Please use this identifier to cite or link to this item:
https://doi.org/10.21256/zhaw-4027
Publication type: | Book part |
Type of review: | Peer review (publication) |
Title: | Beyond teaching : towards co-emergent praxis in translator education |
Authors: | Massey, Gary Kiraly, Don Hofmann, Sascha |
DOI: | 10.21256/zhaw-4027 |
Published in: | Translation – Didaktik – Kompetenz |
Editors of the parent work: | Ahrens, Barbara Hansen-Schirra, Silvia Krein-Kühle, Monika Schreiber, Michael Wienen, Ursula |
Page(s): | 11 |
Pages to: | 64 |
Issue Date: | 2018 |
Publisher / Ed. Institution: | Frank & Timme |
Publisher / Ed. Institution: | Berlin |
ISBN: | 978-3-7329-0334-4 978-3-7329-9505-9 |
Language: | English |
Subjects: | Translator education; Translation pedagogy; Emergence; Co-emergence; Translation competence development; Translator competence; Action research; Experiential learning; Organisational learning; Organisational development; Collaborative learning; Translation simulation |
Subject (DDC): | 418.02: Translating and interpreting |
Abstract: | This chapter is the product of parallel as well as joint efforts by the three authors to further develop collaborative approaches to learning and teaching with the aim of contributing to sustainable innovation in translator education. In the first part of the chapter, Don Kiraly introduces an abductive frame of reasoning and an interpretivist line of inquiry for investigating processes in translator education. He then presents some of the abductive milestones along his own research trajectory, focusing particularly on findings from three action research case studies that have fed into a post-positivist model of translator expertise emergence that all three authors of this chapter are now attemping to apply and enhance. In the second part of the chapter, Gary Massey takes an organisational perspective to pre-sent and discuss the applicability of the co-emergence concept to the continuing development of translator education programmes and institutions. He refers to measures that have been un-dertaken at IUED to foster curriculum development and organisational learning within the context of the model Kiraly proposes. In the third part, Sascha Hofmann outlines the genesis of a ‘translation agency simulator’, which he is currently developing at FTSK as an instructional tool for simulated translation project work. As will be explained in the discussion below, simulated translation project work can be seen to dovetail with both instruction in elementary domain-specific skills and concepts and complex authentic translation project work towards the end of a programme of study. |
URI: | https://digitalcollection.zhaw.ch/handle/11475/11781 |
Fulltext version: | Published version |
License (according to publishing contract): | Licence according to publishing contract |
Departement: | Applied Linguistics |
Organisational Unit: | Institute of Translation and Interpreting (IUED) |
Appears in collections: | Publikationen Angewandte Linguistik |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Kiraly_Massey_Hofmann_Beyond Teaching.pdf | Kiraly, Massey and Hofmann: Beyond Teaching | 2.73 MB | Adobe PDF | View/Open |
Show full item record
Massey, G., Kiraly, D., & Hofmann, S. (2018). Beyond teaching : towards co-emergent praxis in translator education. In B. Ahrens, S. Hansen-Schirra, M. Krein-Kühle, M. Schreiber, & U. Wienen (Eds.), Translation – Didaktik – Kompetenz (pp. 11–64). Frank & Timme. https://doi.org/10.21256/zhaw-4027
Massey, G., Kiraly, D. and Hofmann, S. (2018) ‘Beyond teaching : towards co-emergent praxis in translator education’, in B. Ahrens et al. (eds) Translation – Didaktik – Kompetenz. Berlin: Frank & Timme, pp. 11–64. Available at: https://doi.org/10.21256/zhaw-4027.
G. Massey, D. Kiraly, and S. Hofmann, “Beyond teaching : towards co-emergent praxis in translator education,” in Translation – Didaktik – Kompetenz, B. Ahrens, S. Hansen-Schirra, M. Krein-Kühle, M. Schreiber, and U. Wienen, Eds. Berlin: Frank & Timme, 2018, pp. 11–64. doi: 10.21256/zhaw-4027.
MASSEY, Gary, Don KIRALY und Sascha HOFMANN, 2018. Beyond teaching : towards co-emergent praxis in translator education. In: Barbara AHRENS, Silvia HANSEN-SCHIRRA, Monika KREIN-KÜHLE, Michael SCHREIBER und Ursula WIENEN (Hrsg.), Translation – Didaktik – Kompetenz. Berlin: Frank & Timme. S. 11–64. ISBN 978-3-7329-0334-4
Massey, Gary, Don Kiraly, and Sascha Hofmann. 2018. “Beyond Teaching : Towards Co-Emergent Praxis in Translator Education.” In Translation – Didaktik – Kompetenz, edited by Barbara Ahrens, Silvia Hansen-Schirra, Monika Krein-Kühle, Michael Schreiber, and Ursula Wienen, 11–64. Berlin: Frank & Timme. https://doi.org/10.21256/zhaw-4027.
Massey, Gary, et al. “Beyond Teaching : Towards Co-Emergent Praxis in Translator Education.” Translation – Didaktik – Kompetenz, edited by Barbara Ahrens et al., Frank & Timme, 2018, pp. 11–64, https://doi.org/10.21256/zhaw-4027.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.