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Teaching Translation and Interpreting 3: New Horizons. Papers from the Third Language International Conference, Elsinore, Denmark, 1995
Edited by Cay Dollerup and Vibeke Appel
[Benjamins Translation Library 16] 1996
► pp. v–vi

Table of contents

Editors’ foreword1
Acknowledgments6
Teaching, history and societies
Teaching the history of translation9
The emergence of the teaching of translation19
Translation cuuricuula development in Chinese communities31
Teaching theory and culture
Teaching — translation — theory: communications horizons47
Translation theory teaching: connecting theory and practice55
Teaching translation theory: the significance of memes63
Constrastive culture learning in translator training73
Teaching Social and culture differences81
Ethnocultural peculiarities in translation for special purposes89
Teaching students
Postmodernism and the teaching of tranlation97
Reinforcing or changing norms in subtitling105
The sentence group: the key discoursal unit111
Teaching dialogue interpreting119
Teaching literary translation: “The translation happens when you read it”129
Awareness and responsibility: our students as partners137
Victory over fear: literary translation as a carnivalistic teaching tool145
Descriptive translation studies and translation teaching153
Students’ research for translation163
Teaching literary translation — a student’s point of view171
Assessment and skills in screen translation177
Assessment of simultaneous interpreting187
Quality assessment in school vs professional translation197
Students and professional reality
A translation programme for a unique population207
Language:specific strategies in simultaneous interpreting213
Taking care of the sense in simultaneous interpreting223
Creating the ‘Other’: a pragmatic translation tool233
Prefessional versus student behaviour243
Real: world criteria in translation pedagogy251
Teaching and Technology
Computerized translation managers as teaching aids263
Language and translation as general management problems271
The impact of technology and the implications for teaching295
Works cited303
Index321


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