The Handbook of Translation and Cognition

Author: John W. Schwieter
Publisher: John Wiley & Sons
ISBN: 111924143X
Format: PDF
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25.4 Processing Requirements in Simultaneous Interpreting -- 25.5 Conclusion -- References -- Chapter 26 Deliberate Practice and Neurocognitive Optimization of Translation Expertise -- 26.1 Introduction -- 26.2 Translation and Cognitive Performance -- 26.3 Optimization of Translation Performance -- 26.4 Interpreting, Translation, Working Memory -- 26.5 Conclusion -- References -- Chapter 27 Translation Competence Development and Process-Oriented Pedagogy -- 27.1 Introduction -- 27.2 Translation Processes, Translation Competence, and Its Development -- 27.3 Investigating Translation Competence Development -- 27.4 Pedagogical Applications and Implications -- 27.5 Conclusion -- References -- Chapter 28 Implicit Theories and Conceptual Change in Translator Training -- 28.1 Introduction -- 28.2 Training Translators: Theory and Practice -- 28.3 The Individual and Social Dimension of Theories -- 28.4 The Pedagogy of Conceptual Change -- 28.5 Toward a Methodology of Conceptual Change in Translator Training -- 28.6 Conclusion -- References -- Part VI Moving Forward -- Chapter 29 Evolution, Challenges, and Perspectives for Research on Cognitive Aspects of Translation -- 29.1 Introduction -- 29.2 Evolution: Research Carried Out over the Past 40 Years -- 29.3 Challenges Ahead -- 29.4 Perspectives -- 29.5 Final Remarks -- References -- Chapter 30 Looking Toward the Future of Cognitive Translation Studies -- 30.1 Introduction -- 30.2 How We Came to Be: Holmes, Toury, and Cognitive Approaches -- 30.3 Cognition and TS -- 30.4 Toward Two Cognitive Models of Translating -- 30.5 Other Challenges Ahead -- References -- Index -- EULA

The Multiliteracies Classroom

Author: Dr. Kathy A. Mills
Publisher: Multilingual Matters
ISBN: 9781847694850
Format: PDF, Kindle
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The multiliteracies approach to literacy education has become established as an accessible and effective paradigm for classroom practice in the 21st century. The Multiliteracies Classroom enlivens this theory with its vivid description of events in a real classroom. Teachers will identify with the lively transcripts of classroom interactions, and be inspired to widen students’ access to new literacy practices in an increasingly digital and globalised world. The possibilities and constraints that can be encountered when implementing multiliteracies are explored in detail. Educators know from experience that students begin their classroom journey with entirely unequal opportunities for literacy success. The Multiliteracies Classroom does not ignore this reality, highlighting the influence of society’s patterns of power on literacy learning in the digital age. Its key themes provide a blueprint for the future of literacy research and practice.

Elaborating Multiliteracies through Multimodal Texts

Author: Geoff Bull
Publisher: Routledge
ISBN: 1351370952
Format: PDF, Docs
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Elaborating Multiliteracies through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies is the complementary volume to Foundations of Multiliteracies: Reading, Writing and Talking in the 21st Century which provides a comprehensive introduction to multiliteracies, classroom talk, planning, pedagogy and practice. This second volume, embeds an action learning model, encouraging readers to explore classroom practice around multiliteracies, collect data about their pedagogy and enact change. It provides in-depth examination of the five semiotic systems, including a suggested school-wide sequence, explores reading and writing processes with multimodal texts and explains how to develop dialogic practices through talk around multimodal texts. The links between inquiry and action learning are explored in order to demonstrate how these approaches can change classroom practices and talk around multimodal texts. Several features have been designed to help translate knowledge of multiliteracies into effective classroom practice: Graphic Outlines orient the reader to the concepts in the chapter. Reflection Strategies enable the reader to gauge their understanding of key concepts. Theory into Practice tasks enable the trialling of specific theoretical concepts in the classroom. Auditing Instruments inform assessment of student performance and evaluation of teacher pedagogy. QR codes address the multimodal and digital nature of new literacies link the reader to multimodal texts. Action Learning Tasks enable readers to investigate specific aspects of their multiliterate pedagogy, plan and implement change, based on their findings.

Text Competence and Academic Multiliteracy

Author: Susanne Göpferich
Publisher: Narr Francke Attempto Verlag
ISBN: 3823379348
Format: PDF, Mobi
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How can text competence be fostered in a more efficient and effective manner? This book is among the first to combine the US-American discourse on this question with the German discourse. The topics covered range from text linguistic foundations via text comprehension and comprehensibility to text production, writing skills development and writing in a second or foreign language. Students interested in writing research will be introduced to the pertinent models and theories. Writing instructors, writing centre staff and subject-domain teachers will find guidance on how to improve their assignments and feedback. University administrators and program coordinators can inform themselves about best-practice approaches to writing instruction and support at different levels ranging from individual courses to central support structures.

New Literacies and Teacher Learning

Author: Michele Knobel
Publisher: Peter Lang
ISBN: 1433129116
Format: PDF, ePub
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New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students’ learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital «stuff» – while important – is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers’ workplaces, and young people’s interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn’t simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.