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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more

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Can anyone overtake Syntax in the Subfield Challenge ?

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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.

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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.

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The Interpreter and Translator Trainer

Call Deadline: 30-Dec-2013

Call Information:
Situated learning in translator and interpreter training: Bridging research and good practice

Special Issue of The Interpreter and Translator Trainer,
Volume 10, Number 1, March 2016

Guest editors: María González Davies (Universitat Ramon Llull, Spain)& Vanessa Enríquez Raído (University of Auckland, New Zealand)

Contributions are invited for a special issue of ITT dedicated to Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice. Situated learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated work environments and tasks, both inside and outside the classroom. Under this approach, it is the tasks and real life professional demands, as well as other contextual factors such as institutional, social, geographical, or community beliefs and customs, rather than a predetermined closed syllabus, that drive curricular design. Ultimately, situated learning seeks to enhance learners' capacity to think and act like professionals.

Our understanding of situated learning goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, real-world professional settings. This wider remit of situated learning encompasses previously underrepresented contextual factors, pertaining to translation traditions, historical trends, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability. This issue sets out to gauge the extent to which different embedding systems influence the implementation of situated learning models.
Themes that may be addressed by contributors include but are not restricted to the following:

• The emergence of translator competence(s) through situated learning.
• Optimal pedagogical procedures in situated learning: from project-work to (simulated)
professional practice.
• The influence of student and teacher backgrounds and expectations on syllabus design in different institutional and cultural settings worldwide.
• The impact of learning environments, levels of study (UG, PG and others), and fields of specialization on situated learning practices.
• The role of ICT, translation technology tools and other electronic resources in the situated learning classroom: constraints, challenges and outcomes.
• Reconciling academic and professional perspectives: syllabus design, authentic (or semi-authentic) practices and assessment indicators.

We are seeking original, well-informed, research-based contributions that appeal to an international audience. Although reports on work in progress are also welcome, priority will be given to contributions that report on completed research. Contributions should be between 6,000 and 10,000 words. Papers will be refereed.

500-word abstracts should be sent to both editors: mariagd@blanquerna.url.edu and v.enriquez@auckland.ac.nz


30 December 2013 Submission of abstracts (500 words)
1 February 2014 Selected contributors notified of acceptance of abstracts
1 September 2014 Submission of accepted papers
Sep 2014-Jan 2015 Review of first submission by board
1 February 2015 Notification of provisional acceptance of papers
February-April 2015 Finalization of article by authors
1 May 2015 Submission of final versions of papers to Guest Editor(s)
March 2016 Publication