000			01737nam a2200205Ia 4500
003			PH-LCIC
005			20251008154406.0
008			240527s2018 xx 000 0 und d
020			_a9780367891466
040			_cLCIC LIBRARY
082			_aREF 418.02071 Si89
245		0	_aSituated learning in translator and interpreter training : _bbridging research and good practice /
260			_aNew York : _bRoutledge _c2018.
300			_a ix, 154 pages ; 25 cm.
520			_aSituated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated collaborative work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners' capacity to think and act like professionals. This book sets out to gauge the extent to which different factors influence the implementation of Situated Learning models in various teaching and learning contexts. It presents an understanding of Situated Learning that goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, i.e. real-world, or semi-authentic professional settings. This wider remit of Situated Learning encompasses previously underrepresented contextual factors pertaining to translation traditions, historical trends, community beliefs and customs, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability.
650			_a Translating and interpreting Study and teaching
700			_aMaria González Davies _eEditor
700			_aVanessa Enríquez Raído _eEditor
942			_2ddc _cREF
999			_c2320 _d2320