The Evolving Curriculum in Interpreter and Translator Education : (Record no. 11319)
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| fixed length control field | 11246nam a22005173i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5786689 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724113758.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2019 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789027262530 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789027203175 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5786689 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5786689 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1097466346 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P306.5 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 418.02071 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Sawyer, David B. |
| 245 14 - TITLE STATEMENT | |
| Title | The Evolving Curriculum in Interpreter and Translator Education : |
| Remainder of title | Stakeholder Perspectives and Voices. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Amsterdam/Philadelphia : |
| Name of producer, publisher, distributor, manufacturer | John Benjamins Publishing Company, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2019. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2019. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (438 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | American Translators Association Scholarly Monograph Series ; |
| Volume/sequential designation | v.XIX |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- The Evolving Curriculum in Interpreter and Translator Education -- Editorial page -- Title page -- Copyright page -- Table of contents -- The evolving curriculum in interpreter and translator education -- Defining 'curriculum' -- A bibliometric analysis -- What does the analysis of the corpus reveal? -- What are we not seeing? -- Stakeholder perspectives and voices -- References -- Part I: Conceptualizations of curricula -- Translation and the internationalization of higher education in the anglophone West -- Introduction -- Higher education, translation, and the knowledge economy today -- New literacy aims for translation in the enterprise university: Towards multicultural and multilingual education -- Conclusion -- References -- "TI literacy" for general undergraduate education -- Introduction -- Background: The case of Japan -- TI literacy: Definition and rationale -- Pilot courses -- Translation and Interpreting in the World Today -- Course overview -- Course organization -- Student feedback -- Translators and Agents in Translation -- Course overview and organization -- Student feedback -- Discussion -- Basic approach -- Essential elements of TI literacy education -- Delivery methods -- Conclusion and future research -- References -- European Masters in Translation -- Introduction -- Methodology -- What is the European Masters in Translation? -- Items for comparison -- Data collection -- Results -- Admission requirements -- Hands-on language-specific translation classes -- Translation as a profession -- Internships -- Courses on translation theory and research -- Courses on translation theory or Translation Studies -- Research work -- Overview -- Conclusions: What is to be done? -- References -- Doctoral training in Translation Studies -- Introduction -- State of the art and suggestions -- A new challenging work environment. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Virtualization of shared tools -- Translations by the users -- New challenging competences -- Material to be translated -- New skills? -- Research competence of a doctorate in Translation Studies -- Basic Skills -- Research skills and techniques -- Specific TS Research Skills -- Opportunities -- References -- Part II: Innovation and reform -- Undergraduate and graduate level interpreter education -- Introduction -- Historical context -- American Sign Language (ASL) - English historical view -- Historical context at Gallaudet University: AA, MA, BA and PhD -- Curriculum design considerations -- General models of curriculum design -- Curricular design in interpreter education -- Curricular design at Gallaudet University -- Similarities and differences between the BA and MA programs -- Structure of the BA and MA programs -- Curricular design -- Additional curricular considerations -- Conclusion -- References -- Structure and process -- Introduction -- Interpreter education in Vienna -- Origins -- Twentieth-century models -- Twenty-first-century evolution -- BA + MAs -- Restructuring again -- Structure and process: A comprehensive view -- Layers of context -- Political context -- Legal framework -- Institutional framework -- Decision-making processes -- Pedagogical rationale -- Policy options -- Professional competence -- Evidence -- Conclusion -- References -- Innovations in online interpreter education -- Introduction -- Background -- Target audience and curriculum -- Four perspectives -- The educational technologist's perspective -- The program administrator's perspective -- The course instructor's perspective -- Adapting curricula and materials -- Re-imagining participation -- The digital learning specialist's perspective -- Getting started -- Aesthetic and navigation -- (A)synchronicity -- Digital learner training -- Syllabus design. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Lessons learned -- Recommendations -- Conclusion -- References -- Bridging the gap between curricula and industry -- Introduction -- An overview of the UTPYU curriculum -- Purpose and scope of the paper -- Questions of the study -- Methodology -- Gaps between academia and the market -- Methodological and pedagogical responses and solutions to the disparities -- Offering internships in translation -- Offering internships in interpreting -- Offering more specialized courses in translation -- Teaching technologies for translation and interpreting -- Teaching reading for translators -- Conclusion -- References -- Part III: Technology -- A singular(ity) preoccupation -- Machine translation and the Singularity -- Current fears and prior periods of optimism -- The Singularity and the translation profession -- The most relevant question regarding the Singularity and translation -- Preparing translation students to be language-services advisors -- What does "translation" include? -- Specifications and the MT-HT spectrum -- Product parameters -- Other project parameters -- Process parameters -- Pre-Singularity developments do not threaten the translation profession -- Culture -- Limitations of machine learning -- Non-textual context -- Agency -- Expanding models of translation competence: The translator as language-services provider -- Conclusion -- References -- The proper place of localization in translation curricula -- Introduction -- Redefining the translation-localization relationship -- Scope and locus -- Qualifications and entitlement -- Conflicting definitions -- Unity in diversity -- The localization interdiscipline: theories and applications -- Functionalist, user-centered, transformational and systemic approaches -- Social semiotics, de-sign and human-computer interaction -- Educational models and approaches in translation and localization. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | An inclusive approach to localization education -- Semiotic/Communicative approach -- Object-driven approach -- Social approach -- Concluding remarks -- References -- Technology literacy for the interpreter -- Looking back, looking forward -- Digital citizenship -- Information literacy -- Remote interpreting -- Artificial intelligence -- Whither interpreting? -- References -- Part IV: The course and the curriculum -- A relevancy approach to cultural competence in translation curricula -- Introduction -- Culture as communication -- Translator-mediated communications -- Communication process models -- Human cognitive processes in a communication event -- Interaction between stimuli and pre-existing knowledge -- Contextual information -- Translator-mediated communication process -- Non-linguistic symbols in a translator-medicated communication process -- A relevancy approach to translator's cultural competence -- Competence as a learning outcome -- A relevance approach to cultural competence -- Relevance theory -- Applying relevance theory in translation practice -- Relevance theory to cultural competence -- Cultural competence as a learning outcome -- Cognitive outcomes -- 1. Linguistic knowledge -- 2. Communication knowledge -- 3. Content knowledge -- 4. Technology knowledge -- Skill-based outcomes -- Affective outcomes -- A culture-oriented translation curriculum -- Cognitive outcomes -- Skill-based outcomes -- Affective outcomes -- Closing remarks -- References -- Knowing what and knowing how -- Introduction -- What to teach in a research class -- A case study of teaching a research course at MIIS -- Course description -- Finding topics of student interest -- Challenging presumptions -- Reading component -- In-class activities -- Writing component -- Student reactions to course -- Conclusion -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Teaching translation in a multilingual practice class -- Introduction -- General guidelines -- Focus on processes, not products -- Work on things we don't know -- Encourage experimentation -- Form a multilingual community -- Pedagogical principles -- The class is task-based, as far as possible -- Students work in twos and threes -- Use screen recording (and other cheap technologies) -- Translation quality can be peer-assessed with rough numbers -- Process quality can be assessed quantitatively and qualitatively -- Theoretical principles and research results are to be discovered, not given -- Curricular content -- Introduction to translator styles -- Translation-memory segmentation -- Directionality -- Pre-editing vs. post-editing -- Translator-client negotiations -- Results -- Conclusions -- References -- The contribution of institutional recruiters to interpreter training -- Introduction -- The early days -- Training and power -- Training in the post-war institutional framework -- Training for the new profession -- The shift to universities -- Institutional recruiters step up -- New forms of involvement -- Intensification of university training -- Closing the Gap -- Recruiter-sponsored networks and consortia -- The case for (or against) recruiter involvement: Reasons and tensions -- A highly fragmented profession -- The vulnerabilities of university training -- Motivating staff interpreters -- Tensions -- Conclusions -- References -- Name index -- Subject index. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Translating and interpreting-Study and teaching. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Austermühl, Frank. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Enríquez Raído, Vanessa. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Sawyer, David B. |
| Title | The Evolving Curriculum in Interpreter and Translator Education |
| Place, publisher, and date of publication | Amsterdam/Philadelphia : John Benjamins Publishing Company,c2019 |
| International Standard Book Number | 9789027203175 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | American Translators Association Scholarly Monograph Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5786689">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5786689</a> |
| Public note | Click to View |
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