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The online classroom encourages independent thinking, time management, the development of sophisticated Internet research skills, and good communications practices. Online programs have had to learn how to teach CAT and localization software online by using a variety of multimedia tools. Backed by teams of instructional designers and technical support, the instructors in the programs have been required to juggle not only issues of translation pedagogy per se, but how that pedagogy must be adapted to the online environment and its various teaching tools, such as use of multimedia, virtual meeting software, and the like.

Class preparation must be complete before even opening the course, and this includes assembling and doing copyright clearance for any materials that are made available to the class. Finally, I would like to address the issue of translation pedagogy in the polylingual classroom. Some programs, such as the University of Illinois M. The pedagogical challenges to teaching translation to classes with multiple language pairs have taken a great deal of thought and preparation.

The polylingual pedagogy encourages independent research and learning. Independent work allows for differentiation in what students bring to the classroom. In a recent issue of Translation and Interpreting Studies , Anastasia Lakhtikova reviews three new translator-training textbooks for Russian to English and Spanish to English translation.

This student-centered approach has its advantages: students learn techniques for finding appropriate materials on their own, using instructor prompts. They also gain confidence and skill in locating and utilizing the tools and resources they need to succeed in the professional translation environment. Students become practiced in explaining their translation problems and solutions to their peers, just as they will have to do to future clients.

The space in which we work is expanding at warp speed and demanding of us as practitioners and educators that we adapt to change and complexity. We can summon up voices from the past in facing the future. It permits us to savor the transformation of the foreign into the familiar and for a brief time to live outside of our own skins, our own preconceptions and misconceptions.

It expands and deepens our world, our consciousness, in countless, indescribable ways. New York: MLA, , p. Translation Studies. New York: Methuen, , p. Paris: Armand Colin, Pour une critique des traductions: John Donne. Paris: Gallimard, Contemporary Translation Theories.

Translation as Growth: Towards a Theory of Language Development

In Handbook of Translation Studies , eds. Yves Gambier and Luc van Doorslaer. Amsterdam: John Benjamins 1. Translation Pedagogy: The other Theory. XII, , vii. New York: New Directions, , p. Why Translation Matters. New Haven: Yale University Press, , p, New York: MLA, Baer, Brian J. XII, Bassnett-McGuire, Susan. New York: Methuen, Berman, Antoine. Pour une critique des traductions. John Donne. Gentzler, Edwin. Grossman, Edith. New Haven: Yale University Press, Kiraly, Don. While the U. Click here to visit the official website.

Einstein Never Used Flash Cards: How Our Children Really Learn and Why They Need to Play More and Memorize Less Reassuring to parents and educators, this book shows why — and how — to step away from the cult of achievement and toward more nurturing home life full of imaginative play and love of learning. Children today are being placed under an enormous amount of pressure and this is extending downward even into the crib.

Einstein goes beyond debunking myths spread by the accelerated learning industry and shows parents and educators how children learn best through play and playful interactions with their parents, caregivers, and teachers. This book has been translated into 6 languages.

In this book, researchers review research illustrating how play provides children with opportunities to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions, and gain the academic skills that are the foundation for later learning. Play has become a four-letter word. In an effort to give children a head start on academic skills like reading and mathematics, play is discouraged and didactic learning is stressed. This book presents the scientific evidence in support of three points: 1 Children need both unstructured free play and playful learning under the gentle guidance of adults to best prepare them for entrance into formal school; 2 academic and social development are so inextricably intertwined that the former must not trump attention to the latter; and 3 learning and play are not incompatible; learning takes place best when children are engaged and enjoying themselves.

Playful learning, and not drill-and-practice, engages and motivates children in ways that enhance developmental outcomes and life-long learning. Click here to read the executive summary. Even if what they draw is totally unrecognizable to the adult eye, excitement radiates as children realize that their actions leave marks that make others marvel.