Shows how Spanish may be used in the language arts classroom through vocabulary study, etymological study, literature translation, and the study of both language borrowing and code-switching in writing. (DD)

Georgetown's School of Languages and Linguistics is the only one in the Western hemisphere recognized by the Swiss-based International Association of Conference Interpreters. Its certification program and students are described. (LBH)

The translation process is discussed from these aspects: (1) Natural translation by bilinguals, explained by a discussion of research in translation skills among bilingual children, (2) the requirements for good professional translation, and (3) a description of the curriculum at the University of Ottawa's translation school. (AMH)

Three techniques used in the training of translators and interpreters at the Monterey Institute which may be suitable for advanced language study are conceptualization, stylistic transposition, and sight translation. Language students may acquire the cultural and social ambiance of the target language through such training. (SW)

A brief analysis of the complex English non-past tense contrasted with the simple Moroccan-Arab non-past. In English the non-past is represented by many forms; in Moroccan-Arabic it is represented by few forms. This fact is the cause of confusion to the Moroccan learner of English. (AMH)

This article is a brief discussion of some exercises in guided translation and comparative analysis designed not only to increase students' competence in translation and knowledge of French but also to make them more attentive to their English. (CFM)

A commentary on a dictionary of Texas Mexican American Spanish now being compiled by Roberto Galvan and Richard Teschnev. This dictionary will be a valuable tool for translators of Hispanic literature. Topics treated are base and suppletive dictionaries, the kinds of corpus used in the new dictionary, and frequency as an objective yardstick. (AMH)

A discussion of the preparation needed for successful translation and interpreting. In addition to proficiency in the language the future translator must have general knowledge and specific translative and interpretive skills. The distinctions between translation and interpretation is explained. A list of references is included. (AMH)

Concentrates on the problems arising at the undergraduate level concerning elaborating strategies to teach interpreting skills. (CLK)

The use of the computer to establish a set of consistent terms when translating legal and technical texts in Swedish, Finnish and English is discussed. (RW)

Content bias of the McCarthy Scales of Children's Abilities (MSCA) was investigated with dominant English- and dominant Spanish-speaking Mexican American preschoolers. The identified item bias (mostly against the Spanish language group) is discussed in terms of information overload on memory as influenced by language differences in word length and…

Discusses the subtle changes of meaning evoked by different sentence positions of "hace"-clauses. Analyzes the semantics of "hace" + TIME sentences which are the equivalent of English "ago." A presentation suitable for the beginning learner, using "since" + TIME as the English translation of the "hace"-clause followed by "que" is suggested.…

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)

This issue, primarily written in French, contains articles by researchers in the fields of linguistics and social sciences and by health care professionals. The articles include the following: "The Collective Working Out of Medical Knowledge" (Lorenza Mondada); "Involvement and Constraint in a Surgical Consultation Room"…

The purpose of this study was to examine the construct validity of a classroom communication apprehension scale. Subjects were 196 high school students in Japan. The original English version of a classroom communication apprehension scale (M. R. Neer, 1987) consisted of 20 items representing 2 hypothesized dimensions of classroom communication…