|Publication type:||Book part|
|Type of review:||Editorial review|
|Published in:||Towards authentic experiential learning in translator education|
|Publisher / Ed. Institution:||Cambridge Scholars Publishing|
|Publisher / Ed. Institution:||Newcastle upon Tyne|
|Subjects:||Translator education; Translator competence; Translation pedagogy; Experiential learning; Collaborative learning; Action research; Interpreter education; Interpreting pedagogy|
|Subject (DDC):||378: Higher education |
418.02: Translating and interpreting
|Abstract:||This preface introduces the second edition of the volume, Towards Authentic Experiential Learning in Translator Education, an updated and expanded compendium of reports and reflections on the development and application of principles and practices for fomenting authentic experiential learning in professional T&I educational programmes. The volume brings together the voices of 14 translation and interpreting scholars and educators representing several different cultures and language combinations to present their views on, and experiences with, learning that goes well beyond both teacher-centred transmissionist instruction and task-based simulated project work in terms of emphasizing the need for personal experience in the process of becoming a professional translator. The preface outlines the main themes and directions of the volume and presents an overview of the contributions.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in collections:||Publikationen Angewandte Linguistik|
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