TEACHING TRANSLATION AND INTERPRETING 2 -- Editorial page -- Title page -- Copyright page -- Table of contents -- EDITORS' FOREWORD -- ACKNOWLEDGEMENTS -- LANGUAGE AND CULTURE IN COOPERATION -- INTERPRETING AT THE EUROPEAN COMMISSION -- History -- Languages and organisation -- Other considerations -- The in-house training programme: the 'stage' -- Comments -- Visions of the future -- LANGUAGE STATUS AND TRANSLATION STUDIES: A NIGERIAN PERSPECTIVE -- Nigerian language policy -- Language status and national policy interpretations -- Language status and individual bilingual experience -- A lesson for the planning of translation studies -- TRANSLATION: A SYMBIOSIS OF CULTURES -- Introduction -- Translation, culture and language -- The languages of India -- The role of translation -- Teaching translation -- Notes -- CULTURAL BARRIERS -TACKLING THE DIFFERENCES -- TRANSLATING AFRICAN LITERATURE FROM FRENCH INTO ENGLISH -- The current situation -- Objectives of training -- Contents of training -- Conclusion -- Notes -- SUPRA-LINGUAL ASPECTS OF LITERARY TRANSLATION -- CROSS-CULTURAL AWARENESS: FOCUSING ON OTHERNESS -- Introduction -- The translator as reader -- Studies of cross-cultural reading -- Case studies -- Discussion -- Notes -- TRANSLATION AS A PROCESS OF LINGUISTIC AND CULTURAL ADAPTATION -- Introduction -- Equivalence and adaptation -- Functionality and adaptation -- Source-text functions and target-text functions -- The functional approach in translation teaching -- Concluding remark -- TRANSLATION AS A MEANS FOR A BETTER UNDERSTANDING BETWEEN CULTURES? -- Theoretical bases -- The concept of communication -- Naive intercultural communication -- The translator's bicultural competence -- Towards better understanding between cultures -- Teaching -- ADVERTISEMENTS IN TRANSLATION TRAINING -- Introduction -- General objectives -- The material.

Advertising and translation -- Analyses of different types of advertisements -- Concluding remarks -- TRANSLATION AND CLASS -- KARL POPPER IN THE TRANSLATION CLASS -- Problem-solving -- Translation as theory -- Criticism and corroboration of a translation -- Translational competence -- World 3 and plastic control -- Linguistic ethics -- Bootstraps -- THEORY AND PROFESSIONAL DEVELOPMENT: OR ADMONISHING TRANSLATORS TO BE GOOD -- Notes -- THE PROCESS-ORIENTED APPROACH IN TRANSLATION TRAINING -- Product-oriented vs. process-oriented training approaches -- A process-oriented translation training system -- The sequential model of translation and error analysis -- Implementation and results -- Conclusion -- COMPREHENSION IN THE TRANSLATION PROCESS: AN ANALYSIS OF THINK-ALOUD PROTOCOLS -- Translator A: translation and protocol -- Translator B: translation and protocol -- Translator C: translation and protocol -- Concluding remarks -- Note -- SYSTEMATIC FEEDBACK IN TEACHING TRANSLATION -- Translation classes and foreign language teaching -- The Danish background -- Some views behind the feedback system -- The physical framework -- The feedback -- Excerpt of model translation -- Discussion -- Notes -- STUDENT-CENTRED CORRECTIONS OF TRANSLATIONS -- Background information -- Evaluation system -- Student-focus process -- Conclusion -- STARTING FROM THE (OTHER) END: INTEGRATING TRANSLATION AND TEXT PRODUCTION -- How I used to teach translation -- Diagnosis of false assumptions -- Translation begins with a target -- Translation is text production -- Integrating translation and writing -- Process orientation -- 'Warm' texts -- Managing process orientation -- Conclusion: an example -- Notes -- TRANSLATION ASSESSMENT: A CASE FOR A SPECTRAL MODEL -- Introduction -- The translation spectrum -- A new nomenclature -- Conclusion -- Notes.

TRANSLATION AND THE TWO MODELS OF INTERPRETATION -- Notes -- INTERPRETING AND CLASS -- INTERPRETING STUDIES AND THE HISTORY OF THE PROFESSION -- Sources -- Contributions to teaching -- Motivation -- Ethics and working conditions -- The perception of interpreters -- Conclusion -- TEACHING AND LEARNING STYLES -- Working within the U.S. university system -- Admission -- Student expectations -- Motivation, 'Operation Bootstrap' and 'Unrequited Love' -- Learning styles -- Teaching styles -- Students in action -- Conclusion -- Note -- EXPERIMENTS IN THE APPLICATION OF DISCOURSE STUDIES TO INTERPRETER TRAINING -- Introduction -- Theoretical position -- Chinese-English interpreter training -- The introductory courses -- Transition from consecutive to simultaneous -- Discussion -- Conclusion: theory and pedagogy -- ON TEACHING NOTE-TAKING IN CONSECUTIVE INTERPRETING -- Note-taking: the pros and cons -- The source language text content -- Procedures involved in the retrieval of the source text content -- Choice of code in note-taking -- Conclusions -- Notes -- WHOSE LINE IS IT ANYWAY? OR TEACHING IMPROVISATION IN INTERPRETING -- Background -- Teaching improvisation: components in the course -- TRAINING FOR REFUGEE MENTAL HEALTH INTERPRETERS -- Introduction -- The Twin Cities Interpreter Project: background -- The TCIP Community Interpreter Training Program -- Teaching strategies -- Conclusion -- Notes -- INTERVENTION AS A PEDAGOGICAL PROBLEM IN COMMUNITY INTERPRETING -- Background: the controversy about intervention -- The controversy and trainees -- The interviews -- The interviews as teaching material -- Conclusion -- Notes -- ANALYZING INTERPRETERS' PERFORMANCE: METHODS AND PROBLEMS -- History of the corpus -- Methodological problems -- Recordings and transcription -- Definition of potential research questions -- Preliminary results.

Open questions and implications for teaching -- QUALITY ASSURANCE IN SIMULTANEOUS INTERPRETING -- Aims - Insights - Visions -- Views concerning quality -- Product-oriented research -- Conclusion -- SCREEN TRANSLATION -- RELEVANCE AS A FACTOR IN SUBTITLING REDUCTIONS -- Introduction -- Relevance theory -- Relevance theory and translation -- Relevance and subtitling reductions -- Partial reduction in English-Slovene subtitles -- Total reductions in English-Slovene subtitles -- Conclusion -- TRANSCULTURAL LANGUAGE TRANSFER: SUBTITLING FROM A MINORITY LANGUAGE -- Background -- Programme development -- Commentary on evaluation -- Transfer problems -- Visions -- SUBTITLING: PEOPLE TRANSLATING PEOPLE -- The Ebeltoft courses -- Subtitling: constraints and virtues -- Equivalence: ideal for technical translation -- Authenticity: the obligation of subtitling -- Ideals and facts of subtitling: the foundations of teaching -- Subtitling as cross-cultural communication -- Types of screen translation: the time factor as distinctive feature -- TYPOLOGY OF TRANSLATION -- Interlingual translation: a comparison of types -- Reduction: the evil spirit of subtitling? -- Notes -- AUDIO-VISUAL COMMUNICATION: TYPOLOGICAL DETOUR -- Types of multilingual transfer in audiovisual communication -- What are the effects of subtitling? -- Norms -- Training in audiovisual language transfer -- TOOLS -- TEACHING LINGUISTS TRANSLATION -- Rationale -- Contents of the course -- Method -- Conclusion -- TECHNICAL TRANSLATION: PUTTING THE RIGHT TERMS IN THE RIGHT CONTEXT -- Teaching components in the technical translation program -- Typical difficulties encountered in technical translation -- Stages in the technical translation process -- Translation students vs. engineering students -- Theoretical assumptions for teaching work in the third unit.

Some approaches tested in the teaching of technical translation -- COMPUTER-ASSISTED TRANSLATION: THE STATE OF THE ART -- Impact on translation work -- Conclusion -- MACHINE TRANSLATION SYSTEMS IN A TRANSLATION CURRICULUM -- Background -- The TWS in the translation curriculum -- Development of the Pedagogical TWS (PTWS) -- The Pedagogical Translator's Workstation in the translation instruction curriculum -- Notes -- WORKS CITED -- WORKS CITED -- Editors' notes -- INDEX -- INDEX -- The series Benjamins Translation Library.