Departamento de
Traducción e Interpretación


Tema:   Pedagogía.
Autor:   Sawyer, David B.; Frank Austermühl & Vanessa Enríquez Raído (eds.)
Año:   2019
Título:   The Evolving Curriculum in Interpreter and Translator Education. Stakeholder perspectives and voices
Lugar:   Amsterdam
Editorial/Revista:   John Benjamins
Páginas:   430
Idioma:   Inglés
Tipo:   Libro
ISBN/ISSN/DOI:   ISBN: 9789027203175 (hbk.) DOI:
Colección:   American Translators Association Scholarly Monogra
Disponibilidad:   Alicante BG
Índice:   1. The evolving curriculum in interpreter and translator education: A bibliometric analysis - David B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído (1–22). I. Conceptualizations of curricula. 2. Translation and the internationalization of higher education in the anglophone West: The case of New Zealand compared to the United Kingdom - Vanessa Enríquez Raído (25–52); 3. “TI literacy” for general undergraduate education - Kayoko Takeda & Masaru Yamada (53–73); 4. European Masters in Translation: A comparative study - Ester Torres-Simón & Anthony Pym (75–97); 5. Doctoral training in Translation Studies: Challenges and opportunities - Yves Gambier, Christina Schaeffner & Reine Meylaerts (99–116). II. Innovation and reform. 6. Undergraduate and graduate level interpreter education: Pedagogical considerations - Melanie Metzger, Keith Cagle & Danielle Hunt (119–140); 7. Structure and process: A case study of the evolving interpreter education curriculum in Vienna - Franz Pöchhacker (141–160); 8. Innovations in online interpreter education: A graduate certificate program in community interpreting - Holly Mikkelson, Amy Slay, Patricia Szasz & Bob Cole (161–184); 9. Bridging the gap between curricula and industry: A case study of an undergraduate program in Jordan - Bilal Sayaheen (185–202). III. Technology. 10. A singular(ity) preoccupation: Helping translation students become language-services advisors in the age of machine translation - Alan K. Melby & Daryl R. Hague (205–228); 11. The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approach - Jesús Torres del Rey (229–258); 12. Technology literacy for the interpreter - Alexander Drechsel (259–268). IV. The course and the curriculum. 13. A relevancy approach to cultural competence in translation curricula - Peng Wang (271–299); 14. Knowing what and knowing how: Teaching student interpreters research on interpreting - Minhua Liu (301–318); 15. Teaching translation in a multilingual practice class - Anthony Pym (319–340). V. Stakeholder networks. 16. The contribution of institutional recruiters to interpreter training: Getting the balance right - Clare Donovan (343–368); 17. Institutional cooperation in the area of training – a two-way collaboration: The perspective of an academic trainer - Sarah Bordes (369–377); 18. The role of the European Commission's Virtual Class Program in university curricula: Challenges and strategies to minimize stress in the learning environment - Fernando Leitão (379–391); 19. The hidden curriculum revealed in study trip reflective essays - Andrew K.F. Cheung (393–408).
Resumen:   The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors. The evolution of the translating and interpreting professions and changes in teaching practices in higher education have led to fundamental shifts in how translating and interpreting knowledge, skills and abilities are acquired in academic settings. Changing conceptualizations of curricula, processes of innovation and reform, technology, refinement of teaching methodologies specific to translating and interpreting, and the emergence of collaborative institutional networks are examples of developments shaping curricula. [Source: Publisher]
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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