TEACHING TRANSLATION AND INTERPRETING 3 -- Editorial page -- Title page -- Copyright page -- Table of contents -- EDITORS' FOREWORD -- ACKNOWLEDGEMENTS -- TRANSLATIONIN HISTORY AND SOCIETY -- TEACHING THE HISTORY OF TRANSLATION -- Background -- Objectives -- Why study history? -- Why study the history of translation? -- Historiography of translation -- Constructing a course -- The iconography of translation -- Assignments -- Conclusion -- Notes -- THE EMERGENCE OF THE TEACHING OF TRANSLATION -- Introduction -- A stylised picture of language acquisition vs teaching of translation -- The ideology of teaching -- The four generations of teachers -- The 'certainty-uncertainty' axis -- Generations and changes in emphasis -- Source texts and directionality -- From secretiveness to collectivity and theory -- Concluding remarks -- Notes -- TRANSLATION CURRICULA DEVELOPMENT IN CHINESE COMMUNITIES -- Historical cases -- The People's Republic of China -- Singapore -- Hong Kong -- Taiwan -- Towards a conclusion -- Notes -- TEACHING THEORY AND CULTURE -- TEACHING - TRANSLATION - THEORY: COMMUNICATIVE HORIZONS FOR CRITICAL PRACTICES -- Notes -- TRANSLATION THEORY TEACHING: CONNECTING THEORY AND PRACTICE -- Introduction -- Basis of the curriculum -- The problems of transfer of training -- Towards some possible approaches -- Conclusions -- TEACHING TRANSLATION THEORY: THE SIGNIFICANCE OF MEMES -- Memes -- Risks -- Remedies -- CONTRASTIVE CULTURE LEARNING IN TRANSLATOR TRAINING -- Introduction -- The concept of 'translation-oriented bicultural competence' -- A contrastive approach -- Towards a pedagogical application -- Teaching methods -- Conclusion -- SOCIAL AND CULTURAL DIFFERENCES -- Introduction -- Social and cultural differences in translation teaching -- Teaching translation at the initial stages of language learning -- Compromise and compensation.

Concluding remarks -- ETHNOCULTURAL PECULIARITIES IN TRANSLATION FOR SPECIAL PURPOSES -- Conclusion -- TEACHING AND STUDENTS -- POSTMODERNISM AND THE TEACHING OF TRANSLATION -- Notes -- REINFORCING OR CHANGING NORMS IN SUBTITLING -- THE SENTENCE GROUP: THE KEY DISCOURSAL LEVEL IN TRANSLATION TEACHING -- Levels of discourse -- Types of sentence groups -- Cohesion in the sentence group -- Coherence in the sentence group -- Concluding remarks -- Notes -- TEACHING DIALOGUE INTERPRETING -- Case studies and analyses -- Feedback from students and graduates -- Conclusion -- Notes -- TEACHING LITERARY TRANSLATION: "THE TRANSLATION HAPPENS WHEN YOU READ IT" -- Introduction -- The focus: Newtonian apples gravitate towards the translator's mind -- "Give me somewhere to stand, and I will move the Earth" (Archimedes) -- "Reality happens when we look at it" (Danah Zohar) -- Responsibility: the apple of knowledge in the student's mind -- Prospection: the myth of a perfect translation -- Retrospection: the myth of equivalence -- Conclusion -- AWARENESS AND RESPONSIBILITY: OUR STUDENTS AS PARTNERS -- QUESTIONNAIRE -- Conclusion -- VICTORY OVER FEAR: LITERARY TRANSLATION AS A CARNIVALISTIC TEACHING TOOL -- Teaching literary translation -- Reading and dialogics -- Carnivalism -- Victory over fear -- Notes -- DESCRIPTIVE TRANSLATION STUDIES AND THE TEACHING OF LITERARY TRANSLATION -- The course -- The students -- My approach -- Working model devised for the students -- The working model involves a three-stage operation: -- Discussion -- Student feedback -- Notes -- STUDENTS' RESEARCH FOR TRANSLATION -- Notes -- TEACHING LITERARY TRANSLATION - A STUDENT'S POINT OF VIEW -- Background information -- The programme today -- The educational framework -- The languages -- Teaching methods -- Theory vs practice -- Future plans -- ASSESSMENT AND SKILLS IN SCREEN TRANSLATION.

New European horizons -- A European dimension to teaching screen translation -- Assessment developments -- Linguistic skills -- Technical skills -- Conclusion -- ASSESSMENT OF SIMULTANEOUS INTERPRETING -- Introduction -- The students -- The objectives of the feedback sheet -- Assessment criteria -- The feedback sheet -- Assessment of simultaneous interpreting -- Procedure for individual assessment after class -- Exemplification -- Concluding remarks -- Notes -- QUALITY ASSESSMENT IN SCHOOL VS PROFESSIONAL TRANSLATION -- Claim for real situations, real texts and real readers -- Translation teacher vs editorial reviser -- Process and product-oriented approaches -- Teachers' strategies vs revisers' strategies -- Conclusions and suggestions for further research -- STUDENTS AND PROFESSIONAL REALITY -- A TRANSLATION PROGRAM FOR A UNIQUE POPULATION -- Introduction -- The student population -- Entry evaluation -- Evaluation of writing skills in the dominant language -- The challenges -- Conclusion -- Notes -- LANGUAGE-SPECIFIC STRATEGIES IN SIMULTANEOUS INTERPRETING -- Description of the study -- Standard expression - verb-final structure -- Short-term memory overload - verb-final structure -- Encyclopedic knowledge -- Different word order of the phrases -- Lexical and morpho-semantic aspects -- Concluding remarks -- Notes -- TAKING CARE OF THE SENSE IN SIMULTANEOUS INTERPRETING -- The UN Language Training Course in Moscow -- Discussion -- The refresher course for conference interpreters at MISTI -- Concluding remarks -- CREATING THE 'OTHER': A PRAGMATIC TRANSLATION TOOL -- A pragmatic tool for translation -- The model -- Table 1. Questions asked by translators before accepting a commission -- Creating the 'Other' and applications of the model -- Note -- PROFESSIONAL VERSUS STUDENT BEHAVIOUR -- Professionals versus students as research informants.

Gaining access to mental processes -- 'Communication' versus 'translation' -- The use of dictionaries and translators' self-confidence -- Translators' personality and involvement in their task -- Conclusions -- REAL-WORLD CRITERIA IN TRANSLATION PEDAGOGY -- The status of translation pedagogy today -- Real-world criteria -- Enabling and transferable skills -- Theory and practice -- Activating student translators' knowledge -- Conclusions -- TEACHING AND TECHNOLOGY -- COMPUTERIZED TRANSLATION MANAGERS AS TEACHING AIDS -- Example -- Discussion -- Concluding comments -- Notes -- LANGUAGE AND TRANSLATION AS MANAGEMENT PROBLEMS: A NEW TASK FOR EDUCATION -- Translation and communication: basic changes -- From one-to-one to one-to-some to one-to-many -- Translation and language in business communication -- Consequences for the discipline and for interdisciplinarity -- THE IMPACT OF TECHNOLOGY AND THE IMPLICATIONS FOR TEACHING -- WORKS CITED -- Editors' notes -- INDEX -- HIS LAST BOW -- The series Benjamins Translation Library.