translation studies. retrospective and prospective views

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Translation Studies: Retrospective and Prospective Views ISSN 2065-3514 (2008) Year I, Issue 1 Galaţi University Press Editors: Elena Croitoru and Floriana Popescu (First volume) Proceedings of the Conference Translation Studies: Retrospective and Prospective Views 9 – 11 October 2008 “Dunărea de Jos” University of Galaţi, ROMANIA pp. 190 - 195 FROM REFLECTION-BASED L T E TO COMPETENCE-BASED L T E Anca-Mariana Pegulescu Ministry of Education, Research and Youth, Romania I. The interrelationship of language and education We start our approach form the following statement: language and education have been and will remain interrelated. Here language will be understood as an instrument, or taking into account its communicative function and leaving aside its possible linguistic introspective means of analysis. Through this perspective, language is first a means of education and, secondly, language can become a goal of education. Language teacher education studies have been mostly concerned with language teacher knowledge and learning. There are, nevertheless, two sorts of contextual factors that may highlight the domain and , on the other hand, may contain what language teacher education (LTE) can achieve. These factors are social, political and cultural ones, and provision factors. They can have implications for the persons or the institutions whose responsibility is the provision of language teacher education and the ideology undergoing such an approach. Nobody can deny the diversity of the contexts in which L T E is produced. Throughout Europe or in USA, from Spain and Portugal to Hungary, Romania or Greece, we can conclude that the ”situation in teacher training reflects the historical development of an education system, the socioeconomic system and the political character of a country”[1]. Such a multiple reality may go from a policy of descentralization (Spain, mid 1980s), to a strictly legal framework (Portugal and the law for continuing education within normal working hours) to the emphasis in initial teacher (ITE) on the teacher as a teacher, rather than as a subject specialist. In the ”developed world”, L T E is overtaken by a new political and managerial ideology. Educational policy-making has become more political and the state intervention leads to the standardized delivery of the teaching product and to a prioritization of measurable evidence-based outcomes 190
over processes. The main idea worth retaining is that L T E has to confront conditions which are peculiar to the context in which it is located.As a result of globalization or Europeanization, L T E is ”engaged” in diverse directions: the promotion of international English and other major languages, the maintenance and revitalization of lesser used heritage or community education. This brings together first language and additional language development within a framework of international mobility and citizenship. II. The framework of L T E The framework of L T E provision can include stages, sectors, types and modes of provision. The stages display pre-service education (as part of the first degree or as a post-graduate certificate), on-the-job education or in-service education (also called continuing professional development). The sectors highlight the following levels: pre-school, primary, secondary, higher education, vocational or informal education. The status of L T E provision can also vary. It can be an accredited professional award for a particular country (teaching Spanish/Romanian in England/France etc), a general qualification for TESOL or a non-awardbearing. The length of a provision or its format can be different: from 1-day seminars, conferences, short courses, undergraduate programmes higher degrees, to post-graduate and PhD programmes. The modes of provision can send to direct contact, open learning, blended learning (including webbased components). The providers belong to all the levels implided in the education system: higher education – language departments or language centres, teachers as mentors or tutors and trainers, national or local authorities, accredited agencies, private consultants, international organizers – British Council or the American Cultural Centre, professional associations (like RoMeAs - The Romanian Association of Mentors), etc. Last but not least, the receivers belong to several categories: students preparing to become teachers, teachers themselves, teacher educators, members of the schoolmanagement. teams, regional and national decisionmakers. III. The range of L T E The range of L T E provision is also varied. It can support language teachers in respect of: � new curricula and examinations; � proficiency in language; � pedagogy, assessment and evolution; 191
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
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Byronic disabuse and cynicism are s
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waves,/Seemed, in the shadow of the
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has the special vocation of watchin
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(e) naming of motifs, cross-motifs,
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Richard’s journey from childhood
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(After I had outlived the shocks of
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naively assumed that the ‘white
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intense enough for a tragedy, is ir
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etter than what already existed; th
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explicitly order him to kill Claudi
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ody is destroyed, without even havi
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emphasising her “melodious lay”
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and his uncle as “mighty opposite
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As Mandelbrot points out, this idea
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the internal mirror, regardless of
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patterns by means of which a litera
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This metafictional aside may be rea
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Like Nicholas, Conchis is a self-co
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magic, of legend and myth, the stor
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of fiction that faithfully renders
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emark that Nicholas is a selfish an
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Katherine Tarbox, in her turn, stat
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En fait, la préface représente l
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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lame Sir Gawain? He enjoys the choi
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Textually, it presupposes a similar
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life in society and its repercussio
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The so-called A vocabulary constitu
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At this point, it seems necessary t
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tendencies fall into two categories
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professor-character is thus constru
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writing of a novel that does not re
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and indeterminacy” (Eagleton, 200
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consciousness, at a time when almos
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Though Bradbury makes a somewhat pa
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fragmentation, and in a whimsical m
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Thus, we can say that, instead of s
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It is known that the time frame in
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to the composition, the figure of C
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tympanum above the central west ent
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entrance, the pointed arch trimming
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trefoils and quatrefoils which exte
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Marino Malone, C. (2004). Façade a
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classes integrating email and the I
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text. III. Aims of the Online Cours
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4 components: (i) background knowle
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• Having students highlight the v
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Participating students and free-lan
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Page 163 and 164: • Classification based on text ty
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Page 169 and 170: * WORKING PROTOCOL Difficulties enc
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Page 177 and 178: Who is the appellant (or respondent
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Page 189 and 190: Continuous, for example, means know
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Page 207 and 208: The use of the new technologies imp
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