The present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of…

The relative absence of nonfiction in literature for young readers may have serious implications because nonfiction literacy matters. Nonfiction material is the crucible within which readers can gain the knowledge and skills that enable them to reach sound decisions in all arenas of life, avoid gullibility born of ignorance, and participate in an…

Authentic and constructive learning experiences that include analysis of primary source documents are necessary elements of effective social studies teaching (Bailyn, 1994; Leinhardt, Stainton, & Virji, 1994; Wineburg & Wilson, 1991; Young & Leinhardt, 1998). This study examines the abilities of 70 fifth and seventh grade students to complete…

For translators to gain acknowledgement and recognition, they must acquire a set of translation norms. Norms are specific to sociocultural context, and at the same time are inherently changeable. Translators need to be aware of these characteristics. Because no translation training program can impart to students the whole complex of translation…

One professional translator's experiences in teaching a course on the problems of English/Spanish literary translation, using a number of Spanish and Russian poems and short stories and their different kinds of translations for texts are discussed. The process of analyzing the literature for translation difficulties is outlined, as well as…

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)

All beginners at simultaneous interpreting falter at the flow of oral language, unaware that their short-term semantic flow of oral language, unaware that his short-term semantic memory can be managed more efficiently if used to store units of meaning rather than discrete words. Beginners must learn to listen for sense from the start and focus…

A study of literature cannot be divorced from cultural contexts, nor can it ignore the humanist vision in interpreting literary texts. To discover dialogic bonds and boundaries between the reader and the text, or the writer and the audience, English classes should have two objectives: (1) to explore the diversity of perspectives, and (2) to relate…

Kinesics, a form of nonverbal communication, is defined and described; the manner in which visual signals are expressed verbally in contemporary Spanish literature is characterized and exemplified; similarities and differences in exemplary gestures are examined across cultures; and the pedagogical implications are discussed. (MSE)

Suggests that students be given opportunities in practice sessions to acquire skills necessary in interpreting data. Biological significance is discussed. An example of a practice session is provided. (CS)

Professional training for translators, most often begun in specialized subject areas, should begin with a course in translation theory. The first purpose of such a course is to teach students to think as translators, whose function is to convey the message contained in the source language. Simply stated, this is a three-step process of: (1)…

Translation is a real-life communication skill that should be incorporated into second language instruction. Communicative language teaching theory recognizes the importance of learning to handle foreign language internal transfer. Classroom activities to promote such language transfer skills include the following: (1) pairing students to…

Students arriving in the language department at Heriot-Watt University (Scotland) who study two languages arrive deficient in both languages and often in English as well. Generally, students have little knowledge of current and international affairs or the history and culture of the countries whose languages they are learning. However, they…

One important goal of art education is to prepare students for lifelong joy and meaning derived from repeated experiences with the arts. The confidence and inclination to view and interpret artworks can be encouraged through substantive classroom experiences in which students learn perceptual and interpretive skills. Art educators also can assist…

Dynamic classroom role-playing is an essential ingredient in interpretation and performance if the student actor is to learn the technical skills of believable characterization. One of the first classroom performance principles in playing the role is for the student actor to read the playscript with a critical eye to grasp the creative suggestions…