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Translation, Technology and Autonomy in Language Teaching and Learning

Series:

Pilar Alderete-Diez, Laura Incalcaterra McLoughlin and Labhoise Ni Dhonnchadha

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view.
The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into ‘minor’ languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

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List of Tables

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Table 1 Cognitive Orientation v. Socio-Cultural Perspective 15 Table 2 Importance of Translations 41 Table 3 Importance of English in Translations 42 Table 4 Importance of English Translations in Denmark 43 Table 5 Provenance of Books Translated into Danish/Dutch 44 Table 6 Languages Translated into Danish (1979–2005) 45 Table 7 Translations from English in Denmark (2010 estimates) 46 Table 8 Types of Print Media Translation 53 Table 9 A Case of Two-Step Anglification 65 Table 10 From Germanisms to Anglicisms: A Textbook Example 65 Table 11 Results of English Impact on Intranational Communication 66 Table 12 Continenti presenti in Facebook nel mese di dicembre 2010 225 Table 13 Fasce di età presenti in Facebook nel mese di dicembre 2010 225 Table 14 Le funzioni de Facebook in ottica didattica 227 Table 15 I principali social network per l’apprendimento linguistico 229 Table 16 I principali social software e social service 232 Table 17 Punteggio medio riportato dai corsisti 236 Table 18 The SL® Course 277 Table 19 Types of Disruption in Role-Plays 280 Table 20 Project Details 304 Table 21 Summary of Students’ Comments 309 xiv List of Tables Table 22 Students’ Comments on How the Discussion Forum Made Them Learn about French Culture 310 Table 23 The Selected Models in Relation to Three Research Questions 338 Table 24 A Summary of the Analysis 352–3 Table 25 Corpus de Análisis 365 Table 26 The Number of Students Submitting the Seminar Papers Per Course and Per Academic Year 448...

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