What Are the Skills Required for Transcreators’ Training? A Review-Based Curricular Proposal

In the last few years, authors such as Katan (Cultus: The Intercultural Journal of Mediation and Communication, 7, 10–19, 2014), Pedersen (Cultus: The Journal of Intercultural Mediation and Communication, 7, 57–71, 2014), and Ray and Kelly (Reaching new markets through transcreation. Common Sense Advisory, 2010) have established a clear connection between transcreation and the marketing/advertising fields, and although it can certainly be applied to other areas, we believe that transcreation is a value-added service “within the field of persuasive texts” (Benetello, Jostrans: The Journal of Specialised Translation, 29, 28–44, 2018, p. 28–29). We agree with TAUS (TAUS transcreation best practices and guidelines, 2019, p. 8) description as “a translation that is enhanced by creativity and focus on style, register, and emotive impact, and modified to suit a new audience which can be a group of users, a country, a region, etc.” In a present (and a future) focused on technology and machine translation, this creativity and this emotive impact seem still difficult to transfer without a human force. Therefore, we agree with Van der Meer (The future does not need translators, 2016) when he explains that universities should train talents for the future of our industry. With this idea in mind, we will carry out a panoramic view of the existing literature and research on transcreation training, focusing on different projects (Díaz-Millón, et al., Handbook of research on using disruptive methodologies and game-based learning to foster transversal skills, IGI Global, 2022; Carreira, Current Trends in Translation Teaching and Learning E, 8, 86–123, 2021b; Morón & Calvo, Jostrans: The Journal of Specialised Translation, 29, 126–148, 2018, etc.) as well as on previous didactic proposals (Botella et al., Modalidades de traducción audiovisual: Completando el espectro, Comares, 2021; Huertas Barros & Vine, The Interpreter and Translator Trainer, 13(3), 271–291, 2019; Chaume & Martí Ferriol, Revista Linguae, 1, 75–98, 2014, etc.) to build up our own transcreation training curriculum. The main objective of this proposal is to develop a list of the skills required to provide transcreation services, and how these skills can be taught.