A Handbook for Translator Trainers: Contents |
List of figures List of abbreviations Acknowledgements How to Use This Book
Chapter 1. Setting the Scene
Summary and aims Brief History Types of institutional training Professional associations and training Industry and training Academic associations Major approaches to translator training Early training approaches The importance of establishing teaching objectives: Delisle Towards profession-based learner-centred approaches: Nord Process-centred approaches: Gile Cognitive & psycholinguistic approaches: Kiraly, Kussmaul & others The situational approach: Vienne, Gouadec Task-based approaches: Hurtado, González Davies Balancing conscious analysis with subliminal discovery: Robinson The socioconstructive approach: Kiraly Further reading
Chapter 2. Planning and writing objectives/outcomes
Summary and aims Curricular design and planning Teaching objectives/learning outcomes Factors in defining intended learning outcomes (objectives) Professional considerations Disciplinary considerations The concepts of competences in higher education and training Overall aims Specific learning outcomes Further reading
Chapter 3. Participants in the training process: trainees and trainers
Summary and aims Students/trainees Prior knowledge Personal characteristics Learning styles and approaches Expectations and motivation Degree of homogeneity Needs analysis Teachers/trainers Prior knowledge and experience Teaching styles Expectations and motivation Coordination and team work Further reading
Chapter 4. Curricular content
Summary and aims Contexts Academic versus vocational Undergraduate versus postgraduate Levels of specialization Duration Case studies Case study 1: the core content of the current Spanish undergraduate degree (Licenciatura) in Translating and Interpreting Case study 2: European initiatives to harmonize Translation degrees Case study 3: Masters of Arts in Translation and Interpreting at Macquarie University, Sydney, Australia Case study 4: Screen Translation Studies MA Leeds University, UK Some general considerations on course content and its organization Language competence Cultural competence Instrumental competence Professionalization Interpersonal competence Thematic competence Attitudinal competence Unitization/networking Further reading
Chapter 5. Resources, old and new
Summary and aims Physical environment Traditional classroom resources New technologies Mobility programmes Work placements Further reading
Chapter 6. Method: teaching and learning activities
Summary and aims What not to do! Types of teaching and learning activity Large groups: the lecture or presentation Student presentations Small groups Reflections on teaching and learning activities Team/group work In-class and out-of-class activities Support and mentoring Some examples of teaching and learning activities Further reading
Chapter 7. Sequencing
Summary and aims Theory/practice Language learning/translation Sequencing of activities: tasks and projects Criteria for text selection Professional realism Pedagogical progression Trainee involvement Further reading
Chapter 8. Assessment
Summary and aims The evaluation of translation and the concept of error Traditional assessment on translator training programmes Basic principles for the assessment of learning processes: alignment with outcomes Making translation exams more realistic An alternative method: the translation portfolio Grading: norm referencing versus criterion referencing Who assesses? Individual versus group assessment Programme evaluation Further reading
Chapter 9. Training the trainers
Summary and aims Need for trainer training and trainer competence Designing trainer training Existing resources Concluding remarks Further reading
Appendix: Glossary
References
Index |
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Item uploaded: Friday, October 28, 2005 Last modified: Friday, October 28, 2005 |
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