies sector

Academic Year 2021–22 | Winter (SGW MB 3.285 / remote online) | Tuesdays 5:45-8:15 p.m.

Please note: the course is designed to transfer easily to an online format in case we need to pivot to remote learning or alternate modes throughout the semester. The Zoom meeting links for classes and for office hours in online mode are provided in Moodle from the start.

Important reminder: it is strictly forbidden and against Concordia University's Code of Conduct to circulate the course content (Word, PDF, PowerPoint, evaluations, etc.) on websites that host or share teaching documents, university papers, etc.

Keep abreast of your university dates, deadlines, responsibilities and services:

Translation student associations:

  • Association étudiante des cycles supérieurs en traduction (AECST) / Graduate Students Association in Translation
  • Association étudiante du premier cycle en traduction (AECPT) / Undergraduate Students Association in Translation (USAT)

General course description Specific course description & objectives Assessment & evaluation Detailed course content

General course description

Winter 2022 Graduate Calendar

This graduate seminar course is devoted to special topics on the European Union, in particular on language and translation policies.

Specific course description and objectives

This “special topics” course presents a brief historical overview of the European Union, with emphasis on the basic principles of EU language policy and translation policy. It introduces the concepts that underpin the creation and development of the European Union and its role in the world today, including its relationship to Canada through the recent EU-Canada Comprehensive Economic and Trade Agreement (CETA). We discuss the challenges of European multilingualism and its management through official language and translation policies implemented within the EU and its diverse institutions. Equal consideration is given to the role of the European Charter for Regional or Minority Languages (ECRML) and its support for minoritized languages and minority language translation. The complexities of a multilingual minority context are exemplified by the linguistic-translational situation of Romani peoples, who collectively comprise Europe's largest ethnic minority and reside within multiple nation-state borders, with literacy in different languages. We examine the various means by which translation is currently carried out in the EU context: by human and machine translation; with internal and external translation services managed by the Directorate-General for Translation (DGT) and the Translation Centre; the assessment of “competence” skill levels as guided by the Common European Framework of Reference for Languages (CEFR); and the European Master's in Translation (EMT), among others. Lastly, we look at the digital transformations occurring within the contemporary EU, and consider the e-democracy and artificial intelligence initiatives in terms of the conceptual frameworks by which the European Union was founded.

More specifically, in this course you will learn to:

  • Identify the main historical building blocks of the European Union;
  • Understand the general role of the European Union in the world today, and its specific relationship to Canada;
  • Identify the fundamental principles of plurilingual EU language policy and translation policy in historical context and in contemporary times;
  • Contextualize the creation and development of specific frameworks designed to measure diverse language and translation skills and knowledge in preparation for the EU translation market;
  • Identify the various ways European / EU organizations have integrated digital and translation policies and technologies in order to support goals of citizen access to information, equitable representation, and participatory democracy;
  • Investigate the specific ways in which the EU encourages social integration through minority language support and translation;
  • Identify the linguistic and cultural characteristics of the minoritized Romani context, contextualizing them historically;
  • Investigate, interpret, and understand translation practices in minority language-culture contexts;
  • Contextualize EU values, goals, and objectives within contemporary digital dynamics.

Readings: The textbook, The European Union - Politics and Policies, Seventh Edition, by Jonathan Olsen (Routledge 2021) is available for purchase through the university bookstore. Selected articles and chapters are posted and accessible through links in our class Moodle site from the outset of the course. You will find details in this syllabus and in the weekly sections of the site. Recommended readings and websites (indicated in the syllabus) can be used as further references and for the final research paper. I'll provide other links of interest for you in Moodle.

Class procedures

Preparation for the course is straightforward and similar for both on-site and online modalities.

Jean Monnet course note: As part of the EU's Jean Monnet Chair program, the course is officially offered in English.

Readings: For each class (onsite and online sessions), the expectation is that you will have read all the required readings listed for the week. The readings vary in scope and length, with some only a few pages (e.g., encyclopedia, report, or handbook entries, especially MIME Project), others the length of a book chapter (ranging from 20-30 pages), and some with extensive bibliographies provided by the authors. There are also many website URLs included for reference. Have a look at the content in advance, so that you can plan ahead for the amount of time you'll need during the week to read through the material. The readings and references may also be used for your final papers.

Pre-recorded segments: You will be notified when pre-recorded segments are posted in Moodle for you to listen to prior to online sessions. Note: The segments are applicable only for the sessions that are online, as the length of time for the online meeting will be shorter than for the onsite meeting.

Comments: Each week you are responsible for posting (at least 24 hours before class) one substantive, informed comment for discussion on any or all of the readings. There are many interesting angles from which to consider the reading content. Your comments will guide discussion during our class meetings.

News items: Along with your comments on the readings, please find an online news item (any length; text, audio, video) of interest and relevant to the class, and post the URL at the end of your weekly comment. The news item need not be associated with your comment.

Class discussions: The discussions, both onsite and online (not recorded), constitute an important space for articulating, clarifying, and critiquing ideas. This activity is also most helpful for working through the ideas you may want to use for your final research papers.

Grading criteria

Class comments, news items, and discussions (including pre-recorded segment listening) (50%)

  • Constitutes 50/100 points of final grade
  • Based on a total of 10 out of 13 weeks; each week worth 5 points
  • Breakdown of 5 points: 5=excellent; 4=very good; 3=good; 2=satisfactory; 1=unsatisfactory

Final research paper (50%)

  • Constitutes 50/100 points of final grade
  • Based on quality and respect of protocol (see below)
  • Breakdown of assessment categories:
    • "Excellent": originality; information highly relevant to the questions posed; highly critical and analytical; superior and judicious use of citations and supporting evidence [45-50 pts]
    • "Very Good/Good": clear argument and presentation; information relevant to the questions posed; good level of critical and analytical engagement with texts; very good use of citations and supporting evidence [30-44 pts]
    • "Satisfactory": evidence of argument and presentation; information not consistently relevant to the questions posed; critical analysis passable; citations included but not always reliable or compliant [20-29 pts]
    • "Unsatisfactory": incoherent argument / presentation; information illogical and/or irrelevant; little/no critical analysis; improper citing [0-19 pts]

Final grade calculation (100%)

  • Calculated on the basis of 100 points = 100%
  • Breakdown of grading categories:
    • A+ = 100-95 [4.3] // A = 94-90 [4.0]
    • A- = 89-85 [3.7] // B+ = 84-80 [3.3]
    • B = 79-75 [3.0] // B- = 74-70 [2.7]
    • C = 69-60 [2.0]

Protocol for final research papers

  • Mandatory! Please reserve a 10-15-minute one-on-one individual meeting with me to take place online by March 18 in order to discuss your final research paper topic and method before you begin writing.
  • Style guides to follow: For English papers: Chicago Manual of Style 17th edition; For French papers: TTR guidelines.
  • Papers should be a minimum of 15 pages in length, excluding bibliography.
  • Please use the standard default Calibri font set at 11. Use 1.5 spacing between lines. Include a cover page that states your name, student ID number, and title.
  • Papers may be submitted in English or in French. You do not have to translate any English or French quotes.
  • Critical tip! Good, clear, precise writing is a skill that is valued highly for professional work of all types in today's job market. Writing a paper requires adequate time for conceptualization and preparation. Think about the research topic you want to explore or the research question you want to address. It is helpful to map out in advance the points you wish to make. State at the outset how you will proceed and define important or necessary terms and concepts. Synthesize and reference others to support or critique your statements. Make sure you provide an adequate synthesis of your ideas and use precise vocabulary to explain your sequence of thoughts.
  • Take care to reference and cite properly. Any and all passages that are plagiarized will be reported to the Department Chair, and the paper will receive an automatic failure. There is no need to resort to plagiarism. Our objective is to enhance the analytical, critical and writing skills you will need for future professional or academic work, so that you will feel confident in your own work. That purpose is defeated if you simply copy-paste someone else's words. See me in advance if you need assistance or guidance.
  • Papers are graded according to quality of argument, clarity of expression, proper use of terminology and concepts, and adequate, acceptable citation.

Detailed course content

  1. Welcome. Admin procedures, syllabus review, intro; bibliographic and reference sources.
  2. Intro discussion: Why is it important for us to study the European Union? What do you know about the EU, and its relations with other countries and regions of the world?
  3. Do you know ... ?
    1. ... that geographically, “Europe” is not exactly the same as the “European Union”?
    2. ... the story of the mythical “Europa”?
    3. ... the 27 country profiles of the EU?
    4. ... that a founding principle of the EU is multilingualism?
    5. ... “Translating for Europe”? (videos)
    6. “The language of Europe is translation” (Umberto Eco)
  4. Readings to prepare for discussion @ session 2:
    1. Emma Wagner, Svend Bech, and Jesús M. Martínez, “Why we translate”, 1-12, Translating for the European Union Institutions (Second Edition) (St. Jerome Publishing 2012)
    2. Emma Wagner, Svend Bech, and Jesús M. Martínez, “The EU Institutions: their roles and their translation services”, 13-30, Translating for the European Union Institutions (Second Edition) (St. Jerome Publishing 2012)
    3. Acquaint yourselves with “Europa”, the official EU website (and career profiles in “Languages” section)

  1. Discussion on prepared weekly readings: A framing of EU institutions through translators and translation. Contextualizing the EU institutionally. Using the official European Union website as an information source.
  2. Readings to prepare for discussion @ session 3:
    1. Jonathan Olsen, “Introduction”, “What is the European Union?” (chapter 1), “Origins: The Road to Paris and Rome” (chapter 2), and “Stagnation and Renewal: The Single European Act and Maastricht” (chapter 3), 1-55, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Europa website: (see from “EU Pioneers” through “1980-1989”)
    3. EFTA [European Free Trade Association]

  1. Discussion on prepared weekly readings: A brief history: The European Union as an idea and concept. Relationships between various European organizations and institutions.
  2. Readings to prepare for discussion @ session 4:
    1. Jonathan Olsen, “Unity and Upheaval: The Eurozone, the Treaty of Lisbon, and Crises in the EU” (chapter 4), 59-77, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Europa website: (see from “1990-1999” through “2020-today” (see also “EU Timeline”)
    3. Europa website: (“The euro”), (“Single market”), and (“Standards in Europe”)
    4. Europa website: (“Design of the Euro”)
    5. European Commission website: (“The person behind the design of the euro coins”)

  1. Discussion on prepared weekly readings: A brief history of the EU: departure and implementation. Unifying through treaties and supranational institutions.
  2. Readings to prepare for discussion @ session 5:
    1. Jonathan Olsen, “The Single Market, Monetary Union, and Regional Development Policy” (chapter 12), 199-214, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Europa website: (“National sides of euro coins”) - “Each of the euro-area countries uses familiar or traditional motifs and icons for the design of the national sides of their coins.”)
    3. The “Schengen Area”.
    4. “EU-Canada Comprehensive Economic and Trade Agreement” (CETA).
    5. “CETA Factsheet and Guides” (Oct 2021).
    6. “Exporting Services to the EU - A guide for Canadian business”.
    7. Magdalena Sliwinska, “Integration Character of the CETA Agreement”, Folia Oeconomica. Acta Universitatis Lodziensis. 4, 337, 111-125 (2018)
  3. *Recommended* readings:
    1. See “Canada and the European Union”.
    2. “CETA” document.

  1. Discussion on prepared weekly readings: The EU single market: unifying through trade, commerce, economics. Unifying through a common currency. Expanding markets: the EU / Canada agreement - CETA. What ramifications for translators and translation companies?
  2. Readings to prepare for discussion @ session 6:
    1. Jonathan Olsen, “The European Commission” (chapter 5), 79-95, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Jonathan Olsen, “The European Parliament” (chapter 7), 116-134, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    3. Francesca L. Seracini, “Multilingualism at the European Union” (chapter 1), 13-23, The Translation of European Union Legislation: A Corpus-based Study of Norms and Modality (LED 2020)
    4. Francesca L. Seracini, “Drafting and Translation of European Union Legislation” (chapter 2), 25-45, The Translation of European Union Legislation: A Corpus-based Study of Norms and Modality (LED 2020)
    5. Translation at the European Parliament: Directorate-General for Translation (DG TRAD).
    6. Translation Centre for the Bodies of the EU

  1. Discussion on prepared weekly readings: The EU institutions of the European Commission and the European Parliament. How is European legislation translated?
  2. Readings to prepare for discussion @ session 7:
    1. Jonathan Olsen, “The Social Policy, Justice and Home Affairs, and other Policies” (chapter 14), 233-245, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Jonathan Olsen, “Representing Public Opinion in the EU” (chapter 10), 166-179, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    3. European Civil Society Platform for Multilingualism (ECSPM): “EU languages and language policy”.
    4. Europa website, “Language Policy”.
    5. Bessie Dendrinos, “Multilingualism language policy in the EU today: A paradigm shift in language education”, 9-28, Training, Language and Culture, 2, 3 (2018)
    6. “Common European Framework of Reference for Languages - Self-assessment grid”.
    7. Did you know? CEFR is used in Canada too: “Working with the Common European Framework of Reference for Languages (CEFR) in the Canadian Context - Guide for policy-makers and curriculum designers”
  3. *Recommended* readings:
    1. See “#TranslatingEurope Workshops (European Commission)
    2. CEFR Reference work: “Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Companion volume”, Council of Europe (May 2020) (See reference.)

  1. Discussion on prepared weekly readings: Unifying through linguistic differences. Official EU language and translation policies. Education.
  2. Readings to prepare for discussion @ session 8:
    1. François Grin and Marco Civico, “Why can't language questions just be left to themselves?, 30-31, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    2. Helder De Schutter, Nenad Stojanovic, and Sergi Morales-Galvez, “Is a common language necessary to have a viable democracy?”, 32-33, The MIME VADEMECUM- Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    3. Laszlo Maracz, “Why should demolinguistic projections inform language policy choices?”, 42-43, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    4. Rudi Janssens, “Do mobile EU citizens see themselves as ‘Europeans'?”, 86-87, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    5. Peter A. Kraus, Nuria García, Melanie Frank, and Vicent Climent-Ferrando, “Which principles should we use to tailor language policies?”, 88-89, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    6. Rudi Janssens, “Can EU policy improve social inclusion in local urban contexts?”, 108-109, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    7. Machteld Meulleman and Alice Fiorentino, “What is intercomprehension and what is it good for?”, 146-147, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    8. Meylaerts, Reine, “Translation politics and policies”, 215-223, A History of Modern Translation Knowledge, edited by Lieven D'hulst and Yves Gambier (John Benjamins Publishing 2018)
  3. *Recommended* readings:
    1. Machteld Meulleman and Alice Fiorentino, “How can intercomprehension be used in professional contexts?”, 158-159, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    2. European Commission, Studies on translation and multilingualism - The Status of the Translation Profession in the European Union (7/2012) and “Final Report”.

MID-TERM BREAK (Feb 28 - Mar 6)

  1. Discussion on prepared weekly readings: The rationale behind language policy in the multilingual EU. Comparison with bilingual Canadian policy. Translation policy in relation to language policy.
  2. Readings to prepare for discussion @ session 9:
    1. François Grin, “The Economics of English in Europe”, 119-144, Language Policy and Political Economy - English in a Global Context, edited by Thomas Ricento (Oxford University Press 2015)
    2. Helder De Schutter, Nenad Stojanovic, and Sergi Morales-Galvez, “Should minority languages be taught to majority language speakers?”, 60-61, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    3. Torsten Templin, Bengt-Arne Wickstrom, and Michele Gazzola, “How important is demolinguistic concentration for the survival of minority languages in a world of increasing mobility?”, 64-65, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    4. Robert Dunbar and Roisin McKelvey, “Must states provide services to migrants in their own languages?”, 94-95, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    5. Laszlo Maracz, “Why should we combine different communication strategies?”, 102-103, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    6. Grin, François, “How do language integration policies for foreigners reflect majority preferences and attitudes?”, 110-111, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    7. Helder De Schutter, Nenad Stojanovic, and Sergi Morales-Galvez, “Should English as a lingua franca [ELF] come in many varieties?”, 154-155, The MIME VADEMECUM- Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    8. Did you know? The Council of Europe [CoE] is the leading human rights organization in Europe but not an EU institution.
    9. “The European Charter for Regional or Minority Languages [ECRML]”.
    10. Human Rights Centre, Finland, “CoE - The Committee of Experts of the European Charter for Regional or Minority Languages has published a new mid-term report”, 27.10.2020.
    11. Peter A. Kraus, “Between Minority Protection and Linguistic Sovereignty”, 6-17, Revista de Llengua I Dret, Journal of Language and Law, 69 (June 2018)
    12. Alice Leal, “The European Union's translation policies, practices and ideologies: time for a translation turn”, 1-14, Perspectives - Studies in Translation Theory and Practice (2021)
  3. *Recommended* readings:
    1. Christine Kaddous and Laura Marcus, “How does the protection of multilingualism operate in EU consumer legislation?”, 172-173, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    2. Christine Kaddous and Laura Marcus, “How can multilingualism be promoted in EU consumer legislation?”, 182-183, The MIME VADEMECUM-Mobility and Inclusion in Multilingual Europe, edited by
      François Grin et al. (MIME Project, www.mime- project.org, 2018)
    3. SLATOR,“Here's How European SMEs Translate and Localize Their Websites”, July 29, 2021

  1. Discussion on prepared weekly readings: Language dynamics and tensions in majority language and minority language contexts. Initiative to protect and support minority and regional languages in Europe.
  2. Readings to prepare for discussion @ session 10:
    1. Lia Pop and Mona Stanescu, “Does the Roma approach to language learning hold useful lessons for language education policy?”, 178-179, The MIME VADEMECUM- Mobility and Inclusion in Multilingual Europe, edited by François Grin et al. (MIME Project, 2018)
    2. Debbie Folaron, “Challenging the Borders of Nation: Language and Translational Language Policy in the Plurilingual Romani Context”, 279-314, Minority Languages, National Languages, and Official Language Policies, edited by Gillian Lane-Mercier, Denise Merkle, and Jane Koustas (McGill-Queen's University Press, 2018)
    3. Deborah Folaron, “Bute Droma / Many Roads: Romani Resilience and Translation in Contact with the World”, 98-122, At Translation's Edge, edited by Natasa Durovicovâ, Patrice Petro, and Lorena Terando (Rutgers University Press, 2019)
    4. Hristo Kyuchukov, Jill De Villiers, and Andrea Takahesu Tabori, “Why Roma Children Need Language Assessments in Romani”, 215-243, Psychology of Language and Communication 21, 1 (2017).
  3. *Recommended* readings:
    1. RomArchive
    2. European Roma Institute for Arts and Culture [ERIAC]
    3. Romani Project [Manchester]
    4. Council of Europe, “Romani - The Curriculum Framework for Romani” (See also other language-versions)

  1. Discussion on prepared weekly readings: The challenges to language and translation in the Romani context of the EU and elsewhere.
  2. Readings to prepare for discussion @ session 11:
    1. Ralf Lindner and Georg Aichholzer, “E-Democracy: Conceptual Foundations and Recent Trends”, 11-45, European E-Democracy in Practice, edited by Leonhard Hennen, Ira van Keulen, Iris Korthagen, Georg Aichholzer, Ralf Lindner, and Rasmus 0jvind Nielsen (Springer Open 2020)
    2. European Commission website: (“Europe's Digital Decade”)
    3. European Commission website: (“A European approach to artificial intelligence”)
    4. European Commission website: (“Regulatory framework proposal on artificial intelligence”)
    5. Mauritz Kop, “EU Artificial Intelligence Act: The European Approach to AI”, Transatlantic Antitrust and IPR Development, Stanford Law School (Oct 1, 2021)

  1. Discussion on prepared weekly readings: Unifying through digital strategies and the AI Act. EU values and implementation through e-democracy, digital technologies, and AI regulation.
  2. Readings to prepare for discussion @ session 12:
    1. The Directorate-General for Translation (DGT) in the EU.
    2. EU/EC “Translation and drafting resources”.
    3. EU/EC “Machine translation for public administrations - eTranslation”.
    4. European Commission's E-Translation.
    5. PACTE Group, “Competence levels in translation: working towards a European framework”, 111-131, The Interpreter and Translator Trainer, 12, 2 (2018)
    6. Lucja Biel, “Quality in institutional EU translation: Parameters, policies and practices”, 31-57, Quality aspects in institutional translation, edited by Tomás Svoboda, Lucja Biel, and Krzysztof Loboda (Language Science Press 2017)
    7. Ingemar Strandvik, “Evaluation of outsourced translations. State of play in the European Commission's Directorate-General for Translation (DGT)”, 123-137, Quality aspects in institutional translation, edited by Tomás Svoboda, Lucja Biel, and Krzysztof Loboda (Language Science Press 2017)
    8. Jan Hanzl and John Beaven/Council of the European Union, “Quality assurance at the Council of the EU's Translation Service”, 139-153, Quality aspects in institutional translation, edited by Tomás Svoboda, Lucja Biel, and Krzysztof Loboda (Language Science Press 2017)
    9. Stephen Doherty, “Issues in human and automatic translation quality assessment”, 131-148, Human Issues in Translation Technology, edited by Dorothy Kenny (Routledge 2017)
  3. *Recommended* readings:
    1. See IATE European Union Terminology.
    2. Karolina Stefaniak/DGT/EC, “Terminology work in the European Commission: Ensuring high-quality translation in a multilingual environment”, 109-121, Quality aspects in institutional translation, edited by Tomás Svoboda, Lucja Biel, and Krzysztof Loboda (Language Science Press 2017)
    3. Translation Bureau in Canada
    4. Kajetan Malinowski and Jaime Punishill, “The Future of the Localization Industry”, 34-39, Multilingual (January/February 2021)

  1. Discussion on prepared weekly readings: How does the EU use digital technologies to translate, interpret, and manage translation and terminology requirements to comply with language and translation policies?
  2. Readings to prepare for discussion @ session 13:
    1. Jonathan Olsen, “The EU and the World” (chapter 16), 263-280, The European Union - Politics and Policies (Seventh Edition) (Routledge 2021)
    2. Katerina Strani, “Multilingualism and Politics Revisited: The State of the Art”, 17-45, Multilingualism and Politics - Revisiting Multilingual Citizenship, edited by Katerina Strani (Palgrave Macmillan 2020)
    3. European Master's in Translation (EMT) and European Commission, “European Master's in Translation - Competence Framework 2017”
  3. *Recommended* readings:
    1. International Doctorate in Translation Studies (ID-TS)
    2. European Society of Translation Studies (EST)

  1. Class submission: Final research paper due today through April 18.
  2. Discussion: What insights does the European Union — in practice, concept, and research — provide for reflection on multilingualism, translation, language and translation policy-making, and digital technologies in the context of participatory democracy and an engaged citizenry within a globalizing world? Contemplating the future.
  3. Wrap-up: concluding thoughts

Acknowledgements

With the support of the Erasmus+ Programme of the European Union

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 
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