Multiple Voices in the Translation Classroom
Activities, tasks and projects
The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.
Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well.
This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.
[Benjamins Translation Library, 54] 2004. x, 259 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Acknowledgments | p. ix
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Introduction | p. 1
-
The training: An interaction between the student, the teacher and the subject
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Translation training brought up to date | p. 11
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From foreign language learner to translator | p. 35
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Translation procedures: Tackling the task
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Starting points: Thinking about translation | p. 45
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Learning through reflecting, communication and translating | p. 129
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Final Thoughts | p. 224
-
Glossary | p. 227
-
Notes | p. 235
-
-
Index | p. 257
“This book is a truly unique ethography providing an unusually detailed and emperically grounded insight into the organization of knowledge and its social distribution in a Caribbean community. Applying a conversation analytical approach, Sidnell strikingly demonstrates how everyday social practices and the social structure of a community are accomplished on a turn-by-turn basis. [...] This study accomplishes two important things. In relation to everyday social practices, it reveals how they are interactionally achieved, contribute to the community's social structure, and how members of the community make sense of them in unfolding talk. Methodologically, it strikingly demonstrates how close interactional analysis of the sort practiced by conversation analysts is vital for overcoming received and often biased notions about the social life of non-western communities. Sidnell's study sets new standards for doing ethnography, and rehabilitates the importance of close attention to social interaction and language in this enterprise.”
Bettina Migge, University College Dublin, in the Journal of Pidgin and Creole Languages, Vol. 23:2 (2008)
“[...] this book contains many activities that will be an invaluable source of ideas for the translation and language teacher.”
Sonia Colina, Arizona State University, in Studies in Second Language Acquisition, Vol. 28:1 (2006)
“
Multiple Voices in the Translation Classroom provides successful alternatives to traditional transmissionist teaching models, and is highly recommendable as a valuable guide book, a resourceful databank an a helpful companion to teachers who seek to be inspired, to change their ways of doing things or to be informed and assisted when experimenting with process-based translation teaching.”
Yong Zhong, University of New South Wales, in The Interpreter and Translator Trainer (ITT), Issue 2:2 (2008)
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Maruenda-Bataller, Sergio & José Santaemilia-Ruiz
2016. Project-Based Learning and Competence Assessment in Translation Training. In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ], ► pp. 207 ff.
Tamayo, Ana
2016. Subtitling for the deaf and the hard-of-hearing —A learning-service approach at the audiovisual translation classroom. Íkala, Revista de Lenguaje y Cultura 21:3 ► pp. 327 ff.
Aguilar, Raquel Pacheco
2015. Chapter 1: The Question of Authenticity in Translator Education from the Perspective of Educational Philosophy. In Towards Authentic Experiential Learning in Translator Education, ► pp. 13 ff.
Biria, Reza & Mina Momenzadeh
2015. The Efficacy of CMC versus Traditional Approaches to Teaching Translation to Iranian Junior Translation and Civil Engineering Students. Theory and Practice in Language Studies 5:12 ► pp. 2528 ff.
Calvo, Elisa
2015. Scaffolding translation skills through situated training approaches: progressive and reflective methods. The Interpreter and Translator Trainer 9:3 ► pp. 306 ff.
Crezee, Ineke H.M., Holly Mikkelson & Laura Monzon-Storey
Dullion, Valérie
2015. Droit comparé pour traducteurs : de la théorie à la didactique de la traduction juridique. International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 28:1 ► pp. 91 ff.
Inoue, Izumi & Christopher N. Candlin
2015. Applying Task-Based Learning to translator education. Translation and Interpreting Studies 10:1 ► pp. 58 ff.
Inoue, Izumi & Christopher N. Candlin
2017. Applying Task-Based Learning to translator education. In Translation and Interpreting Pedagogy in Dialogue with Other Disciplines [Benjamins Current Topics, 90], ► pp. 55 ff.
Kelly, Niamh & Jennifer Bruen
2015. Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours. Language Teaching Research 19:2 ► pp. 150 ff.
Lee, Vivian
2015. A model for using the reflective learning journal in the postgraduate translation practice classroom. Perspectives 23:3 ► pp. 489 ff.
Li, Defeng, Chunling Zhang & Yuanjian He
2015. Project-based learning in teaching translation: students’ perceptions. The Interpreter and Translator Trainer 9:1 ► pp. 1 ff.
Massey, Gary & Barbara Brändli
2015. Chapter 10: Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator education. In Towards Authentic Experiential Learning in Translator Education, ► pp. 177 ff.
McDonough Dolmaya, Julie
McDonough Dolmaya, Julie
2017. Reacting to Translations Past. In Translation and Interpreting Pedagogy in Dialogue with Other Disciplines [Benjamins Current Topics, 90], ► pp. 129 ff.
Nam, Won-jun
2015. A Discourse on Student-centered Translator Education. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 13:1 ► pp. 87 ff.
Rodríguez-Castro, Mónica & Clare E. Sullivan
2015. Rethinking the legal translation classroom: a course for legal translation professionals. The Interpreter and Translator Trainer 9:2 ► pp. 205 ff.
Shamma, Tarek
2015. Competition and Collaboration in Translation Education. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 1 ff.
Vale de Gato, Margarida
2015. The collaborative anthology in the literary translation course. The Interpreter and Translator Trainer 9:1 ► pp. 50 ff.
Valero-Garcés, Carmen
2015. Cross-Fertilization of Training and Research in a Master's Program in Public Service Interpreting and Translation. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 397 ff.
Wallace, Melissa
2015. Team-Based Learning in Introductory Translation Courses. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 27 ff.
Zlatnar Moe, Marija, Tamara Mikolic Juznic & Tanja Žigon
2015. I know languages, therefore, I can translate?. Translation and Interpreting Studies 10:1 ► pp. 87 ff.
Zlatnar Moe, Marija, Tamara Mikolic Juznic & Tanja Žigon
2017. I know languages, therefore, I can translate?. In Translation and Interpreting Pedagogy in Dialogue with Other Disciplines [Benjamins Current Topics, 90], ► pp. 83 ff.
Atkinson, David P.
2014. Developing psychological skill for the global language industry. Translation Spaces 3 ► pp. 1 ff.
Birkan-Baydan, Esra & Ayşe Banu Karadağ
2014. Literary Translation Workshop: Social Constructivist Approach Classroom Activities. Procedia - Social and Behavioral Sciences 152 ► pp. 984 ff.
Carreres, Ángeles
2014. Translation as a means and as an end: reassessing the divide. The Interpreter and Translator Trainer 8:1 ► pp. 123 ff.
Díaz-Pérez, Francisco Javier
2014. The Translation of Wordplay from the Perspective of Relevance Theory: Translating Sexual Puns in two Shakespearian Tragedies into Galician and Spanish. Meta 58:2 ► pp. 279 ff.
González Davies, Maria
2014. Towards a plurilingual development paradigm: from spontaneous to informed use of translation in additional language learning. The Interpreter and Translator Trainer 8:1 ► pp. 8 ff.
González Davies, Maria
2021. Student Agency in Translator Training: Setting a Framework for Good Practices. Research in Language 19:2 ► pp. 117 ff.
González-Davies, Maria
2017. The use of translation in an Integrated Plurilingual Approach to language learning: teacher strategies and best practices. Journal of Spanish Language Teaching 4:2 ► pp. 124 ff.
Alcalde Peñalver, Elena
2013. An Introductory Course on Financial Translation. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 11:2 ► pp. 1 ff.
Augustyn, Prisca
2013. Translation and Bilingual Practice for German Vocabulary Teaching and Learning. Die Unterrichtspraxis/Teaching German 46:1 ► pp. 27 ff.
Calvo Encinas, Elisa, Maria González Davies, Sara Laviosa, Luis Alonso Bacigalupe & Magdalena Dombek
2013. Book Reviews. The Interpreter and Translator Trainer 7:1 ► pp. 129 ff.
Corcoll, Cristina
2013. Developing children's language awareness: switching codes in the language classroom. International Journal of Multilingualism 10:1 ► pp. 27 ff.
Crezee, Ineke H.M.
Li, Defeng
2013. Teaching Business Translation. The Interpreter and Translator Trainer 7:1 ► pp. 1 ff.
Li, Defeng
2013. Teaching Business Translation. The Interpreter and Translator Trainer 7:1 ► pp. 1 ff.
Hall, Graham & Guy Cook
2012. Own-language use in language teaching and learning. Language Teaching 45:3 ► pp. 271 ff.
Jankowska, Anna, Sara Laviosa, Renée Desjardins & Leo Hickey
2012. Book Reviews. The Interpreter and Translator Trainer 6:2 ► pp. 265 ff.
Nasi, Franco
2012. Creativity on Probation: On Translating a Nursery Rhyme. Translation Review 83:1 ► pp. 35 ff.
Washbourne, Kelly
2012. Teaching and Learning of Translation. In The Encyclopedia of Applied Linguistics,
Washbourne, Kelly
2012. Load-managed problem formats. Target. International Journal of Translation Studies 24:2 ► pp. 338 ff.
Washbourne, Kelly
2013. Teaching Literary Translation: Objectives, Epistemologies, and Methods for the Workshop. Translation Review 86:1 ► pp. 49 ff.
Washbourne, Kelly
2014. The self-directed learner: intentionality in translator training and education. Perspectives 22:3 ► pp. 373 ff.
Washbourne, Kelly
2024. Theorizing a postmodern translator education. Target. International Journal of Translation Studies 36:1 ► pp. 1 ff.
Zainudin, Intan Safinaz & Norsimah Mat Awal
2012. Translation Techniques: Problems and Solutions. Procedia - Social and Behavioral Sciences 59 ► pp. 328 ff.
Zainudin, Intan Safinaz & Norsimah Mat Awal
2012. Teaching Translation Techniques in a University Setting: Problems and Solutions. Procedia - Social and Behavioral Sciences 46 ► pp. 800 ff.
Carreres, Ángeles & María Noriega-Sánchez
2011. Translation in language teaching: insights from professional translator training. The Language Learning Journal 39:3 ► pp. 281 ff.
Farahzad, Farzaneh, Parviz Azhideh & Leila Razmjou
2011. Translation Quality and Awareness of Cultural Translation Theories. Journal of Language Teaching and Research 2:2
Hague, Daryl, Alan Melby & Wang Zheng
2011. Surveying Translation Quality Assessment. The Interpreter and Translator Trainer 5:2 ► pp. 243 ff.
Mossop, Brian, Sara Laviosa, Bogusława Whyatt, Yong Zhong & Esther Monzó
2011. Book Reviews. The Interpreter and Translator Trainer 5:2 ► pp. 359 ff.
Sang, Zhonggang
2011. An Activity Theory approach to translation for a pedagogical purpose. Perspectives 19:4 ► pp. 291 ff.
Danan, Martine
2010. Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning 23:5 ► pp. 441 ff.
Marais, Kobus
2010. I Have Rhythm Therefore I Am. The Interpreter and Translator Trainer 4:1 ► pp. 33 ff.
Rico, Celia
2010. Translator Training in the European Higher Education Area. The Interpreter and Translator Trainer 4:1 ► pp. 89 ff.
Rico, Celia
2017. The ePortfolio: constructing learning in translation technology. The Interpreter and Translator Trainer 11:1 ► pp. 79 ff.
Echeverri, Álvaro
2009. Énième plaidoyer pour l’innovation dans les cours pratiques de traduction. Préalables à l’innovation?. TTR 21:1 ► pp. 65 ff.
Echeverri, Álvaro
2015. Translator Education and Metacognition. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 297 ff.
Kelly, Dorothy
2009. Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis. TTR 21:1 ► pp. 99 ff.
Kelly, Dorothy
2010. Translation didactics. In Handbook of Translation Studies [Handbook of Translation Studies, 1], ► pp. 389 ff.
Kelly, Dorothy
2010. Curriculum. In Handbook of Translation Studies [Handbook of Translation Studies, 1], ► pp. 87 ff.
Scott-Tennent, Christopher & María González Davies
2009. Effects of Specific Training on the Ability to Deal with Cultural References in Translation*. Meta 53:4 ► pp. 782 ff.
Tercedor-Sánchez, María Isabel, Clara Inés López-Rodríguez & Bryan Robinson
2009. Textual and Visual Aids for E-learning Translation Courses*. Meta 50:4
Vandaele, Sylvie, Mariana Raffo & Sylvie Boudreau
2009. Les défis de la pédagogie de la traduction spécialisée : mise en oeuvre d’un site de référence en biomédecine1. TTR 21:2 ► pp. 63 ff.
Kenny, Mary Ann
2008. Discussion, Cooperation, Collaboration. The Interpreter and Translator Trainer 2:2 ► pp. 139 ff.
Zhong, Yong
2008. Teaching Translators through Self-Directed Learning. The Interpreter and Translator Trainer 2:2 ► pp. 203 ff.
Albir, Amparo Hurtado
2007. Competence-based Curriculum Design for Training Translators. The Interpreter and Translator Trainer 1:2 ► pp. 163 ff.
Hurtado Albir, Amparo
2009. Compétence en traduction et formation par compétences. TTR 21:1 ► pp. 17 ff.
Hurtado Albir, Amparo
2018. Chapter 7.2. Training. In A History of Modern Translation Knowledge [Benjamins Translation Library, 142], ► pp. 415 ff.
Kearns, John, Agnieszka Chmiel, Arvi Tavast, Marion Winters & Maria Piotrowska
2007. The Reviews Section. The Interpreter and Translator Trainer 1:1 ► pp. 137 ff.
Kelly, Dorothy & Catherine Way
2007. Editorial: On the Launch ofITT. The Interpreter and Translator Trainer 1:1 ► pp. 1 ff.
Laviosa, Sara
2007. Learning Creative Writing by Translating Witty Ads. The Interpreter and Translator Trainer 1:2 ► pp. 197 ff.
Laviosa, Sara
2018. Lawrence Venuti, ed. Teaching Translation: Programs, Courses, Pedagogies
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Olohan, Maeve
2007. Economic Trends and Developments in the Translation Industry. The Interpreter and Translator Trainer 1:1 ► pp. 37 ff.
Kiraly, Don
2006. Project-Based Learning: A Case for Situated Translation. Meta 50:4 ► pp. 1098 ff.
Robinson, Bryan J., Clara I. López Rodríguez & María I. Tercedor Sánchez
2006. SELF-ASESMENT IN TRANSLATOR TRAINING. Perspectives 14:2 ► pp. 115 ff.
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Subjects
Translation & Interpreting Studies
Main BIC Subject
CFP: Translation & interpretation
Main BISAC Subject
LAN023000: LANGUAGE ARTS & DISCIPLINES / Translating & Interpreting