Suggests that trainee translators can be helped to move between the basic and advanced stages of training through practice in collocational translational stylistics. Describes the method and outlines its differences from monolingual stylistics. Illustrates the method with an example. (HB)

Presents data concerning the first stages of an ongoing empirical investigation into simultaneous interpreting skills and the best methods and strategies for teaching it. Discusses underlying premises, hypotheses, and objectives of the study as it is now planned. (HB)

Identifies component features which are important for the skill of interpreting. Discusses differences between interpreting and translation and between consecutive and simultaneous interpreting. Provides methods for teaching component skills of interpreting to students. (HB)

Explores two questions raised by the tendency to treat works in translation as though they were written originally in English: (1) the political and cultural costs of this approach, such as what knowledges or practices it makes possible or eliminates; and (2) what pedagogy can be developed to address the issue of translation. (TB)

Outlines the method of translation of pragmatic texts from Finnish into French developed at the Department of Translation Studies of the University of Turku in Finland since the early 1980s. Focuses on the concept of the translation of texts in their real communicative situation. (HB)

Evaluates the use of oral translation as a second-language teaching activity. Shows that, with a proper regard for the principles of translation theory, translation can play a valuable role in second-language teaching and that translation should be an integral part of the language learning program. (HB)

A special set of skills is essential for interpreting for mainstreamed deaf preschool students. Eleven issues in clarifying the job of the preschool interpreter are discussed, such as whether hearing children should learn to sign and how to encourage communication among hearing and deaf children. (JDD)

The nature of simultaneous translation, often misunderstood, is a precarious balance of listening and analysis, production of discourse and memory. The work's quality would be improved by reinforcing interpretive skills, research in teaching methods, and study of precise interpretive techniques. (MSE)

A design for a translation class is described that is based on the author's experience in teaching translation to English language university students in Indonesia. Types of translation are discussed, followed by task design elements: goals, input, activities, role, and classroom procedures. (Contains 12 references.) (LB)

This article illustrates the use of monologue interpretation, in which an interpreter illuminates issues in a speaker's monologue to translate theoretical pedagogical material into usable classroom applications. The example shows how the tenets of Guba and Lincoln's (1989) Responsive Constructivist Fourth Generation Model were presented via…

Papers presented at a conference on the use of simultaneous, consecutive, and other forms of interpreting as features of foreign language teaching and learning in British higher education include the following: "Liaison Interpreting as a Communicative Language-Learning Exercise" (H. A. Keith); "Interpreting and Communicating:…