In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses…

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Discusses the value of using translation exercises in the second language classroom, specifically for the insight they afford into the organizations of meanings in different languages and cultures. (EKN)

Examines four approaches to teaching Russian literature in translation and offers suggestions from the most successful programs to help in establishing, developing, or improving similar programs at other educational institutions. (EKN)

Questions the relevance of the traditional structural/grammatical approach to Russian course design. Suggests instead a functional notional approach and provides an overview of its rationale and principles. (EKN)

A discussion of translation and second-language instruction looks at the difference between translation used as a tool for teaching a second language and professional translation. It is argued that an interpretive theory of translation necessarily underlies its teaching. (MSE)

While the usual uses of dictionaries in second-language learning (decoding and direct translation) are often nonproductive, there are good reasons for teaching dictionary use to language students. The dictionary is an interesting and essential resource, and a tool for lifelong learning. (MSE)

Describes humanistically-oriented learning activities which give second language students a feeling of achievement: encouraging students to express themselves in the second language; having students update or improve educational materials; having students update or improve educational materials; students writing statements about themselves;…

This publication, written primarily in Spanish, is an activity book designed to teach Spanish through translation based on the theory that, in order to produce an acceptable translation, students must focus their attention on lexical and grammatical detail. The book combines incisive grammar explanations, relevant lexical information, and a wide…

Discusses a semi-independent eclectic teaching model, designed to alleviate some of the problems of intermediate-level language classes. It attempts to capitalize on the virtues of a variety of approaches by combining features of each that best accomplish specific language teaching goals. (EKN)

One French university's experience with the developing need for specialized second-language vocabulary instruction in two programs, specialized translation and business administration, revealed not only second-language instructional needs but also the desirability of offering instruction in specialized native language terminology. (MSE)

Translation can be useful in teaching advanced students to make decisions about structure, assess the communicative consequences of those decisions, assess perceptions of language contrasts, and increase feelings for communicative appropriateness. Two methods are suggested: word-for-word or "spoof" translation, and back translation. (Author/MSE)

Considerations when looking for theory to support translation practice include how the theory treats the concept of "word," the notion of "comprehension," the "finality" of the text, text type, and the distinction made between reception and reproduction of the message. Sociocultural and situational context influence the literalness of the…

A major difference between teaching translation skills and teaching English is the sense of teacher-student partnership in translation classes. Techniques for teaching translation are suggested. (LB)

Prepositions appear to be especially susceptible to misunderstanding by second language learners. Even upper-intermediate and advanced learners may have ingrained misconceptions. A proposed method for re-teaching prepositions to students at all levels is based on three ideas: (1) prepositions are spatial; (2) they are frequently used…