From the Lab to the Classroom and Back Again

Celia Martín de León teaches translation at the University of Las Palmas de Gran Canaria. She has been a freelance translator since 1990 and obtained her PhD in Translation and Interpreting in 2003. Her main research interest is the study of translation processes from the viewpoint of embodied, embedded and distributed cognition. Since 2002 she has belonged to the research group Expertise and Environment in Translation (PETRA), devoted to empirical research into translation processes.
Víctor González-Ruiz is a lecturer in legal translation at the University of Las Palmas de Gran Canaria, where he obtained his PhD in Translation in 2002. For the past twenty years, he has also worked as a part-time official translator and interpreter in Spain. He is particularly committed to achieving clarity in legal translations and has made it the focus of his teaching and research. He is a member of the Spain-based TeLL research group, which is engaged in studying new technologies and their link to the fields of language and translation.

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters, including the interconnections between didactics and research, advances in cognitive processes, quality assessment and socio-professional issues in translation and interpreting training.

Contents: Víctor González-Ruiz/Celia Martín de León: Introduction: Between Teaching and Research in Translation and Interpreting - Franz Pöchhacker: The Teacher as Researcher: Notes on a Productive Relationship - Javier Franco Aixelá: Bibliometrics of Research in the Didactics of Translation and Interpreting - Alicia Bolaños-Medina: Translation Psychology within the Framework of Translator Studies: New Research Perspectives and Pedagogical Implications - Inna Kozlova/Marisa Presas/Shao Hui Liang: East and West: The Influence of Culture on Key Concepts of Students' Translation Theories - Álvaro Marín García: Scattered Clouds: Creativity in the Translation Process - Tomás Conde: Positive Feedback in Translation Assessment - Petra Klimant: Translation Evaluation Upside Down: Phenomena Instead of Errors - Mara Morelli/Elena Errico: Situated Quality in Consecutive Interpreting: A Case Study on Trainees - Ana Muñoz-Miquel: Bridging the Gap between Professional Practice and University Training through Socio-Professional Research: The Case of Medical Translation - Agustín Darias-Marrero: Cultural and Intercultural Aspects in Interpreter Training: An ICT-Based Approach - Bryan J. Robinson/María Dolores Olvera-Lobo/Juncal Gutiérrez-Artacho: After Bologna: Learner- and Competence-Centred Translator Training for «Digital Natives».