Course design for translators’ multimodal literacy cultivation.

This study aims to design instructional strategies for fostering multimodal literacy in translation education and to discuss their educational effectiveness. To achieve the goal, it shares instructional experiences from an English-Korean translation graduate course, and analyzes learners' satisfaction and the effectiveness of the program. The course is structured to help learners understand and accept that communication in translation involves not only linguistic elements but also various semiotic modes. The course for improving multimodal literacy is organized into a five-stage process: cultivating attitudes, building knowledge, analyzing multimodal texts, experiencing multimodal text production, and providing feedback. Through these stages, learners engage in a process that spans fromchanging their attitudes toward multimodal texts to actually producing such texts, thereby developing multimodal literacy. The student satisfaction survey revealed that this course positively impacted learners' awareness and competencies, noting that the instructional approach is effective in addressing the changing roles of translators in a digital environment, where the need for diverse expertise is increasingly emphasized. This suggests that such educational strategies can effectively respond to contemporary demands in the field of translation.