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Towards Authentic Experiential Learning in Translator Education

Por:

Kiraly, Donald C

Tipo de material: Texto

TextoDetalles de publicación: Goettingen : V&R Unipress : Mainz University Press , 2016Descripción: 207 p. ilus., grafs., tblsISBN:

978-38471-0495-7

Tema(s): Resumen: 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.

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Tipo de ítem	Biblioteca actual	Colección	Signatura topográfica	Estado	Fecha de vencimiento	Código de barras
Libros	Biblioteca Bartolomé Mitre	Colección General	81'25 (07)=111 K631 (Navegar estantería(Abre debajo))	Disponible		3996

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Previo	81'25 [07] =134.2=133.1=111 E88 ej.1/81'25 [07] =134.2=133.1=111 E88 ej.2 Los estudios de traducción un reto didáctico	81'25 [07] H947e Enseñar a traducir metodología en la formación de traductores e intérpretes	81'25 (07)=111 C542 Fundamentals of translation	81'25 (07)=111 K631 Towards Authentic Experiential Learning in Translator Education	81'25 [082.1] =111 B438 1 Language engineering and tranlation consequences of automation	81'25 [082.1] =111 B438 17 Nonverbal communication and translation new perspectives and challenges in literature, interpretation and the media	81'25 [082.1] =111 S64 I Translation excellence assessment, achievement, maintenance	Siguiente

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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.

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