|Type of review:||Editorial review|
|Title:||Towards authentic experiential learning in translator education|
|et. al :||No|
|Publisher / Ed. Institution :||Cambridge Scholars Publishing|
|Publisher / Ed. Institution:||Newcastle upon Tyne|
|Subjects :||Translation; Interpreting; Translation education; Interpreter education; Translation pedagogy; Interpreting pedagogy; Experiential learning; Collaborative learning|
|Subject (DDC) :||378: Higher education |
418.02: Translating and interpreting
|Abstract:||This volume brings together the voices of a number of translation and interpreting scholars and educators representing several different cultures and language combinations to present their views on and experiences with authentic experiential learning in professional T&I educational programmes. The idea for the book – and in fact most of its chapters – emerged out of a panel on authentic translation project work that formed part of the 2nd Non-Professional Translation and Interpreting Conference, which was held at the School of Translation, Linguistics and Cultural Studies of the University of Mainz in Germersheim, Germany, in May, 2014. The volume does not purport to offer a balanced view of the pros and cons of using authentic projects to educate translators because, in the end, the set of contributions that came together were all written by educators who have found authentic experiential work in translator education to be effective. Nevertheless, dissenting viewpoints are taken into consideration within various contributions. It is hoped that those readers of this volume who happen to be translator educators that have not yet explored the possibility of incorporating authentic experiential learning into their teaching will be encouraged by this short collection of chapters to consider or reconsider this pedagogical option. In addition, given the virtual absence of teacher training for translator educators worldwide, it is also hoped that new and up-and-coming translator educators will be inspired by the volume to reflect on their own understandings of what it means to know, to learn and to teach as they set out to educate translators competently and wisely in this still new millennium. Finally, the volume will provide a context and justification for experiential learning within the wider picture of teacher development and organisational learning. This second edition includes two new chapters (Chapters 10 and 11) and updated versions of most of the other chapters from the first edition.|
|Fulltext version :||Published version|
|License (according to publishing contract) :||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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