Full Description
This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. It contains empirical, theoretical and state-of-the-art original pieces that address issues relevant to translation and interpreting pedagogy, such as epistemology, technology, language proficiency, and pedagogical approaches (e.g., game-based, task-based). All of the contributors are researchers and educators of either translation or interpreting - or both. The volume should be of interest to researchers and teachers of translation and interpreting, second language acquisition and language for specific purposes. An introduction by the editors - both distinguished scholars in translation & interpreting pedagogy - provides the necessary context for the contributions. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015), edited by Brian James Baer and Christopher D. Mellinger.
Contents
1. Articles; 2. Translation and interpreting pedagogy in dialogue with other disciplines (by Colina, Sonia); 3. Occasioning translator competence: Moving beyond social constructivism toward a postmodern alternative to instructionism (by Kiraly, Donald C.); 4. The Internet in translation education: Two decades later (by Jimenez-Crespo, Miguel A.); 5. Applying Task-Based Learning to translator education: Assisting the development of novice translators' problem-solving expertise (by Inoue, Izumi); 6. I know languages, therefore, I can translate?: A comparison between the translation competence of foreign language and Interlingual Mediation students (by Zlatnar Moe, Marija); 7. L2 proficiency as predictor of aptitude for interpreting: An empirical study (by Blasco Mayor, Maria Jesus); 8. Reacting to Translations Past: A game-based approach to teaching translation studies (by McDonough Dolmaya, Julie); 9. Notes on contributors; 10. Index
