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[null,"1.","Record Nr.",null,"UNIORUON00174139"]
[null,null,"Titolo",null,"Series Q"]
[null,null,"Pubbl/distr/stampa",null,"Durham, : Duke University Press."]
[null,null,"Lingua di pubblicazione",null,"Non definito"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Collezione"]
[null,"2.","Record Nr.",null,"UNINA9910974616103321"]
[null,null,"Titolo",null,"Training for the new millennium : pedagogies for translation and interpreting / / edited by Martha Tennent"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam ; ; Philadelphia, : J. Benjamins, c2005"]
[null,null,"ISBN",null,"9786612156984"]
[{"$nulls":4},"9781282156982"]
[{"$nulls":4},"1282156985"]
[{"$nulls":4},"9789027294715"]
[{"$nulls":4},"9027294712"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (302 p.)"]
[null,null,"Collana",null,"Benjamins translation library, , 0929-7316 ; ; v. 60. EST subseries"]
[null,null,"Disciplina",null,"418/.0071/1"]
[null,null,"Soggetti",null,"Translators - Training of"]
[{"$nulls":4},"Translating and interpreting - Study and teaching"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Training for the New Millennium -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Acknowledgments -- List of contributors -- Foreword -- Introduction -- References -- I. Training programmes -- 1. Training translators -- 1. Introduction -- 2. The state of the art in translator training practices at tertiary level -- 3. Methodological issues -- 4. Future prospects -- Appendix -- Questionnaire -- TEACHING TRANSLATION AND TRAINING TRANSLATORS: CURRENT TRENDS AND PRACTICES -- Notes -- References -- 2. Training interpreters -- 1. Current training practices -- 1.1. Professional interpreting -- 1.2. In-house training: European Commission and Parliament -- 1.3. Fields of training -- 1.4. Organisation and content of courses -- 1.5. Organisation of interpreter training in some European countries -- 1.6. Academic profile -- 1.7. Translation as prerequisite -- 2. Pedagogy and methodology of interpreter training -- 2.1. Organisation of classes -- 2.2. Subjects taught: Interpreting skills -- 2.3. Example: European Master's in Conference Interpreting -- 2.4. Course structure and workload -- 2.5. Evaluation of training programmes -- 2.6. Accreditation and testing of interpreters -- 3. Future prospects of interpreting -- 3.1. The impact of new technologies -- 3.2. New talents for new situations: Immigration, increased international mobility -- 3.3. Conclusion -- "]
[{"$nulls":4},"Notes -- References -- II. Pedagogical strategies -- 3. Minding the process, improving the product -- 1. Introduction -- 2. Can translation be taught? -- 2.1. Should training be similar for undergraduates and postgraduates? -- 2.2. Pedagogy studies in translator training: Class dynamics and interaction -- 2.3. Experiential learning and negotiation: Respecting teacher and learner styles -- 2.4. Task-based learning: Integrating function-, process- and product-based teaching."]
[{"$nulls":4},"3. Evaluation -- 4. Conclusion -- Notes -- References -- 4. Audiovisual translation -- 1. The priorities of constrained translation -- 2. Translating audiovisual and multimedia texts -- 3. Connections between theatre translation and audiovisual translation -- 3.1. Concision -- 3.2. Fictitious orality -- 3.3. Negotiation of the translation with other professional agents -- 4. Teaching dubbing -- 5. Teaching subtitling -- 5.1. Viewing -- 5.2. Spotting (also known as timing or cueing) -- 5.3. Translating -- 5.4. Editing -- 6. Conclusion -- Notes -- References -- Internet resources for finding scripts -- 5. Computer-assisted translation -- 1. Introduction -- 2. Appraising the situation -- 2.1. A personal view -- 2.2. A wider view -- 3. Proposals -- 3.1. Training courses must be practical and varied -- 3.2. Instruction in computer skills must be cross-curricular -- 3.3. Staff training -- 3.4. Partnership -- 4. Summary -- Appendix: Sample projects -- Other projects (in outline): An inventory -- Notes -- References -- Further reading -- 6. Teaching conference interpreting -- 1. Introduction -- 2. Translation and interpreting -- 3. The content of conference interpreter training -- 3.1. Interpreting exercises as the main pillar of training -- 3.2. Learning stages and progression -- 3.3. Source speeches in training -- 3.4. Note-taking in consecutive -- 3.5. Classroom practice -- 3.6. The place of theory in the classroom -- 3.7. Working into A-languages and/or B-languages -- 4. Checkpoints -- 5. Adapting to non-standard environments -- 5.1. Conference interpreting programs in non-standard environments -- 5.2. The case of non-interpreting environments -- 5.3. Limitations and risks -- 6. Conclusion -- References -- 7. Training interpreters to work  in the public services -- 1. Background -- 2. Selection of students for training -- 2.1. Selection methods include."]
[{"$nulls":4},"3. Dual training: Public service personnel and interpreter -- 4. Creating a constructive learning dynamic -- 5. Summary of course content -- 5.1. Understanding the working context of the public service -- 5.2. Fluency and familiarity with relevant specialist formal and informal terminology in both languages -- 5.3. Interpreting techniques and translation skills -- a. Interpreting techniques -- b. Translation skills -- 5.4. Codes of ethics and guidelines to good practice -- 5.5. Continuous personal and professional development -- 6. Training targets: Assessments -- 7. Registration -- 8. Mentoring, supervision and quality assurance -- 9. Conclusion -- Appendix: Sample worksheets for role-plays -- References -- III. The relevance of theory to training -- 8. Theory and translator training -- 1. Theory in the classroom -- 2. Objectives and content -- 3. Methodological challenges of on-line courses -- 4. Course: Translation Theory -- 4.1. Syllabus -- 4.2. Methodological proposals -- 5. Conclusion -- Notes -- References -- 9. Causality in translator training -- 1. Introduction -- 2. Competing models -- 3. Manifestations of causality in Translation Studies -- 4. Methodological weaknesses in research and training -- 5. Pedagogical application of the causal model -- 6. Who wants to know what? -- 7. A Procrustean bed? -- References -- 10. Training functional translators -- 1. Introduction -- 2. What is a \"functional translator''? -- 3. Teaching intercultural competence: Pre-translational language activities -- 4. From theory to practice and back to theory: "]
[{"$nulls":4},"The \"pigtail method'' in the translator-training curriculum -- 5. How to design a translation task: Source texts and target texts -- 6. Translation projects: Role-playing and acquiring responsibility -- 7. Quality control: Monitoring the learning progress."]
[{"$nulls":4},"8. From practice to theory and back to practice: Application-oriented research in translator-training institutions -- 9. Conclusion -- Note -- References -- 11. The ethics of translation in contemporary approaches to translator training -- 1. Tradition and essentialism -- 2. The emergence of Translation Studies and the interests of linguistics in the 1990s: Baker, Hatim and Mason, and Kussmaul -- 2.1. Mona Baker: In Other Words: A Coursebook on Translation -- 2.2. Hatim and Mason: The Translator as Communicator -- 2.3. Paul Kussmaul: Training the Translator -- 3. A non-essentialist approach to translator training: A brief illustration -- Notes -- References -- IV. Epilogue -- 12. Deschooling translation -- 1. The pedagogical gap -- 2. Revolution in the classroom -- 3. Pedagogy and metalanguage -- 4. Games translators play -- 5. Translators as readers -- 6. Translators in society -- References -- Index -- The series Benjamins Translation Library."]
[null,null,null,"Sommario/riassunto","Originating at an international forum held at the University of Vic (Spain), the twelve essays collected here attest to important changes in translation practice and the assumptions which underpin them. Leading theorists respond to the state of Translation Studies today, particularly the epistemological dilemma between theories that are empirically oriented and those that are inspired by developments in Cultural Studies. But the volume is also practical. Experienced instructors survey existing pedagogies at translator/interpreter training programs and explore new techniques that address the technological and global challenges of the new millennium. Among the topics considered are: how to use translation technology in the classroom, how to construct a syllabus for a course in audiovisual translating or in translation theory, and how to develop guidelines for a program for community interpreters or conference interpreters. The contributors all assume that translation, whether written or oral, does not occupy a neutral space. It is a cross-cultural exchange that produces far-reaching social effects. Their essays significantly advance the theoretical and practical understanding of translation along these lines."]