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	1.	Towards Authentic Experiential Learning in Translator Education por Kiraly, Donald C Temas: ALEMANIA; TRADUCTORES; SUIZA; PROGRAMAS DE ESTUDIO; PEDAGOGIA; INTÉRPRETES; INGLÉS; FORMACIÓN PROFESIONAL; ESPAÑA; EPISTEMOLOGIA; ENSEÑANZA DE LA TRADUCCIÓN; EDUCACIÓN; DIDACTICA. Tipo de material: Texto; Forma literaria: No es ficción Detalles de publicación: Goettingen : V&R Unipress : Mainz University Press, 2016 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. Disponibilidad: Ítems disponibles para préstamo: Biblioteca Bartolomé Mitre (1)Signatura topográfica: 81'25 (07)=111 K631. Hacer reserva Agregar al carrito (remover)
	2.	English across the fracture lines : the contribution and relevance of english to security, stability and peace por Erling, Elizabeth J [ed.] Knagg, John [pref.] Temas: EDUCACIÓN; PEDAGOGIA; INTEGRACION CULTURAL; INGLÉS; ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA; ENSEÑANZA DE LA LENGUA. Tipo de material: Texto; Forma literaria: No es ficción Detalles de publicación: London : British Council : Teaching English, 2017 Resumen: The book provides new insights into the various communicative needs in such situations, and shows the impact and potential of programmes promoting English as a means of reconciliation, resilience, environmental sustainability and intercultural understanding. It offers a space for reflection on how English language teaching can nurture learners' wellbeing by equipping them with a language in which not only injustice and pain are articulated and expressed to the wider international community, but also forgiveness and empathy. In addition, it provides recommendations for how all of us involved in the English language teaching (ELT) profession can facilitate making connections and promote participation in global dialogues through English, keeping hope alive in challenging times. Disponibilidad: Ítems disponibles para préstamo: Biblioteca Bartolomé Mitre (1)Signatura topográfica: 811.111'243=111 E51. Hacer reserva Agregar al carrito (remover)

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