Bienvenida y respaldo: de qué manera pueden reclutar y respaldar a los estudiantes estadounidenses las universidades españolas y latinoamericanas, primera parte

To read this article in English, click here!

¡Hola, mundo! La publicación de hoy es la primera de una serie que consta de tres partes y se denomina: “Bienvenida y respaldo: de qué manera pueden reclutar y respaldar a los estudiantes estadounidenses las universidades españolas y latinoamericanas”. A causa de la pandemia, los viajes internacionales cambian día a día. Esto resulta especialmente cierto para quienes viajan con fines de estudio. La comunicación clara y coherente de parte de las instituciones anfitrionas resulta de máxima importancia. En esta serie se analizan las estrategias de comunicación que pueden utilizar las universidades de España y América Latina para reclutar y respaldar a los estudiantes universitarios estadounidenses tanto ahora como en el futuro. Yo soy traductora, por lo cual también pueden esperar que analice aquí la gran función que desempeña el lenguaje. La mayoría de estos consejos también son de incumbencia para las universidades que reciben estudiantes de otras zonas de habla inglesa, como el Reino Unido y Canadá.

En la publicación de hoy, comenzaré por abordar estrategias para reclutar a estudiantes universitarios estadounidenses que están analizando dónde estudiar en el exterior. ¿De qué manera planea la universidad en que trabaja atraer a esos estudiantes para que elijan su campus? ¿Por qué deberían elegirlo?

La mayor parte de las universidades estadounidenses importantes tienen departamentos de estudio en el extranjero sólidos que ayudan a los estudiantes a elegir el mejor lugar para estudiar en el extranjero durante un semestre o un año. Entonces, las universidades españolas o latinoamericanas deben igualar por su parte ese nivel de comunicación al informar a los posibles estudiantes extranjeros acerca de las ventajas de su ubicación, los cursos académicos que ofrecen y las oportunidades de viajar más allá de la comunidad inmediata del campus. He descubierto que las universidades anfitrionas de muchos países de habla hispana no siempre promocionan sus programas y sistemas de respaldo con eficacia. Es posible que muchos estudiantes estadounidenses pasen por alto una universidad en particular debido a que carecen de información clara y respaldo de parte de esa institución anfitriona.

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Es muy importante que las universidades de España y América Latina tengan contenido en inglés en sus sitios web y campañas de marketing continuas también en inglés. Si visita el sitio web de una institución de habla hispana, es posible que no encuentre información en inglés. Sé lo que está pensando: “¿Acaso el objetivo no es estudiar en el extranjero, especialmente en un país de habla hispana, para aprender español con fluidez?”. Desde luego, mi respuesta es afirmativa. Después de estudiar en ese país durante un año, el estudiante idealmente hablará español y podrá desenvolverse en las actividades de la vida diaria, además de comprender un sitio web en español y varios documentos a los que necesite acceder. Pero, ¿será igual cuando esté buscando un lugar para estudiar en el extranjero? ¿Y cuando recién llegue al país de destino? ¡Claro que no!

Malwina Gorecka es la directora de la Unidad de promoción internacional de la Agencia Nacional Polaca para el Intercambio Académico. Ella compartió un cartel fabuloso en la conferencia en línea de NAFSA que se realizó este año, NAFSAeConnection. Su cartel detalla cómo promocionar con eficacia un programa universitario en las ferias educativas internacionales. ¿Su institución podría usar algunas de estas estrategias? ¿Tienen todo el material que necesitan en inglés para los posibles estudiantes y sus familias?

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Para concluir, aquí le presento algunas de las preguntas que los reclutadores de las universidades españolas y latinoamericanas deben formularse cuando esperan atraer a estudiantes estadounidenses:

  • ¿Nuestra universidad participa en ferias y eventos educativos internacionales que se realizan Estados Unidos y otros países de habla inglesa? ¿Tenemos vínculos con las universidades de los EE. UU.?
  • ¿Tenemos materiales de marketing en inglés?
  • ¿Tenemos una versión del sitio web en inglés que los posibles estudiantes y sus familias puedan leer? ¿La versión del sitio web en inglés es gramatical y sintácticamente correcta? (¡Este no es un buen momento para confiar en Google Translate!)
  • Si un posible estudiante necesita formular preguntas, ¿hay alguna persona en la universidad que hable inglés y pueda responderle?
  • ¿Estamos preparados para explicarles a los estudiantes lo que pueden esperar durante este período de cambios rápidos en los viajes internacionales?

Si trabaja en una universidad que tiene una estrategia en particular para abordar a los estudiantes que hablan inglés, ¡cuénteme qué fue lo que funcionó en su caso! ¿Desea obtener más información sobre la traducción de los materiales de reclutamiento al inglés? Comuníquese conmigo y le contaré qué tipo de materiales han ayudado a algunos de mis clientes a obtener buenos resultados.

En la segunda parte, le contaré de qué manera las universidades de España y América Latina pueden respaldar mejor a los estudiantes estadounidenses mientras estudian en el extranjero. ¡No se lo pierda!

Le agradezco mucho a Malwina Gorecka que me haya permitido usar su cartel en este artículo.

 

 

Welcome and Support: How Universities in Spain and Latin America Can Effectively Recruit and Support U.S. Students, Part 1.

Para leer este artículo en español, ¡haz clic aquí!

Hello out there! Today’s post is the first in a three-part series called “Welcome and Support: How Universities in Spain and Latin America Can Effectively Recruit and Support U.S. Students.” Due to the pandemic, international travel is changing every day. This is especially true for student travelers. Clear and consistent communication from a host institution is now of utmost importance. This series discusses communication strategies that universities in Spain and Latin America can use to recruit and support U.S. university students at this time and in the future. I’m a translator, so you can also expect a discussion as to how language plays a big role here. Most of these tips also pertain to universities with students arriving from other English-speaking areas like the U.K. and Canada.

In today’s post, I’ll begin with strategies to recruit U.S. university students who are considering where to study abroad. How will your university entice those students to study at your campus? Why should they choose you?

Most major U.S. universities have robust study abroad departments that assist their students in choosing a place to go for studying for a semester or a year abroad. A Spanish or Latin American university, then, must match that level of communication on their end by telling potential study abroad students about the perks of their location, courses of study, and opportunities for travel beyond the immediate campus community. I’ve found that host universities in many Spanish-speaking countries don’t always effectively promote their programs and support systems. Many U.S. students may overlook a particular university because there is a lack of clear information and support from that host institution.

It’s so important that universities in Spain and Latin America have English content on their website and ongoing marketing campaigns in English. Visit the website of a Spanish-speaking institution, and there may not be information in English. I know what you’re thinking – “Yes, but isn’t the point of studying abroad in a Spanish-speaking country to become fluent in Spanish?” My answer of course, is “yes” — after a year of study in that country, that student will ideally speak Spanish and be able to navigate daily life, as well as understand a Spanish website and various documents they need access to. But at the beginning when they’re looking for a place to study abroad? And when they first arrive in a new country? Not so much!

Malwina Gorecka is Head of the International Promotion Unit for the Polish National Agency for Academic Exchange. She shared a fabulous poster at this year’s NAFSA online conference, NAFSAeConnection. Her poster details how to effectively promote a university program at international education fairs. Could your institution use some of these strategies? Are all your materials in English for potential students and their families?

To wrap up, here are some questions that recruiters from Spanish and Latin American universities must ask themselves when hoping to reach U.S. students:

  • Is our university attending international education fairs and events in the United States and other English-language countries? Do we have connections with U.S. universities?
  • Are our marketing materials in English?
  • Do we have an English-language website option that potential students and their families can read? Is the English on that website correct? (Not a good time to rely on Google Translate!)
  • If a potential student has a question, is there an English-speaking staff member that the student can speak with?
  • Are we prepared to explain what students can expect during this time of rapid changes to international travel?

If you work at a university and have a particular strategy to reach English-speaking students, let me know what’s worked for you! Do you want to learn more about having recruitment materials translated into English? Contact me and I’ll tell you about what types of materials have had good results for some of my clients.

In Part 2, I’ll share how universities in Spain and Latin America can better support U.S. students while those students are studying abroad. Stay tuned!

Many thanks to Malwina Gorecka for the use of her poster in this article.

 

Bits & Pieces

Hello everyone! I hope you’re well and beginning to enjoy a bit more outdoor time if health restrictions are starting to relax in your area. Here where I live on the Sonoma Coast in Northern California, much remains closed. Luckily, daily neighborhood walks and lots of time in the garden are keeping me sane.

I thought I’d share some bits and pieces that you may be interested in…books, film, etc. To begin, I’m about to start reading Severina by Guatemalan author Rodrigo Rey Rosa. The English translation is by Chris Andrews. I learned about this book via the Global Reads Book Club for translators, led by French-to-English translator Eve Bodeaux.

As for film, there are three fun movies from Spain that caught my eye on Netflix: “La tribu” (“The Tribe”), “Gente que viene y va” (“People Who Come and Go”, but for some reason named “In Family I Trust”)  and “¡Ay, mi madre!” (“Oh, My Mother!”).

Finally, many of us are rethinking summer vacation plans as the stay-at-home orders continue. This article gives you a virtual vacation to Mexico City. I’ll be reading the article and making notes for the day when I can really be there in person…hoping for 2021!

All the best,

Alison

Can We Talk About “Pivot?”

As a language person, I pay extra attention to how words are being used within a specific context. As a translator, I’m hyper aware of how a particular term can “make or break” the meaning or feel of a sentence.

So, can we talk about the word “pivot?” I have come to detest this word! Yes, “detest” is a strong adjective to use here, but it’s true.

As a kid and teenager, I only ever heard the word “pivot” during basketball practice. It was actually one of my favorite things to to: it felt tricky, skillful. Ball in hand, I would pivot, outsmarting the competition of my fellow fourth graders, looking for an opening to pass the ball.

Now? I cringe when I hear someone use this word. That’s because it has been, in my opinion, overused by everyone from CEOs to startup employees to people in the midst of a career change. Your “pilot program” didn’t work out? Just say you’re “pivoting” to a new idea. An employee is being let go? Just announce that she has decided to “pivot” into a new job so that morale stays up. This word is now constantly popping up in our work and political culture here in the US, and it turns out I’m not the only one who’s eyeing it warily: NPR ran a story about folks who feel the same.

According to the Merriam-Webster dictionary, when “pivot” is used a a verb, it means “to move (something) in a curved or circular path on or as if on an axis.” Synonyms of “pivot” are:

  • revolve,
  • roll,
  • rotate,
  • spin,
  • swing,
  • swirl,
  • swivel,
  • turn,
  • twirl,
  • twist,
  • wheel, and
  • whirl.

One wouldn’t say that they are “twisting” into a new job or going to “rotate” their plans. So why “pivot?” I propose some better options:

  • change
  • adjust
  • shift
  • modify
  • move
  • revise
  • switch

There you go.

Have a great week; hope everyone is staying safe and healthy.

Image courtesy of Huffpost.

“Universidad” by Carlos Elizondo Alcaraz

Hi out there. How is everyone doing? I’ve been reading…a lot. One of the books I’ve been reading is a find from a Little Free Library in San Francisco: Universidad by Carlos Elizondo Alcaraz. Published in 1953, Universidad traces the personal experiences of a young student at the National Autonomous University of Mexico (UNAM). Carlos Elizondo Alcaraz won the Miguel Lanz Duret Prize for Universidad. I’d never heard of this book until stumbling upon it.

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Carlos Elizondo Alcaraz was born in Mexico in 1924. He was a professor of Literature at UNAM and was well-known for his research and writings about Sor Juana Inés de la Cruz.

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The imagery he creates for the reader in Universidad evokes a real sense of place. Here’s an example from one of the first chapters. The English translation is mine. The main character, Pablo, is leaving his hometown and headed for university in Mexico City.

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El tren partía de la provincia, una mañana cualquiera, se iba poniendo en movimiento con dificultad, pesadamente, con torpe lentitud inicial. Y luego, la marcha se aceleraba, crecía y el tren iba a perderse de los ojos…En los carros de primera y segunda, viajaban algunos bachilleres. Iban entusiasmados ante lo que consideraban como una aventura, como una aventura audaz. Y sus voces se escuchaban, entrecortadas.

—Ya es tiempo de sacar la baraja.

—¡Flaco! Pásame los cigarros; vamos a echar humo. Una voz aflautada empezó a cantar:

“Y si Adelita se fuera con otro,

la seguiría por tierra y por maaar…”.

 

Una cara pecosa se asomaba tras la ventanilla. Seguía con atención los cambios y las continúas modificaciones del paisaje. Con los ojos fijos, la boca un poco abierta y la nariz pegada al vidrio, veía desaparecer franjas de tierra que se movían hacia atrás; los postes desfilaban ante sus ojos y los árboles parecían viajar movidos por el viento, sin sacar sus raíces de la tierra. Hacía el fondo, muy lejos, bañadas en un azul difuso, algunas montañas formaban un dibujo irregular y macizo.

*

The train departed the province, a morning like any other; it got moving with difficulty, heavily, with an initial, clumsy sluggishness. And then, the pace accelerated, it sped up and the train would soon be lost to view…Some high school graduates traveled in the first- and second-class cars. They were filled with enthusiasm for what they considered an adventure, a bold adventure. And their voices could be heard, breathless.

“Time to get out the cards.”

“Hey, Skinny! Pass me the cigarettes, let’s have a smoke.” A fluty voice began to sing:

“And if Adelita goes off with another,

I’ll follow her over land and by seaaaaa…”.

 

A freckled face peered out the window. It closely followed the changes and constant alterations of the landscape. With a fixed gaze, a slightly open mouth and a nose glued to the glass, it watched strips of land moving backwards; poles paraded before its eyes, and trees appeared to travel, moved by the wind, without pulling their roots up from the ground. In the distance, far away, bathed in a diffuse blue, a few mountains formed a jagged and immense picture.

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I wonder if any of his books, particularly Universidad, have been translated into English? I haven’t found any so far. I didn’t know anything about the author before picking up this book, so if you’re reading this and know more about the author’s life and work, send me a message!

Images courtesy of IberLibro and Mexico’s Secretariat of Culture.

 

For the Interim Time

Greetings to all. I hope my post today finds you safe and healthy—and enjoying the time at home as much as you can. I’m making full use of my home office here, and appreciate the kind notes from colleagues near and far.

Do you feel like the world is holding its breath? I do, both literally and figuratively. I decided to look to one of my favorite books for some guidance: To Bless the Space Between Us by the late Irish teacher and poet John O’Donohue.

I thought I’d share his poem, “For the Interim Time,” with you today:

 

For the Interim Time

When near the end of day, life has drained
Out of light, and it is too soon
For the mind of night to have darkened things,

No place looks like itself, loss of outline
Makes everything look strangely in-between,
Unsure of what has been, or what might come.

In this wan light, even trees seem groundless.
In a while it will be night, but nothing
Here seems to believe the relief of darkness.

You are in this time of the interim
Where everything seems withheld.

The path you took to get here has washed out;
The way forward is still concealed from you.

“The old is not old enough to have died away;
The new is still too young to be born.”

You cannot lay claim to anything;
In this place of dusk,
Your eyes are blurred;
And there is no mirror.

Everyone else has lost sight of your heart
And you can see nowhere to put your trust;
You know you have to make your own way through.

As far as you can, hold your confidence.
Do not allow confusion to squander
This call which is loosening
Your roots in false ground,
That you might come free
From all you have outgrown.

What is being transfigured here is your mind,
And it is difficult and slow to become new.
The more faithfully you can endure here,
The more refined your heart will become
For your arrival in the new dawn.

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Image courtesy of: ancientpages.com