Translation, Technology and Autonomy in Language Teaching and Learning

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view. The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into ‘minor’ languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

Pilar Alderete-Díez is a university teacher in Spanish at the National University of Ireland, Galway. She is currently completing a PhD in language learning and classroom research with the University of Valladolid. Laura Incalcaterra McLoughlin lectures at the National University of Ireland, Galway. She is co-director of the MA in Advanced Language Skills and teaches Italian language and translation. Labhaoise Ní Dhonnchadha is a Learning Technologist with specific responsibility for Modern Languages. She manages the multimedia language laboratories at the National University of Ireland, Galway. Dorothy Ní Uigín works in Acadamh na hOllscolaíochta Gaeilge at the National University of Ireland, Galway.

Leseprobe

Contents: Daniel Cassany: Foreign Language Reading from the Point of View of New Literacy Studies – Henrik Gottlieb: Translation into ‘Minor’ Languages: Invisibility vs. Anglification – David Little: Learner Autonomy, the Common European Framework of Reference for Languages, the European Language Portfolio and Language Teaching at University – Emma García Sanz: El uso del diccionario en el aula de traducción – Elisa Ghia: Audiovisual Translation as Acquisitional Input: Quantitative and Qualitative Aspects – Cristina Oddone: Translation in Language Learning: Comparing and Contrasting Film Titles – Maria Pavesi: The Potentials of Audiovisual Dialogue for Second Language Acquisition – Lucía Pintado Gutiérrez: The Use of Translation towards Foreign Language Autonomous Learning – Verónica C. Trujillo-González: Principales Características y Dificultades traductológicas de un diccionario cultural – Emanuela Cotroneo: Da a Ning per imparare l’italiano: quando il social network fa didattica – Alessandra Giglio: ‘Racconto L2.0’: Esercitare la Produzione Scritta in Rete – Susanna Nocchi: Buongiorno, mi dica…or: Can a Virtual World Help Me Learn How to Deal with a Real Life Problem? – Florence Le Baron-Earle: Social Media and the Acquisition of Intercultural Communicative Competence: A Focus on Discussion Forums – Victor Bayda: Teagasc na Gaeilge i Stát-Ollscoil Mhoscó – Claudia Borghetti: Pursuing Intercultural and Communicative Goals in the Foreign Language Classroom: Clues from Selected Models of Intercultural Competence – Encarnación Atienza/M. Vicenta González Argüello: El portafolio de formación desde el punto de visa del formando – Patrick Farren: Autonomous Language Teaching: Pre-requisite to Autonomous Language Learning – Belinda McHale: An Foghlaimeoir Machnamhach: Fís Mhíréadúil nó Féidearthacht Mhór? – Linda Butler: Building Autonomy in Language Learning through Drama – Nataša Gajšt: Autonomous Business and Economics Terminology Acquisition in a Bilingual Context: A Glossary Based Approach – Elena González-Cascos Jiménez/Laura Filardo Llamas: Are They Children or Adults? The Lack of Impact of the Tenor Contextual Variable in EFL Classroom Materials – Jennifer Hatte: Technology, Tradition and Flexibility in the Teaching of Second Year French to Distance University Students in the Australian Context – Éamon Ó Cofaigh: Learning French through Irish: The Impact of Bilingualism on the Acquisition of French as an L3.