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010   $a9781315760292 (e-book)
010   $a9781138134829 (hbk.)
010   $a9781900650816 (pbk.)
024 7 $a10.4324/9781315760292
035   $a(OCoLC)897456356
035   $a(MiAaPQ)EBC1679270
035   $a(CKB)3710000000103963
035   $a(EXLCZ)993710000000103963
100   $a20180706e20142005  uy             0
101 0 $aeng
135   $aur|n|nnn|||||
200 12$aA handbook for translator trainers $ea guide to reflective practice /$fDorothy Kelly
210   $aLondon $cRoutledge$d2014
215   $a1 online resource (173 p.)
225 1 $aTranslation practices explained
300   $aFirst published 2000 by St. Jerome Publishing.
320   $aIncludes bibliographical references and index.
327   $a1. Setting the Scene -- 2. Planning and Writing Objectives/outcomes -- 3. Participants in the Training Process: Trainees and Trainers -- 4. Curricular Content -- 5. Resources, Old and New -- 6. Method: Teaching and Learning Activities -- 7. Sequencing -- 8. Assessment -- 9. Training the Trainers -- Glossary -- References -- Index.
330   $aThe community of translator trainers is growing constantly, as new courses are set up in diverse contexts throughout the world. After a brief overview of current approaches to translator training, this book offers practical guidance to sound training practices in different contexts. Given the very wide variety of backgrounds translator trainers come from, the text aims to be equally of use to language teachers new to translation, to professional translators new to teaching or training, to recent graduates in translation intending to embark on academic careers in translation studies, and to more experienced trainers wishing to reflect on their activity or to train new trainers. For that reason, no specific prior knowledge or experience of training is taken for granted. A systematic approach to curriculum and syllabus design is adopted, guiding readers from the writing of learning outcomes or objectives through to the design of teaching and learning activities, to the assessment of learning and course evaluation, all this applied throughout in detail to the field of translation. Chapters contain exercises and activities designed to promote reflection on practice and to help trainers to develop their teaching skills, as well as their own course material. These activities are suitable both for self-learners and for groups on trainer training and staff development courses.
410  0$aTranslation practices explained.
606   $aTranslating and interpreting$xStudy and teaching (Higher)
606   $aTranslators$xTraining of
615  0$aTranslating and interpreting$xStudy and teaching (Higher)
615  0$aTranslators$xTraining of.
676   $a418.020711
700   $aKelly$b Dorothy$0704582
912   $a9910789353203321
996   $aA handbook for translator trainers$93727119
997   $aUNINA