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| 003 | ES-MaUEC | ||
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| 008 | 160715s2015 gw a b 000 0 eng d | ||
| 010 | _a 2015298993 | ||
| 020 | _a9783847104957 (hbk.) | ||
| 020 | _a3847104950 (hbk.) | ||
| 020 | _z9783847004950 (e-book) | ||
| 020 | _z9783737004954 (v. & R elibrary) | ||
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| 050 | 4 |
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| 072 | 7 |
_aP _2lcco |
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| 245 | 0 | 0 |
_aTowards Authentic Experiential Learning in Translator Education _cSusanne Hagemann [y otros nueve] |
| 264 | 1 |
_aGöttingen _bVandenhoeck & Ruprecht _c2015 |
|
| 300 |
_a1 recurso en línea (208 páginas) _bilustraciones |
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| 336 |
_2rdacontent _aTexto (visual) _btxt |
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| 337 |
_2rdamedia _aelectrónico _bc |
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| 338 |
_2rdacarrier _arecurso electrónico _bcr |
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| 490 | 0 | _aV&R Academic | |
| 505 | 0 | _aChapter 1. The question of authenticity in translator education from the perspective of educational philosophy / Raquel Pacheco Aguilar -- Chapter 2. (Non-)professional, authentic projects? Why terminology matters / Susanne Hagemann -- Chapter 3. Authentic project work and pedagogical epistemologies: a question of competing or complementary worldviews? / Don Kiraly -- Chapter 4. Towards a postpositivist curriculum development model for translator education / Don Kiraly and Sascha Hofmann -- Chapter 5. Enhancing translation course design and didactic interventions with e-learning / Don Kiraly, Lisa Rüth, Marcus Wiedmann -- Chapter 6. Authenticity, autonomy, and automation: training conference interpreters / Maren Dingfelder Stone -- Chapter 7. Developing intercultural competence through authentic projects in the classroom / Andrea Cnyrim -- Chapter 8. Intra-university projects as a solution to the simulated/authentic dilemma / Catherine Way -- Chapter 9. Assessing learning in heterogeneous learning groups in translator training: a role for portfolios / Carmen Canfora -- Chapter 10. Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator education / Gary Massey and Barbara Brändli | |
| 520 | 3 | _aThis 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.--Page 4 of cover. | |
| 650 | 7 |
_aTraducción _0comprobar BNE19900983875 _2embne _9140337 |
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| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/ueurmad/detail.action?docID=4566031 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid) |
| 906 |
_a7 _bcbc _cpccadap _d2 _encip _f20 _gy-gencatlg |
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| 942 |
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| 998 |
_b07/2018 _dz _ea _zSI |
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