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The program is built through an integrated articulation of history, theory, method, and praxis across translation modes and content domains, aiming to strengthen learners’ research skills, resources, and technology-based tools. The article details curricular architecture, its implementation logic, and representative graduate course examples.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/spanishenglish-translation-studies-an-adaptable-curricular-model-adaptable-curricular-model-and-implementation-overview/600907/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/spanishenglish-translation-studies-an-adaptable-curricular-model-adaptable-curricular-model-and-implementation-overview/600907.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core elements does the curriculum integrate for Spanish↔English TTS?","Question",{"text":112,"@type":113},"It integrates history, theory, method, and praxis across different translation modes and content domains to connect foundational knowledge with practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What institutions and programs does the article focus on?",{"text":117,"@type":113},"UNC Charlotte’s undergraduate and graduate programs in Spanish↔English translating and translation studies, including certificates, majors, and a master’s option.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe the evolution and expansion of the curriculum?",{"text":121,"@type":113},"It outlines key historical steps starting in 1979, then summarizes later departmental changes and approved curricular proposals that expand language-pair options and adjust certificate naming/rubrics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600907,1792209245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Spanish↔English Translation Studies: An Adaptable Curricular Model  \nMichael Scott Doyle  \nUniversity of North Carolina—Charlotte  \nAnton Pujol  \nUniversity of North Carolina—Charlotte  \nConcepción B. Godev  \nUniversity of North Carolina—Charlotte  \nAbstract  \nThe University of North Carolina at Charlotte has long offered undergraduate and graduate programs in Spanish↔English Translating and Translation Studies (TTS). The curriculum is based on a systematic articulation of history, theory, and method for all course work in different translation modes and content domains, and on continuously relating this foundational knowledge to praxis and vice versa. History, theory, method, and praxis are intertwined with the learner outcome goals of developing research skills, resources, and technology-based tools upon which to continue building in order to become effective translators for the long term. The program and curriculum provide an adaptable model for meeting this objective.  \nKey words: translating, translation studies, translation history, translation theory and method, translation curriculum development, translation curricular model  \nCurricular vision and implementation must always keep a finger on the pulse of the times in order to best prepare students for the world they will encounter upon graduation and in order for academic programs to retain and strengthen their relevance and centrality.  \n(Doyle, 2010, p. 84)  \nBackground  \nThe University of North Carolina at Charlotte has long offered undergraduate and graduate programs in Spanish↔English Translating and Translation Studies (TTS) as core options within its Spanish for the Professions and Specific Purposes (SPSP) curricular portfolio. This article provides an overview of the creation and evolution of the undergraduate and graduate TTS curricula, based on the importance of laying a multifaceted foundation in history, theory, and method for all related coursework in different translation modes and content domains such as film subtitling, political speeches, and business, among others. The goal of the article is to share an adaptable curricular model based on sustained best practices in university-level Spanish↔English TTS. The key outcome anticipated is that this should be of interest for institutions contemplating similar curricular development, or adjustments to an  \n60 Dimension 2017  \nexisting curriculum, whether for the Spanish↔English language pair or additional language pairs, as has also been done at UNC Charlotte. The article proceeds from general to specific considerations, moving from an overview of program architecture to theoretical and methodological foundations, and then to representative examples of recent graduate courses.  \nCurricular Overview of Spanish↔English Translation Studies at UNC Charlotte  \nIn 1979, three professors in the Department of Foreign Languages at UNC Charlotte had the collaborative foresight to imagine and implement a tripartite undergraduate certificate in translating (CT) .1 Today, nearly four decades later, the department, renamed the Department of Languages and Culture Studies (LCS) in 1999, has built upon those forward-looking architectural foundations to offer a rich array of programming in translating (praxis) and translation studies (a theory-based scholarly field of inquiry), consisting of:  \n• An undergraduate Certificate in Translating (CT in French-English, GermanEnglish, Russian-English, or Spanish↔English), which has awarded 204 certificates since the year 2000;2  \n• Undergraduate majors in French, German, and Spanish that include substantial course work in translating;  \n• A Graduate Certificate in Translating and Translation Studies (GCTTS: Spanish ↔English);  \n• A Master of Arts in Spanish with the option of a full Concentration in Spanish↔English Translating and Translation Studies.  \nIn addition, the following curricular proposals have recently been approved on campus:3  \n• Add Japanese↔English to the undergraduat","cbCaihMUgZMU6jyz","https://ap.wps.com/l/cbCaihMUgZMU6jyz","pdf",212318,17,"English","# Abstract\n# Background\n# Curricular Overview of Spanish↔English Translation Studies at UNC Charlotte","[{\"question\":\"What core elements does the curriculum integrate for Spanish↔English TTS?\",\"answer\":\"It integrates history, theory, method, and praxis across different translation modes and content domains to connect foundational knowledge with practice.\"},{\"question\":\"What institutions and programs does the article focus on?\",\"answer\":\"UNC Charlotte’s undergraduate and graduate programs in Spanish↔English translating and translation studies, including certificates, majors, and a master’s option.\"},{\"question\":\"How does the article describe the evolution and expansion of the curriculum?\",\"answer\":\"It outlines key historical steps starting in 1979, then summarizes later departmental changes and approved curricular proposals that expand language-pair options and adjust certificate naming/rubrics.\"}]","Spanish↔English Translation Studies: An Adaptable Curricular Model - Adaptable curricular model and implementation overview | PDF",1792091615,43]