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From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training


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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Franz Pöchhacker - 1 The Teacher as Researcher: Notes on a Productive Relationship


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1 The Teacher as Researcher: Notes on a Productive Relationship


This chapter offers a reflection on the relationship between teaching and research from a broadly historical perspective. It focuses on the earliest example of this relationship in connection with interpreting, dating back to the formative years of the interpreting profession in the twentieth century. The case under study is Jesús Sanz, a Catalonian teacher who was the author of the very first piece of empirical research on professional interpreting. Following a biographical sketch and a review of Sanz’s motivation and research interests, the paper recalls aspects of his published work in the light of current concerns in the field of interpreting studies. This leads to some broader reflections on the relation between teaching and research in interpreter education, suggesting a few lessons to be learned from Sanz’s early example, and pointing to opportunities for closer interaction and an ever more productive relationship.

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