Towards authentic experiential learning in translator education / / Don Kiraly [and three others].
This volume deals with the theory and practice of incorporating authentic experiential work into curricula for the education of professional translators and interpreters. The contributions deal with a wide variety of topics in this domain, extending from the foundations of experiential learning in p...
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| Superior document: | V&R Academic |
|---|---|
| VerfasserIn: | |
| TeilnehmendeR: | |
| Place / Publishing House: | Göttingen, Germany : : V & R Unipress :, Mainz University Press,, 2016. ©2016 |
| Year of Publication: | 2016 |
| Language: | English |
| Series: | V&R academic.
|
| Physical Description: | 1 online resource (208 p.) |
| Notes: | Description based upon print version of record. |
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| 245 | 0 | 0 | |a Towards authentic experiential learning in translator education / |c Don Kiraly [and three others]. |
| 264 | 1 | |a Göttingen, Germany : |b V & R Unipress : |b Mainz University Press, |c 2016. | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (208 p.) | ||
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| 500 | |a Description based upon print version of record. | ||
| 504 | |a Includes bibliographical references at the end of each chapters. | ||
| 588 | |a Description based on print version record. | ||
| 520 | |a This volume deals with the theory and practice of incorporating authentic experiential work into curricula for the education of professional translators and interpreters. The contributions deal with a wide variety of topics in this domain, extending from the foundations of experiential learning in pedagogical epistemology to discussions of exemplary experiments with the use of authentic project work at leading translator and interpreter education institutions in Germany, Spain and Switzerland. Matters of educational philosophy, curriculum design as well as instructional design are dealt with, and the wide range of focal points and perspectives of the various authors provides a multi-facetted view of authentic project work that has so far been lacking in translation pedagogy literature.--Page 4 of cover. | ||
| 505 | 0 | |a Chapter 1. The question of authenticity in translator education from the perspective of educational philosophy / Raquel Pacheco Aguilar -- Chapter 2. (Non-)professional, authentic projects? Why terminology matters / Susanne Hagemann -- Chapter 3. Authentic project work and pedagogical epistemologies: a question of competing or complementary worldviews? / Don Kiraly -- Chapter 4. Towards a postpositivist curriculum development model for translator education / Don Kiraly and Sascha Hofmann -- Chapter 5. Enhancing translation course design and didactic interventions with e-learning / Don Kiraly, Lisa Rüth, Marcus Wiedmann -- Chapter 6. Authenticity, autonomy, and automation: training conference interpreters / Maren Dingfelder Stone -- Chapter 7. Developing intercultural competence through authentic projects in the classroom / Andrea Cnyrim -- Chapter 8. Intra-university projects as a solution to the simulated/authentic dilemma / Catherine Way -- Chapter 9. Assessing learning in heterogeneous learning groups in translator training: a role for portfolios / Carmen Canfora -- Chapter 10. Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator education / Gary Massey and Barbara Brändli | |
| 650 | 0 | |a Translating and interpreting |x Study and teaching. | |
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| 650 | 0 | |a Experiential learning. | |
| 700 | 1 | |a Kiraly, Don, |e author. | |
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