On the margins of the profession: the work placement as a site for the literary translator trainee’s legitimate peripheral participation
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http://dx.doi.org/10.1080/1750399X.2016.1154341 |
Metadatos
Título
On the margins of the profession: the work placement as a site for the literary translator trainee’s legitimate peripheral participationAutoría
Fecha de publicación
2016Editor
RoutledgeISSN
1750-399X; 1757-0417Cita bibliográfica
Josep Marco (2016) On the margins of the profession: the work placement as a site for the literary translator trainee’s legitimate peripheral participation, The Interpreter and Translator Trainer, 10:1, 29-43, DOI: 10.1080/1750399X.2016.1154341Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.tandfonline.com/doi/full/10.1080/1750399X.2016.1154341Palabras clave / Materias
Resumen
The concepts of situated learning and legitimate peripheral participation
(LPP) provide a theoretical framework for learning that is
student-centred, based on collaboration and placed on the margins
of a given ... [+]
The concepts of situated learning and legitimate peripheral participation
(LPP) provide a theoretical framework for learning that is
student-centred, based on collaboration and placed on the margins
of a given community of practice, with a view to bringing the
learner closer to that community. In translation pedagogy, these
features converge most notably with the tenets of social constructivism,
which insists on the importance of the publishable translation
project in translator training methodology. This article aims to
provide an account of a type of authentic translation project
carried out at Universitat Jaume I (Castelló, Spain) as the final
part of literary translator training at the institution, and to root it
in learning theory and translation pedagogy. The translation project
is conducted in the framework of the work placement that all
students have to go through as a requirement for graduation.
Actual practice in that context is for the most part in accordance
with a socio-constructivist approach. But some relative departures
from that approach are observed as regards the role assigned to
the instructor, the notions of autonomy and empowerment, and
identity formation. [-]
Publicado en
THE INTERPRETER AND TRANSLATOR TRAINER, 2016 VOL. 10, NO. 1, 29–43Derechos de acceso
© 2016 Informa UK Limited, trading as Taylor & Francis Group
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