En este ensayo, el autor analiza el papel que pueden desempeñar los ejercicios de traducción de la enseñanza de las lenguas extranjeras, en particular en los cursos dedicados a las lenguas clásicas de Asia. Enfocándose en tres lenguas asiáticas clásicas: el sánscrito, el tibetano y el japonés, el autor pretende demostrar que hay más de una manera de conducir estos ejercicios y que es necesario repensar su utilidad a la luz de lo que sabemos hoy sobre la pedagogía de la enseñanza de las lenguas extranjeras en general.

While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, Beeby Lonsdale demonstrates how teachers can guide their students by showing them how insights from communication theory, discourse analysis, pragmatics, and semiotics can illuminate the translation process. Using Spanish to English translation as her example, she presents the basic principles of translation through 29 teaching units, which are prefaced by objectives, tasks, and commentaries for the teacher, and through 48 task sheets, which show how to present the material to students. Published in English.

Through the concept of contamination, David Greetham highlights various ways that one text may invade another, carrying with it a residue of potential meaning. While the focus of this study is on written works, the scope ranges widely over music, politics, art, science, philosophy, religion, and social studies. Greetham argues that this sort of contamination is not only ubiquitous in contemporary culture, but may also be a necessary and beneficial circumstance. Tracing contamination from the Middle Ages onward, he takes up issues such as the placement of quote marks in Keats's "Ode to a Grecian Urn," the controversy over the use of evidence for "yellowcake" uranium in Niger, and the reconstitution of reality on YouTube, to illustrate that the basic questions of evidence, fact, and voice have always been slippery concepts.

Stemmatology studies aspects of textual criticism that use genealogical methods to analyse a set of copies of a text whose autograph has been lost. This handbook is the first to cover the entire field, encompassing both theoretical and practical aspects of traditional as well as modern digital methods and their history. As an art (ars), stemmatology’s main goal is editing and thus presenting to the reader a historical text in the most satisfactory way. As a more abstract discipline (scientia), it is interested in the general principles of how texts change in the process of being copied. Thirty eight experts from all of the fields involved have joined forces to write this handbook, whose eight chapters cover material aspects of text traditions, the genesis and methods of traditional "Lachmannian" textual criticism and the objections raised against it, as well as modern digital methods used in the field. The two concluding chapters take a closer look at how this approach towards texts and textual criticism has developed in some disciplines of textual scholarship and compare methods used in other fields that deal with "descent with modification". The handbook thus serves as an introduction to this interdisciplinary field.

This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.

Over the past half century, translation studies has emerged decisively as an academic field around the world, and in recent years the number of academic institutions offering instruction in translation has risen along with an increased demand for translators, interpreters and translator trainers. Teaching Translation is the most comprehensive and theoretically informed overview of current translation teaching. Contributions from leading figures in translation studies are preceded by a substantial introduction by Lawrence Venuti, in which he presents a view of translation as the ultimate humanistic task – an interpretive act that varies the form, meaning, and effect of the source text. 26 incisive chapters are divided into four parts, covering: certificate and degree programs teaching translation practices studying translation theory, history, and practice surveys of translation pedagogies and key textbooks The chapters describe long-standing programs and courses in the US, Canada, the UK, and Spain, and each one presents an exemplary model for teaching that can be replicated or adapted in other institutions. Each contributor responds to fundamental questions at the core of any translation course – for example, how is translation defined? What qualifies students for admission to the course? What impact does the institutional site have upon the course or pedagogy? Teaching Translation will be relevant for all those working and teaching in the areas of translation and translation studies. Additional resources for Translation and Interpreting Studies are available on the Routledge Translation Studies Portal.