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BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Pedagogía. Internet.
Autor:   Biau, José Ramón; Jill Orenstein; Carmen Fallada & Anthony David Pym (eds.)
Año:   2003
Título:   Innovation and e-Learning in Translator Training
Lugar:   http://isg.urv.es/library/papers/innovation_book.pdf
Editorial/Revista:   Universitat Rovira i Virgili (Intercultural Studies Group)
Páginas:   99
Idioma:   Inglés.
Tipo:   Libro.
Disponibilidad:   Acceso abierto.
Índice:   1. The why and how of an on-line symposium, Anthony Pym.
I. Position papers: 2. Notes on translator-training (replies to a questionnaire), Roberto Mayoral; 3. Notes on translator training (replies to a questionnaire), Daniel Gouadec: 4. What should be taught at translation school?, Brian Mossop; 5. Translating as a text-production activity, Christiane Nord; 6. From teacher-centred to learning-centred classrooms in translator education: Control, chaos or collaboration?, Don Kiraly; 7. General Response, Yves Gambier.
II. Summaries of discussion. 8. Accreditation, Birgitta Englund Dimitrova; 9. Class Size, Eva Hung; 10. The question of cultural difference, Peter J Carroll; 11. Interpreting, Carlo Marzocchi; 12. Teaching Literary Translation, James St. André; 13. Media Translation, Elena Di Giovanni; 14. Collaboration, Teamwork and Group Work, Don Kiraly et al.; 15. Translation and Technology, Yves Gambier; 16. Terminology (Neologisms), Francis Henrik Aubert.
III. Position papers: 17. Notes on translator-training (replies to a questionnaire), Debbie Folaron; 18. Notes on translator training (replies to a questionnaire), Daniel Gouadec; 19. Notes on translator training (replies to a questionnaire), Margarita Rodríguez; 20. The Vincenza - CETRA Project, Giuliana Schiavi; 21. Notes on translator training (replies to a questionnaire), Ubaldo Stecconi.
IV. Summaries of discussion. 22. What else has been done with e-learning in the field of translator training?; 23. How students react to e-learning; 24. Should students do real translations?; 25. Interpreting and e-learning; 26. The limits of technology; 27. How much effort is required for e-learning?
Resumen:   In January 2000 the Intercultural Studies Group at the Universitat Rovira i Virgili thus organized an on-line symposium on translator training. The main aim of the symposium was to help create some kind of consensus through dialogue on several key issues. The symposium was primarily addressed to practising translator-trainers, although participation was also welcome from linguists, educationalists, translators, interpreters and students.
The basic philosophy behind the symposium was that changing labour markets mean it is no longer sufficient to maintain traditional standards. The focus was thus on the search for innovation rather than the preservation of established orthodoxy. [Source: Anthony Pym]
Impacto:   1i- Fictumová, Jarmila. 2004. 3397cit; 2i- Cravo, Ana & Josélia Neves. 2007. 3661cit; 3i- Kelly, Dorothy & Catherine Way. 2007. 2151cit; 4i- Sandrelli, Annalisa & Jesús de Manuel Jerez. 2007. 2170cit; 5i- Echeverri, Alvaro. 2008. 2737cit; 6i- Fiser, Darja. 2008. 3146cit; 7i- Kelly, Dorothy Anne. 2008. 2738cit; 8i- Kenny, Mary Ann. 2008. 2947cit; 9i- Neves, Josélia. 2008. 1174cit; 10i- Vandaele, Sylvie; Mariana Raffo & Sylvie Boudreau. 2008. 2743cit; 11i- Calvo Encinas, Elisa. 2011. 3347cit; 12i- Gambier,Yves. 2012. 6923cit; 13i- Calvo Encinas, Elisa. 2015. 7160cit; 14i- Vale de Gato, Margarida. 2015. 7183cit
 
 
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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