Departamento de
Traducción e Interpretación


Tema:   Pedagogía.
Autor:   Bogucki, Lukasz (ed.)
Año:   2010
Título:   Teaching Translation and Interpreting: Challenges and Practices
Lugar:   Newcastle upon Tyne
Editorial/Revista:   Cambridge Scholars Publishing
Páginas:   243
Idioma:   Inglés.
Tipo:   Libro.
ISBN/ISSN/DOI:   ISBN: 9781443825009.
Índice:   1. Fiorenza Mileto and Luigi Muzii - Teaching computer-assisted translation and localization: a project-based approach; 2. Michal Kornacki - Teaching “computer translation skills” to English philology students at the University of Lódz; 3. Lucja Biel - The textual fit of legal translations: focus on collocations in translator training; 4. Aleksander Gomola - Teaching translation of religious discourse in Poland - 5. Janusz Wróblewski - Sensitizing learners to multiple equivalence; 6. Marcin Zabawa - Teaching translation at the university: should students be taught their native language?; 7. Adam Sitarek - Criteria for the selection of lexical items that are false friends between English and German, German and Polish, and Polish and English for the curriculum of translator training in the Polish educational system; 8. Joanna Janecka & Magdalena Kizeweter - Perils or perks? Teaching translation as part of Practical English curriculum for undergraduate English Studies; 9. Paulina Pietrzak & Mikolaj Deckert - Teaching translation to evening students at the University of Lódz – a perspective on directionality; 10. Michal B. Paradowski - From catering college to the naked chef – teaching LSP and culinary translation; 11. Jolanta Sak-Wernicka - Interpretation and interpreting – how does it work in Relevance Theory?; 12. Janusz Sikorski - Interpreter aptitude in testing procedures; 13. Andrzej Lyda; Alina Jackiewicz & Krystyna Warchal - To get what you want. Triggering agentlessness in the consecutive mode; 14. Zuzanna Lopacinska - Dealing with speakers' errors in interpreting – indispensable skill for a well-trained interpreter.
Resumen:   Translator and interpreter training has recently received ample attention, manifested in numerous articles, books and conference papers. However, many central issues still appear controversial. Should translation and interpreting be taught within the curricula of language studies or independently? What is translator competence made up of? Which of its elements can be developed through practice and which require coaching? What kind of translators and interpreters, if any, are "born, not made"? In an attempt to address these and other questions as well as to exchange experience and expertise regarding translation curricula in Poland and abroad, the Department of Translation Theory and Practice, part of the Chair of English Language and Applied Linguistics at Lodz University, has organised two conferences under the title "Teaching Translation and Interpreting"; the first was held in April 2008, the second almost exactly a year later. [Source: Editor]
Impacto:   1i- Borodo, Michal. 2012. Review in: The Interpreter and Translator Trainer (ITT) 6:1, pp. 117-121
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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