Towards Authentic Experiential Learning in Translator Education
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Don Kiraly (Hg.)

Towards Authentic Experiential Learning in Translator Education

1. Auflage 2016
207 Seiten mit 17 Abbildungen
ISBN 978-3-8470-0495-0
Mainz University Press bei V&R unipress

32,99 €
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This 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.

Verfügbare Kapitel

Seite 7 - 8
Don Kiraly (Hg.)

Acknowledgements

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Seite 9 - 12
Don Kiraly (Hg.)

Preface

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Seite 13 - 32
Don Kiraly (Hg.)

Raquel Pacheco Aguilar (University of Mainz/Germersheim): Chapter 1: The Question of Authenticity in Translator Education from the Perspective of Educational Philosophy

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Seite 33 - 52
Don Kiraly (Hg.)

Susanne Hagemann (University of Mainz/Germersheim): Chapter 2: (Non-)Professional, Authentic Projects? Why Terminology Matters

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Seite 53 - 66
Don Kiraly (Hg.)

Don Kiraly (University of Mainz/Germersheim): Chapter 3: Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews?

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Seite 67 - 88
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Don Kiraly and Sascha Hofmann (University of Mainz/Germersheim): Chapter 4: Towards a Postpositivist Curriculum Development Model for Translator Education

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Seite 89 - 112
Don Kiraly (Hg.)

Don Kiraly, Lisa Rüth, Marcus Wiedmann (University of Mainz/Germersheim): Chapter 5: Enhancing Translation Course Design and Didactic Interventions with E-Learning

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Seite 113 - 128
Don Kiraly (Hg.)

Maren Dingfelder Stone (University of Mainz/Germersheim): Chapter 6: Authenticity, Autonomy, and Automation: Training Conference Interpreters

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Seite 129 - 146
Don Kiraly (Hg.)

Andrea Cnyrim (Karlsruhe University of Applied Sciences): Chapter 7: Developing Intercultural Competence through Authentic Projects in the Classroom

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Seite 147 - 160
Don Kiraly (Hg.)

Catherine Way (University of Granada): Chapter 8: Intra-University Projects as a Solution to the Simulated/Authentic Dilemma

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Seite 161 - 176
Don Kiraly (Hg.)

Carmen Canfora (University of Mainz/Germersheim): Chapter 9: Assessing Learning in Heterogeneous Learning Groups in Translator Training – A Role for Portfolios

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Seite 177 - 200
Don Kiraly (Hg.)

Gary Massey and Barbara Brändli (Zurich University of Applied Sciences/Winterthur): Chapter 10: Collaborative feedback flows and how we can learn from them: investigating a synergetic learning expe…

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Seite 201 - 204
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Epilogue

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Seite 205 - 207
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Contributors

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