The study of English as a Lingua Franca (ELF) has grown
considerably in the last decades, and a wide number of issues
related to this field have been addressed through a variety of
lenses. These range from the changes occurring in spoken English,
to the much-debated notion of the native-speaker; from the threat
that English represents for minority languages, to the
metadiscourse(s) contributing to the myth of English as a language
equally accessible to speakers of all nationalities.
Adopting different perspectives and positions, the articles in
this special issue of The Interpreter and Translator Trainer all
demonstrate that ELF poses many challenges to the teaching of
translation and that, while there are no simple and ready-made
solutions, such challenges need to be taken on board to fill the
current gap between translation pedagogy and translation practice.
The volume is intended as a starting point to encourage educators
to rethink their approach to translation pedagogy by envisaging
tools and practices that can contribute to preparing students to
become professional translators of ELF and reflective practitioners
who are aware of the centrality of translation in the digital
age.
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