Masquer
Afficher tout
Envoyer cet article par courriel Intégration de la médiation et du translangage dans l’apprentissage et l’enseignement des langues orientées vers la traduction et l’interprétation (TILLT)
Résumé
L'article contient uniquement le résumé en anglais.
Mots-clés
Texte intégral :
PDF (English)Références
Adams, H., & Cruz García, L. (2017). Use of teaching materials in foreign language classes for trainee translators in Spain. BABEL A.F.I.A.L, 26, 101–118.
Baynham, M., & King Lee, T. (2019). Translation and Translanguaging. Abington: Routledge.
Carrasco Flores, J. A. (2021). Analysing English for Translation and Interpreting materials: skills, sub-competences and types of knowledge. The Interpreter and Translator Trainer, 15(3), 326-342.
Carrasco Flores, J. A., & Navarro Coy, M. (2019). English language teaching in translator training in Spain: a cross-sectional study. Quaderns. Revista de Traducció, 26, 255–268.
Cenoz, J. (2013). Defining Multilingualism. Ann Rev Appl Linguist, 33, 3–18.
Cenoz, J. (2017). Translanguaging in school context. International perspectives: An introduction. Journal of Language, Identity and Education, 16, 193–198. DOI: 10.1080/15348458.2017.1327816.
Cenoz, J. (2022). Languages Matter: Weekly discussions about pluri-/multilingualism. [Video]. Retrieved May 13, 2022, from https://www.youtube.com/watch?v=8XkLTeNewoo.
Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge: Cambridge University Press.
Cerezo Herrero, E. (2019). Systematization of competences in language B teaching for Translation Studies in the EHEA from a translation competence model. MonTI, 11, 77–107.
Cerezo Herrero, E., Schmidhofer, A., & Koletnik, M. (2021). An LSP Framework for Translation and Interpreting Pedagogy. Revista de Lenguas para Fines Específicos, 27(2), 140–156.
CIUTI Policy Statement. Retrieved March 18, 2022, from https://www.ciuti.org/about-us/policy-statement/.
Clouet, R. (2021). Foreign languages applied to translation and interpreting as languages for specific purposes claims and implications. Revista de Lingüística Teórica y Aplicada, 59(1), 39–62.
Conteh, J., & Meier, G. (Eds.). (2014). The multilingual turn in languages education. Opportunities and challenges. Bristol, Buffalo: Multilingual Matters.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Cruz García, L. (2017). Foreign Language Training in Translation and Interpreting Degrees in Spain: a Study of Textual Factors. Revista Digital de Investigación en Docencia Universitaria, 11(2), 75-89.
Fois, E. (2021). Translator training, English language teaching and corpora: Scenarios and applications. International Journal of Language Studies, 15(4), 59–78.
García, O., & Lin, A. (2017). Translanguaging in Bilingual Education. In García, O., Lin, A., & May, S. (Eds.), Bilingual and Multilingual Education (pp. 117–130). Cham: Springer.
González Davies, M. (2017). The use of translation in an Integrated Plurilingual Approach to language learning: teacher strategies and best practices. Journal of Spanish Language Teaching, 4(2), 124–135.
Hessler, G. (2013). Employability in der Hochschule? Analysen zur Perspektive von Studierenden der Sozial- und Geisteswissenschaften. ZFHE, 8(1), 45–59.
Hurtado Albir, A. (2011). Traducción y traductología. Introducción a la Traductología. Madrid: Cátedra.
Kadrić, M., Kaindl, K., & Cooke, M. (2012). Translatorische Methodik. Wien: Facultas.
Katelhön, P., Nied Curcio, M. (2012). Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch. Berlin: Frank & Timme.
Kolb, E. (2016). Sprachmittlung. Studien zur Modellierung einer komplexen Kompetenz. Münster, New York: Waxmann.
Koletnik, M. (2021). LSP and Additional Language Teaching for translators: New researched-based evidence. In A. Schmidhofer, & E. Cerezo Herrero (Eds.), Foreign Language Training in Translation and Interpreting Programmes (pp. 69–86). Berlin: Peter Lang Verlag
Kroll, J., Bice, K., Botezatu, M., & Zirnstein, M. (2022). On The Dynamics of Lexical Access In Two or More Languages. In A. Papafragou, J. C. Trueswell, & L. R. Gleitman (Eds.), The Oxford Handbook of the Mental Lexicon. Oxford: Oxford University Press. DOI: 10.1093/oxfordhb/9780198845003.013.26.
LeBlanc, M. (2017). Translators on Translator Training: A Canadian Case Study. Current Trends in Translation Teaching and Learning E, 4, 1–47.
May, S. (Ed.) (2014). The multilingual turn. Implications for SLA, TESOL and bilingual education. New York: Routledge.
Nord, Ch. (2010). Fertigkeit Übersetzen. Ein Kurs zum Übersetzenlehren und -lernen. Berlin: Bundesverband der Dolmetscher und Übersetzer.
Norton, B. (2014). Identity, Literacy, and the Multilingual Classroom. In S. May (Ed.), The multilingual turn. Implications for SLA, TESOL and bilingual education (pp. 103–122). New York: Routledge.
Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/ multilingual turn. Language Learning, 63, 1–24.
Pietrzak, P. (2013). Divergent Goals: Teaching Language for General and Translation Purposes in Contrast. In K. Piątkowska, & E. Kościałkowska-Okońska (Eds.), Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies, Second Language Learning and Teaching (pp. 233-240). Berlin: Springer.
Reimann, D. (2016). Sprachmittlung. Tübingen: Narr Francke Attempto.
Roiss, S. (2015). DaF für Übersetzer: Die zielgruppengerechte Vermittlung unter lernpsychologischen, methodologischen und textlinguistischen Aspekten. In M. A. Recio Ariza, B. Santana López, M. De la Cruz Recio, & P. Zimmermann González (Eds.), Interacciones, Wechselwirkungen: reflexiones en torno a la Traducción e Interpretación del/al Alemán (pp. 77–91). Frankfurt am Main: Peter Lang Verlag.
Ruzicka Kenfel, V. (2003). Lengua alemana en traducción/interpretación: un concepto particular de la enseñanza de alemán como lengua extranjera. Babel – AFIAL: Aspectos de Filoloxía Inglesa E Alemá, 12(12), 5–30. Retrieved March 13, 2022, from https://revistas.webs.uvigo.es/index.php/AFIAL/article/view/169/166.
Schöpp, F. (2013). Grundlagen. In F. Schöpp, & P. Katelhön (Eds.), Kommunikativ stark – Sprachmittlung Italienisch (pp. 5–15). Stuttgart: Klett.
Schmidhofer, A. (2018). Cómo preparar la traducción e interpretación especializadas en la clase de lengua extranjera para traductores. In J. M. Castellano Martínez, & A. Ruiz Muzcua (Eds.), Traducción, interpretación y ciencia: textos, contextos y tendencias contemporáneas (pp. 165–174). Granada: Comares.
Schmidhofer, A., & Ahmann, H. (2015). Translationsrelevanter Fremdsprachenunterricht: Besonderheiten und Zielsetzungen. Moderne Sprachen, 59(1), 49–70.
Schmidhofer, A., Cerezo Herrero, E., & Koletnik, M. (2021). Why We Need TI-Oriented Language Learning and Teaching (TILLT). ELOPE: English Language Overseas Perspectives and Enquiries, 18(1), 71–89.
Scott, V. M. (2016). Multi-competence and language teaching. In Vivian, C., & Wei, L. (Eds.), The Cambridge handbook of linguistic multi-competence (pp. 445–460). Cambridge: Cambridge University Press.
Stachl-Peier, U. (2020). Language Mediation, Translating/Interpreting and the CEFR. In A. Schmidhofer, & A. Wußler (Eds.), Bausteine translationsorientierter Sprachkompetenz und translatorischer Basiskompetenzen (pp. 35–77). Innsbruck: University Press.
Stathopoulou, M. (2015). Cross-language mediation in foreign language teaching and testing. Bristol, Buffalo, Toronto: Multilingual Matters.
DOI: http://dx.doi.org/10.17951/lsmll.2022.46.2.99-109
Date of publication: 2022-06-30 21:55:54
Date of submission: 2022-05-10 12:16:12
Statistiques
Indicateurs
Renvois
- Il n'y a présentement aucun renvoi.
Droit d'auteur (c) 2022, Astrid Schmidhofer, Enrique Cerezo Herrero, Melita Koletnik
Ce(tte) œuvre est mise à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International.