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Translation, Technology and Autonomy in Language Teaching and Learning


Edited By 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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Part One Guest Contributors


Daniel Cassany (Translated by Pilar Alderete-Díez and Lorna Shaughnessy) Foreign Language Reading from the Point of View of New Literacy Studies1 1 Reading in a Foreign Language and New Literacy Studies The practice of ‘Reading in a foreign language’ usually involves a few common ideas or axioms, which are seldom discussed openly. I am refer- ring to assumptions, representations or concepts such as: 1. Learners already know how to read in their mother tongue and can transfer this skill to the foreign language. This af firmation implies that reading is the same in every language, community, context and time period. 2. Reading involves the recovery of the content of the written text and this content is located in its words. This af firmation assumes that other aspects of reading such as the purpose of reading, the characteristics of the texts, the roles that reader and author take on, and the circum- stances under which reading develops (context, moment, etc.) are not relevant. 1 Part of the data used in this paper comes from a research project called Descripción de algunas prácticas letradas recientes. Análisis lingüístico y propuesta didáctica (HUM2007– 62118/FILO; 2007–2011), from Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica funded by the Spanish Government. The Literacitat Crítica team that coordinates this Project, integrated in Gr@el (Research group on the teaching and learning of languages), is also funded by the Catalan government as a consolidated research...

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