ITT 2015:9:1

The Interpreter and Translator Trainer

Volume 9, Issue 1, 2015

Price: 1000 Toman.

Table of Contents

1- Project-based learning in teaching translation: students’ perceptions

2- Empathic accuracy and translator training: helping students imagine other minds

3- Translation and didactics in the language classroom: the preparation and dissemination of a dual-language critical edition of José Luis Alonso de Santos’ Bajarse al moro/Going down to Morocco

4- The collaborative anthology in the literary translation course

5- Competence assessment procedures in translator training

6- The design and application of rubrics to assess signed language interpreting performance

7- Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters

Book Reviews

8- Zmierzyć przekład? Z metodologii oceniania w dydaktyce przekładu pisemnego [Measuring translation? Towards an assessment methodology in translator education], by Joanna Dybiec-Gajer, Kraków, Universitas, 2013, iii + 345 pp., PLN42.00 (paperback and hardback), ISBN 97883-242-2299-5

9- Research methodologies in translation studies, by Gabriela Saldanha and Sharon O’Brien, Manchester, St Jerome Pu

Call For Papers

10- Special Issue of The Interpreter and Translator Trainer Volume 10, Number 3: Training and Assessing Translators’ Intercultural Competence

About ITT

The Interpreter and Translator Trainer is a peer-reviewed international journal dedicated to research in the education and training of professional translators and interpreters, and of those working in other forms of interlingual and intercultural mediation and communication.

With the expansion of the intercultural communication and language services provision sectors has come a proliferation of training programmes in the field. ITT has been, since its inception in 2007,the first and only journal in the field of translation and interpreting studies to specialize in training-related issues.

ITT welcomes contributions from diverse theoretical and applied approaches among trainers, educators, researchers and all associated professionals, with the aim of exchanging and enriching skills and knowledge in the professional translator and interpreter communities and amongst trainers themselves. The Journal encourages critical reflection on: curricular design; syllabus design; translator and translation competence(s); interpreter and interpreting competence(s); teaching and learning approaches; resources (including ICT), methods and techniques; assessment and accreditation; trainer training. It seeks in particular to encourage interdisciplinary approaches that incorporate appropriate research methods and insights from fields such as (higher) education, curricular studies and language acquisition, as well as others more frequently associated with translation and interpreting studies, such as cultural studies, linguistics, communication studies, anthropology, cognitive science and literary studies.

The journal invites submissions of research articles, scholarly contributions based on reflective practice, review essays, book reviews and thesis abstracts. Manuscripts are subject to initial appraisal by the editors, and, if found suitable for further consideration, to double blind peer review by independent, anonymous expert referees. Extended special issues guest-edited by leading scholars are published regularly and proposals are welcome.

  ITT is listed in the Arts and Humanities Citation Index and the Social Science Citation Index.