The Handbook of Translation and Cognition

Author: John W. Schwieter
Publisher: John Wiley & Sons
ISBN: 111924143X
Format: PDF, ePub, Docs
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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

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.

Reading in the Primary School Years

Author: Pauline Harris
Publisher: Cengage Learning Australia
ISBN: 9780170122207
Format: PDF, ePub, Docs
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Amid debates and inquiries into literacy, Reading in the Primary School Years provides a timely and comprehensive framework for identifying classroom strategies and experiences for teaching reading. By focusing on the social and cultural nature of reading, and by taking into account the new and increasingly diverse technologies, this framework provides practical guidelines for teching the four practices that reading involves and the dynamic contexts in which reading occurs.

The Narrative Construction of Identities in Critical Education

Author: A. Archakis
Publisher: Springer
ISBN: 1137264993
Format: PDF, Mobi
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Based on approaches from discourse analysis and sociolinguistics, this study proposes an analytical model focusing on the linguistic and discursive means narrators use to construct a variety of identities in everyday stories. This model is further exploited in language teaching to cultivate students' cultural sensitivity and critical literacy.

The Multiliteracies Classroom

Author: Dr. Kathy A. Mills
Publisher: Multilingual Matters
ISBN: 9781847694850
Format: PDF, ePub
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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.