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dc.contributor.authorMassey, Gary-
dc.contributor.authorKiraly, Don-
dc.date.accessioned2019-05-03T10:06:34Z-
dc.date.available2019-05-03T10:06:34Z-
dc.date.issued2019-
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/17018-
dc.description.abstractFollowing some fifty years of 'conduit-style' translator training (largely teacher-centered, transmissionist and often focused on largely decontextualized contrastive linguistic transcoding, the 21st century finally heralded in a new educational (as opposed to merely training) perspective: focused on processes more than products, based on social constructivist views of learning, and electrified by an awareness of translation as an expert activity situated in complex sociotechnical systems. In this dialogic talk, Gary Massey and Don Kiraly will offer a brief review of some of the key changes that they have been personally involved in in recent years, dispersed across evolving concepts of didactic progression in the translation classroom and burgeoning awareness of pedagogical epistemologies as a key feature of learner and teacher development. They will consider actual and potential evolutions in translation education from the cumulative acquisition of skills, knowledge and competence in purely instructional contexts to their emergence in scaffolded learning environments, themselves situated within expert learning organizations. Drawing on their experience as teachers and practitioners in organizational and community contexts, the two speakers will address a number of domains pertinent to translator education, from professional translation work to teaching, course design, research and organizational development – with the goal of sketching some plausible futures for translator education.de_CH
dc.language.isoende_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslation teachingde_CH
dc.subjectTranslation teacher competencede_CH
dc.subjectTranslation pedagogyde_CH
dc.subjectTranslation teacher trainingde_CH
dc.subjectSituatednessde_CH
dc.subjectSituated learningde_CH
dc.subjectSituated cognitionde_CH
dc.subjectEmergencede_CH
dc.subjectEmergentismde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleEmbracing complexity : towards an emergent approach to translator educationde_CH
dc.typeKonferenz: Sonstigesde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
dc.identifier.doi10.13140/RG.2.2.19739.72486de_CH
zhaw.conference.details2nd CTER Congress 2019 : Complexity and Dispersion in Translation Pedagogy´, Krakow, 14-15 March 2019de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statusupdatedVersionde_CH
zhaw.publication.reviewNot specifiedde_CH
zhaw.webfeedÜbersetzungswissenschaftde_CH
Appears in Collections:Publikationen Angewandte Linguistik

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