This entry is an example of an Intercom article that I produced for English 7710, Professional Communication.

This entry was produced according to these parameters: Provide an overview of the theory or concept being discussed Explain how the chosen theory or concept can be applied to professional practices or university teaching practices in technical and professional communication Discuss how this application can result in more effective professional or teaching practices Provide an example of such application Word length1000-1,500 This entry is included in the portfolio because it shows my ability to: Conduct scholarly research Synthesize information from secondary sources Discuss a theory or concept in a scholarly manner Apply the theory to teaching practices Validate my claims with research Apply a theory or concept to university teaching practices Understand and write for a specific audience Use Microsoft Word to format the document according to the specifications of the instructor In preparing this item, I drew extensively from: DeVoss, D., Jasken, J., Hayden, D. (2002). Teaching intracultural and intercultural communication: A critique and suggested method. Journal of Business and Technical Communication,16, 69-94. Retrieved from DOI: 10.1177/1050651902016001003 Gnecchi, M., Maylath, B., & Mousten, B. (2008). Professional communication and translation in convergence. Matveeva, N. (2008). Teaching intercultural communication in a basic technical writing course: A survey of our current practices and methods. Journal of Technical Writing and Communication, 38, 387-410. DOI: 10.2190/TW.38.4.e St. Amant, K. (2003). Localization, internationalization, and translation. Sun, H. (2002). Why cultural contexts are missing: A rhetorical critique of localization practices. Zhu, P. (2010). Cross-Cultural blunders in professional communication from a semantic perspective. Journal of Technical Writing and Communication, 40, 179-196. DOI: 10.2190/TW.40.2.e

Sutton 2

Tecarra L. Sutton English 7710 Instructor: Kirk St. Amant Intercom Article Submitted on 21 September 2012

Sutton 3 Spotlighting International Communication Within the field of technical and professional communication, globalization has placed the spotlight on international communication practices (St. Amant, 2009). International communication refers to communication that occurs between countries and governments (DeVoss, Jasken, & Hayden, 2002). Although it can be tempting for technical communicators to focus on communicating to audience in English, the reality of an increasingly global marketplace emphasizes the importance of understanding and meeting the needs of the international audience. Neglecting to communicate information effectively to the international audience can cause decreased profitability, confusion, and embarrassment (Zhu, 2010). Understanding Translation and Localization In order for one to better understand and produce effective international communication, it is important to understand translation and localization. Translation refers to the process of changing information from one language to another. The initial language of the information is known as the source language while the language that results after translation is called the target language (St. Amant, 2003). While translation serves as a decent start to reaching the audiences abroad, translation alone will not suffice to meet the needs of the target audience. The target audience should be given information that is not only its own language but also reflective of their own unique dialect and cultural preference. Localization, which is the process of translating information in a way that respects the nuances of the culture and language of the target audience, goes one step further than mere translation (St. Amant, 2003). In some cases, technical writers have collaborated with translators to create documents that fully meet the needs and expectations of the international audience. In addition, on other occasions, translation and localization are done simultaneously, decreasing the amount of time it takes to get the product or information into the hands of the consumer (Gnecchi, Maylath, & Mousten, 2008). Unfortunately, translation and localization are not always done in tandem. Businesses may find it easier to do one and not the other, citing money and time restraints for the lack of localized materials. Products that do not undergo the careful localization process risk offending, confusing, or displeasing the target audience. One example includes a slogan by the Parker Pen Company that accidently promoted a pen that wont leak in your pocket and impregnate you (Zhu, 2010). The slogan has incorrectly translated the word Spanish for embarrass using the verb embarazar in their translation instead of the correct verb avergonzar. Another example includes American medical containers that instructed British consumers to Take off top and push in bottom (Zhu, 2010). While this phrase was fine for American audiences, the British were put off by the sexual connotation of the phrasing (Zhu, 2010). These examples, while possibly humorous in a casual setting, could result in poor sales and hurt a companys public image. Adapting TPC Academic Programs In technical communication, professionals must strive to anticipate and meet the needs of the audience by communicating information respectfully. While those working in the field can take command of their own professional development by learning additional languages and

Sutton 4 international communication techniques at their own pace, academic programs should provide students with an opportunity to acquire these skills early in their career. Many university technical writing programs already offer international communication courses, but these programs should increase their current number of offering and considering revising graduation requirements. Programs that do not already have the requirement could mandate that all technical and professional communication students demonstrate translating proficiency in the language of their choice before exiting the program. Additionally, courses in translation and localization could be added to the curriculum. Although these changes could help technical and professional writing students become better equipped for employments, other less drastic changes could be implemented to existing programs. Academic programs could increase student learning in existing international communication courses by changing the method of instruction. Many courses rely heavily on discussion and scholarly writing centered on theory. Although theory is an important part of the technical and professional communication curriculum, programs should maintain a balance of theoretical discourse and actual practice (Matveeva, 2008). Instead of focusing mostly on lecture, instructors should allow students to solve real-world problems and engage in coursework that reflects the demands of the workplace (Matveeva, 2008). These real-world problem solving assignments would require students to use skills that they will need to communicate with an international audience such as translation and localization of product information and marketing materials. In order to complete these tasks, students will have to draw from theory and practice their research skills. Additionally, students could work in learning communities or teams; the ability to work collaboratively on projects is another skill that will serve them well in the increasingly connected workplace. With this approach toward pedagogy, instructors can allow students to put theory into practice. Instructors could consult the opinion of managers to stay informed and current on what types of skills students need in order to effectively communicate with an international audience (Matveeva, 2008). This tactic will ensure that the needs of the workplace inform the instruction that occurs in the classroom. The problem-solving and collaborative learning approach to pedagogy within technical and professional communication academic programs could be implemented in many different ways. One example includes requiring students to work together to translate a product manual from its source language to a target language from another country. A translation project would give students a chance to practice their translating skills and use research to adapt a document for an international audience. Students could also be required to localize a document that has undergone a basic translation, create marketing materials for an international audience of their choice, and conduct independent research projects on a relevant subject. All of these examples could be implemented in any program successfully and aid students in becoming better prepared to enter the workplace.

Sutton 5

References DeVoss, D., Jasken, J., Hayden, D. (2002). Teaching intracultural and intercultural communication: A critique and suggested method. Journal of Business and Technical Communication,16, 69-94. Retrieved from DOI: 10.1177/1050651902016001003 Gnecchi, M., Maylath, B., & Mousten, B. (2008). Professional communication and translation in convergence. Matveeva, N. (2008). Teaching intercultural communication in a basic technical writing course: A survey of our current practices and methods. Journal of Technical Writing and Communication, 38, 387-410. DOI: 10.2190/TW.38.4.e St. Amant, K. (2003). Localization, internationalization, and translation. Sun, H. (2002). Why cultural contexts are missing: A rhetorical critique of localization practices. Zhu, P. (2010). Cross-Cultural blunders in professional communication from a semantic perspective. Journal of Technical Writing and Communication, 40, 179-196. DOI: 10.2190/TW.40.2.e