Departamento de
Traducción e Interpretación


Tema:   Legal. Técnico. Género. Pedagogía.
Autor:   Monzó Nebot, Esther (ed.)
Año:   2015
Título:   Training Legal Interpreters and Translators
Editorial/Revista:   The Interpreter and Translator Trainer (ITT) 9:2
Páginas:   129-261
Idioma:   Inglés.
Tipo:   Monografía.
ISBN/ISSN/DOI:   ISSN: 1750399X.
Índice:   1. Understanding legal interpreter and translator training in times of change - Esther Monzó Nebot (129-140); 2. (Trans)formative theorising in legal translation and/or interpreting: a critical approach to deontological principles - M. Rosario Martín Ruano (141-155); 3. A critical account of the concept of ‘basic legal knowledge': theory and practice - Pilar Ordóñez López (156-172); 4. A further call to action: training as a policy issue in court interpreting - Melissa Wallace (173-187); 5. Reality-based court interpreting didactic material using new technologies - Coral Ivy Hunt-Gómez & Paz Gómez Moreno (188-204); 6. Rethinking the legal translation classroom: a course for legal translation professionals - Mónica Rodríguez Castro & Clare E. Sullivan (205-228); 7. Training translators for accreditation in Finland - Leena Salmi & Tuija Kinnunen (229-242); 8. The Polish sworn translator: current training profile and perspectives - Regina Solová (243-259).
Resumen:   The contributions in this issue deal with these challenges in different areas of LIT. Focuses and underlying theories represent diversity and establish an enriching dialogue between priorities to cater to in a changing world that continually overhauls our professional profile both as translators/interpreters and trainers. Several topics are recurrent across the different contributions. Issues of language policy and due process of law, ownership of the curriculum and cooperation with market agents, reshaping the notions of equivalence and neutrality in a globalised context, or LIT trainers' and professionals' role gain increased interest in front of more traditional debates that remain relevant, such as trainees' different profiles and interests, students' intrinsic motivation, professionals' hunger for specific LIT training, their perception of conceptual and procedural knowledge, the necessity to emulate professional conditions in LIT training, or the boundaries between specialisms, particularly between emergent and divergent models of professionalism in LIT. Among them, the link between education, research and market practice seems to be our zeitgeist. [Source: Editor]
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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