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Enhancing Translation Skills through Multimedia Projects 
Thursday, April 18
4-5pm
ETC (CIT 201)
Led by Stephanie Ravillon (French Studies), this workshop will explore strategies for using technology to enhance translation skills and develop translingual and transcultural competence.

The CARLA summer institutes listed are primarily targeted at K-12 and post-secondary foreign language and ESL teachers. Information on the schedule  may be found here:

http://carla.umn.edu/institutes/2013/schedule.html

Here’s the link to Dick Feldman’s talk on course sharing for the LCTLs, between Cornell, Yale and Columbia:

http://www.brown.edu/cis/sta/dev/cis/distance_learning_111212.html

 
Deadline for Submissions: January 10, 2013

Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.

More information is available online.  http://www.nclrc.org/profdev/conferences_events.html#calls

This conference is sponsored by  The National Capital Language Resource Center (The George Washington University. The Center for Applied Linguistics & Georgetown University), The Department of Curriculum and Pedagogy (The George Washington University) and The Center for Advanced Research on Language Acquisition (University of Minnesota).

Happy to announce that a project of 5 years is over (publisher: Hebrew University Magnes Press)..
Click on the website below and read the attachments (Hebrew and English)

http://www.myhebrewbooks.com/prodView.asp?idproduct=3456

ABSTRACT

 

Fostering Interaction and Collaboration in Translation Classes

 

The aim of this paper is to provide examples of activities that use technology to foster interaction and collaboration in classes that are traditionally thought to be text-bound. The two projects I will be discussing were specifically designed for an advanced French class whose primary focus was translation; they brought diversity and dynamism to a class that, by nature, relied heavily on the written word. For the first activity, students were asked to transcribe, translate and dub a scene from a film (from French to English). The dubbing of video clips offered an excellent opportunity to develop the skills of foreign language learners at all linguistic levels (listening, reading, writing, and speaking); it was part of a deeper reflection on spoken French and provided students with valuable information on the target language, culture and society (idioms, habits, manners…). The second project, which involved subtitling (from English to French), encouraged students to avoid word for word translations and to focus on meaning. Aside from their motivational value, these multimedia projects provided students with the opportunity to work collaboratively and negotiate meaning in order to achieve grammatical and lexical correctness and render more effectively language registers and style. These activities opened up a wider debate on translation and film (Which is better for foreign language films: dubbing or subtitles? Is it possible to translate cultural references? Can we translate unmatched elements of culture? …), and generated productive work on linguistic and cultural awareness.

Thursday, December 6th
4:00 – 5:00pm
Sheridan Center (96 Waterman)

Led by Chinese lecturer Wang Yang, this workshop will introduce effective strategies for using film in intermediate-level courses to help students develop narrative competence.  Come and learn about best practices for incorporating film into your courses.

This workshop is part of the Workshop Series on Foreign Language Teaching, sponsored by the Sheridan Center for Teaching and Learning and the Center for Language Studies.  The series is designed to bring graduate student instructors, teaching associates and faculty together to explore various aspects of foreign language pedagogy.

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