Lost In Translation? A Report Into Action Research On The Effects Of Interpretation On Learning And Teaching
This paper follows from Zeng and Burrows (2013), in which the issue of the effects of interpretation on learning and teaching was introduced. Action research was completed in China in 2013 and this paper reports some of the analysis and results of that research. A number of issues were identified an...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Huddersfield Press
2014-06-01
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| Series: | Teaching in Lifelong Learning: A Journal to Inform and Improve Practice |
| Online Access: | http://dx.doi.org/10.5920/till.2014.6143 |
| Summary: | This paper follows from Zeng and Burrows (2013), in which the issue of the effects of interpretation on learning and teaching was introduced. Action research was completed in China in 2013 and this paper reports some of the analysis and results of that research. A number of issues were identified and these are of interest to all practitioners, as they are pertinent to both general and specific teaching practice. The learning process is, in the main, a dialogue between teachers and learners. However, there are many occasions for triangulation, for example, language interpretation, signing and use of amanuenses. This small-scale action research project has highlighted some of the issues inherent in teaching and learning through interpretation, but the points raised by the research can inform practice in all situations. |
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| ISSN: | 2049-4181 2040-0993 |