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From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training

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Edited By Celia Martín de León and Víctor González-Ruiz

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

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Introduction: Between Teaching and Research in Translation and Interpreting (Víctor González-Ruiz and Celia Martín de León)

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Víctor González-Ruiz and Celia Martín de León Introduction: Between Teaching and Research in Translation and Interpreting As in many other professional areas, the training of translators and inter- preters-to-be is expected to go hand in hand with the progress of research in the field. We could say that, to a degree, this is in fact the case. Teaching and learning experiences often act as a trigger for progress in the discipline, which, in turn, usually finds its way back into the classroom in many ways (e.g. curricula design, teaching methodology, even the more down-to-earth, logistic aspects of training). Most researchers in this area are also involved in teaching activities at higher education institutions, which further rein- forces this idea. This volume, a collection of articles selected from papers presented at the Sixth International Conference of the Iberian Association of Translation and Interpreting Studies (AIETI), held in January 2013 in Las Palmas de Gran Canaria, Spain, attempts to bring to the fore some of the most pressing concerns in the training of the future generations of transla- tors and interpreters. And it does so by acknowledging the primal role of research in both the shaping and the effects of that training. This relationship is particularly evident in the first section of the book, where the authors reflect on the interlocking nature of didactics and research, the former fuelling the advances in the latter, and vice versa. Such mutual feedback can also be seen in the subsequent sections...

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