8,652
Views
54
CrossRef citations to date
0
Altmetric
Introduction

Situated learning in translator and interpreter training: bridging research and good practice

&
Pages 1-11 | Received 11 Nov 2015, Accepted 02 Feb 2016, Published online: 08 Jun 2016

References

  • Anderson, L., and D. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives. 2nd ed. New York: Longman.
  • Bakhtin, M. M. (1986) 2004. Speech Genres and Other Essays. Translated by Vern W. McGee and edited by Caryl Emerson and Michael Holquist. Austin, TX: University of Texas Press.
  • Bloom, B. 1956/2001. Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain. New York: David Mackay.
  • Brown, J. S., A. Collins, and P. Duguid. 1989. “Situated Cognition and the Culture of Learning.” Educational Researcher 18 (1): 32–42. doi:10.3102/0013189X018001032.
  • Chung, H. 2008. “[통번역 분야 변화에 따른 학부 통번역 교육의 새 방향] Interpreter/Translator Education at the Undergraduate Level: Principles and Practices.” Foreign Languages Education 15 (1): 459–483.
  • Dewey, J. 1916. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.
  • Enríquez Raído, V. 2016. “Translators as Adaptive Experts in a Flat World: From Globalization 1.0 to Globalization 4.0?” International Journal of Communication 10: 970–988.
  • Ericsson, K. A. Krampe, R. T. and Tesch-Römer, C. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” In Psychological Review 100 (3): 363–406.
  • Gambier, Y. 2014. “Changing Landscape in Translation.” International Journal of Society, Culture & Language 2 (2): 1–11.
  • Gardner, H. 1993. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
  • González Davies, M. 2004a. Multiple Voices in the Translation Classroom: Activities, Tasks and Projects. Amsterdam: John Benjamins.
  • González Davies, M. 2004b. “Undergraduate and Postgraduate Translation Degrees: Aims and Expectations.” In Translation in Undergraduate Degree Programmes, edited by K. Malmkjaer, 126–134. Amsterdam: John Benjamins.
  • González Davies, M., and C. Scott-Tennent. 2005. “A Problem-Solving and Student-Centred Approach to the Translation of Cultural References.” Meta 50 (1): 160–179. doi:10.7202/010666ar.
  • González, J., and R. Wagenaar. 2003. Tuning Educational Structures in Europe. Final Report. Phase One. Bilbao: Universidad de Deusto.
  • Kelly, D. 2008. “Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis.” TTR: Traduction, Terminologie, Redaction 21 (1): 99–125. doi:10.7202/029688ar.
  • Kiraly, D. 2000. A Social Constructivist Approach to Translator Education. Manchester: St. Jerome.
  • Kirshner, D., and J.A. Whitson, eds. 1997. Situated Cognition: Social, Semiotic and Psychological Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lasnier, F. 2000. Réussir la formation par compétences. Montréal: Guérin.
  • Lave, J. 1988. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press.
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
  • McLellan, H. 1994. “Situated Learning: Continuing the Conversation.” Educational Technology 34 (10): 7–8.
  • Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
  • Pym, A., Miriam, S., and J. Zuzana, eds. 2006. Sociocultural Aspects of Translating and Interpreting. Amsterdam: John Benjamins.
  • Resnick, L. 1987. “Learning in School and Out.” Educational Researcher 16 (9): 13–54.
  • Richards, J., and T. Rodgers. 1986/2001. Approaches and Methods in Language Teaching. 2nd ed. Oxford: Cambridge University Press.
  • Sawyer, D. 2004. Fundamental Aspects of Interpreter Education: Curriculum and Assessment. Amsterdam: John Benjamins.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Zhong, Y. 2008. “Teaching Translators through Self-Directed Learning: Documenting the Implementation of and Perceptions about Self-Directed Learning in a Translation Course.” The Interpreter and Translator Trainer 2 (2): 203–220. doi:10.1080/1750399X.2008.10798774.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.