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Graduate Studies on Audiovisual Translation (2020 - present)
Account type
Freelance translator and/or interpreter
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Sample translations submitted: 1
Portuguese to English: pt-BR_ English General field: Social Sciences Detailed field: Education / Pedagogy
Source text - Portuguese RESUMO
O objetivo deste artigo foi de analisar a aquisição e aprendizagem de uma segunda língua na primeira infância e nos adultos. Queríamos saber se existe alguma diferença entre quem adquiriu essa segunda língua na primeira infância e quem aprendeu na vida adulta. Para isso, analisamos alguns conceitos que deram sentido neste artigo. Conceitos como aquisição, que é um processo que se dá de maneira inconsciente, e aprendizagem, que é um processo que se dá de maneira consciente e é o resultado da instrução segundo alguns autores. Em seguida, mostramos o processo da aquisição da língua materna. Nos baseamos na Teoria Inatista e Behaviorista que tem como seu principal representante Noam Chomsky e na Teoria Interacionista que tem Piaget e Vygotsky como representantes. Logo após, analisamos o processo de aquisição de uma língua estrangeira na primeira infância. Usamos como base a teoria de Krashen que tem cinco hipóteses: a da aquisição e aprendizagem, da Ordem Natural, a do Monitor, a do Filtro Afetivo e do Input. Para analisarmos o processo de aprendizagem nos adultos, foi preciso, primeiro, distinguir pedagogia de andragogia. Uma é focada na criança e a outra, no adulto. Nesta parte, foi feita a distinção entre quem adquiriu uma segunda língua na infância com quem aprendeu/adquiriu quando adulto. Uma das grandes diferenças entre as crianças e os adultos foi em relação às suas habilidades cognitivas, já que o adulto tem um caminho maior já percorrido. Foi concluído que a motivação tem o papel primordial na aprendizagem de uma segunda língua, pois ela é a chave para a aprendizagem
Palavras-Chave: Aquisição e aprendizagem. Primeira infância e adultos. Segunda língua
Translation - English ABSTRACT
The objective of this paper was to analyze the acquisition and learning process of a second language in both early childhood and adults. We wanted to know whether there is any difference between those who acquired this second language in early childhood and those who learned it in adulthood. In order to do so, we have analyzed some concepts that have provided meaning in this article. Concepts such as acquisition, which is a process that occurs unconsciously, and learning process, which is a process that occurs consciously and it is the result of instruction according to some authors. Then we introduced you to the process of acquiring a mother tongue. This paper is supported by the Innatist and Behaviorist Theory, which has as its main representative Noam Chomsky, and the Interactionist Theory, which has Piaget and Vygotsky as representatives. Right after, we analyzed the process of acquiring a foreign language in early childhood. We took Krashen's theory as a reference, which has five hypotheses: The Acquisition-Learning, the Natural Order, the Monitor, the Affective Filter, and the Input. In order to analyze the learning process in adults, we first had to distinguish pedagogy from andragogy. One is a child-focused teaching approach, whereas the other one is an adult-focused teaching approach. Here we made a distinction between those who acquired a second language in childhood with whom learned/acquired it as adults. One of the greatest differences between children and adults was related to their cognitive abilities, once adults have a long-road gained experiences. It was concluded that motivation has the primary role in learning a second language because it is the key to learning.
Key Words: Acquisition and learning. Early childhood and adults. Second language
English to Portuguese (Universidade Estácio de Sá)
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Software
Microsoft Excel, Microsoft Word, Subtitle Workshop, Trados Studio
Professional objectives
Meet new translation company clients
Work for non-profits or pro-bono clients
Network with other language professionals
Get help with terminology and resources
Learn more about translation / improve my skills
Get help on technical issues / improve my technical skills
Learn more about the business side of freelancing
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Bio
Dedicated English-Portuguese translator with over three years of experience, complemented by more than six years as an English teacher.
I am a highly motivated and hardworking individual who thrives on learning beyond the classroom.
My journey into translation began during my undergraduate studies, which ultimately led to my passion for bridging the gap between Brazilian and English-speaking cultures. I view myself as a conduit for the exchange of information and ideas.
Native Brazilian Translator:
Proficient in translating from en-US to pt-BR and Global English to pt-BR, ensuring cultural nuances and language accuracy are maintained.
Consistently deliver high-quality translations, averaging 3,000 words per day, meeting strict
deadlines.
Translation Tools:
SDL Trados Studio 2019 for efficient translation management and terminology
consistency.
Proficient in using Sublime Text for HTML and CSS translations.
Skilled in Subtitle Workshop for precise subtitle creation and synchronization.
Proficient in Wondershare Filmora 11 for video editing and subtitling.
Subtitle Expertise:
Proficient in time coding for accurate subtitle synchronization.
Experienced in subtitle translation, including SDH/LSE (Subtitles for the Deaf and Hard of Hearing).
Capable of creating audio description scripts (AD) for video and images.
Skilled in handling STR. files and embedding subtitles seamlessly.
Quality Assurance:
Extensive experience in machine translation (MT) post-editing and validation to enhance translation quality.
Consistently provide on-time turnarounds while maintaining translation accuracy and quality.
Research Skills:
Strong research abilities to ensure accurate and up-to-date translations, especially in specialized fields.
Some of the works I've done:
The Story of Coronavirus for Global Health Media Project
2019 Partner Survey New Question for Smile Train
Litter Less Lesson Plans for the Foundation for Environmental Education (FEE)
Guidelines for Velopharyngeal Dysfunction Surgery 2019 for Smile Train
COVID-19 Digital Classroom for Core Group Consortium
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