Taking care of the sense in simultaneous interpreting

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. Editors’ foreword 1
4. Acknowledgments 6
5. Teaching, history and societies
6. Teaching the history of translation 9
7. The emergence of the teaching of translation 19
8. Translation cuuricuula development in Chinese communities 31
9. Teaching theory and culture
10. Teaching — translation — theory 47
11. Translation theory teaching 55
12. Teaching translation theory 63
13. Constrastive culture learning in translator training 73
14. Teaching Social and culture differences 81
15. Ethnocultural peculiarities in translation for special purposes 89
16. Teaching students
17. Postmodernism and the teaching of tranlation 97
18. Reinforcing or changing norms in subtitling 105
19. The sentence group 111
20. Teaching dialogue interpreting 119
21. Teaching literary translation 129
22. Awareness and responsibility 137
23. Victory over fear 145
24. Descriptive translation studies and translation teaching 153
25. Students’ research for translation 163
26. Teaching literary translation — a student’s point of view 171
27. Assessment and skills in screen translation 177
28. Assessment of simultaneous interpreting 187
29. Quality assessment in school vs professional translation 197
30. Students and professional reality
31. A translation programme for a unique population 207
32. Language:specific strategies in simultaneous interpreting 213
33. Taking care of the sense in simultaneous interpreting 223
34. Creating the ‘Other’ 233
35. Prefessional versus student behaviour 243
36. Real: world criteria in translation pedagogy 251
37. Teaching and Technology
38. Computerized translation managers as teaching aids 263
39. Language and translation as general management problems 271
40. The impact of technology and the implications for teaching 295
41. Works cited 303
42. Index 321