This book presents an understanding of Situated Learning that goes beyond previous interpretations. It is an innovative collaborative pedagogical resource for teachers of translation and interpreting with an interest in learners' professional competence. It was originally published as a special issue of The Interpreter and Translator Trainer.
This book presents an understanding of Situated Learning that goes beyond previous interpretations. It is an innovative collaborative pedagogical resource for teachers of translation and interpreting with an interest in learners' professional competence. It was originally published as a special issue of The Interpreter and Translator Trainer.
Maria González-Davies is an Associate Professor in the Foreign Languages and Education Department at the Universitat Ramon Llull, Barcelona, Spain, and Head of its Research Group CILCEAL (Intercultural and Interlinguistic Competence). She is the author of Multiple Voices in the Translation Classroom (2004), and co-author of Medical Translation Step by Step (2007), amongst other publications. Vanessa Enríquez Raído is a Senior Lecturer in Translation Studies at the University of Auckland, New Zealand. She specializes in translation technologies and translator education, and is the author of Translation and Web Searching (2014). Her excellence in translator training and information literacy for translators has resulted in two teaching awards and one research excellence award from the University of Auckland.
Inhaltsangabe
1. Situated learning in translator and interpreter training: bridging research and good practice 2. Situated learning in translation research training: academic research as a reflection of practice 3. On the margins of the profession: the work placement as a site for the literary translator trainee's legitimate peripheral participation 4. T&I field training for undergraduate students: a case study of Korean undergraduate students' peripheral participation into the community and their furthered understanding of the role of interpreters/translators 5. Situated learning and situated knowledge: gender, translating audiovisual adverts and professional responsibility 6. A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience 7. Enhancing the learning experience of interpreting students outside the classroom: A study of the benefits of situated learning at the Scottish Parliament 8. Linking classroom exercises to real-life practice: a case of situated simultaneous interpreting learning 9. A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills
1. Situated learning in translator and interpreter training: bridging research and good practice 2. Situated learning in translation research training: academic research as a reflection of practice 3. On the margins of the profession: the work placement as a site for the literary translator trainee's legitimate peripheral participation 4. T&I field training for undergraduate students: a case study of Korean undergraduate students' peripheral participation into the community and their furthered understanding of the role of interpreters/translators 5. Situated learning and situated knowledge: gender, translating audiovisual adverts and professional responsibility 6. A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience 7. Enhancing the learning experience of interpreting students outside the classroom: A study of the benefits of situated learning at the Scottish Parliament 8. Linking classroom exercises to real-life practice: a case of situated simultaneous interpreting learning 9. A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills
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