000			02129cam a2200301zu 4500
001			88847017
003			FRCYB88847017
005			20250107115322.0
006			m o d
007			cr un
008			250107s2012 fr | o|||||0|0|||eng d
020			_a9783039118977
035			_aFRCYB88847017
040			_aFR-PaCSA _ben _c _erda
100	1		_aRamos de Oliveira Harden, Alessandra
245	0	1	_aTranslation in Second Language Learning and Teaching _c['Ramos de Oliveira Harden, Alessandra', 'Witte, Arnd', 'Harden, Theo']
264		1	_bPeter Lang _c2012
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aRamos de Oliveira Harden, Alessandra
700	0		_aWitte, Arnd
700	0		_aHarden, Theo
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88847017 _qtext/html _a
520			_aThe articles in this volume are the proceedings of a conference on ‘Translation in Second Language Teaching and Learning’ that took place at the National University of Ireland, Maynooth, in March 2008. The papers delivered at the conference, the subsequent discussions in Maynooth and the articles in this volume have clearly demonstrated that, after some decades of marginalising or even excluding translation from second/foreign language methodologies and classroom practices, the time is ripe for a re-evaluation of the benefits translation can bring to the process of learning a second language and its cultural context. Translation exercises are interpreted as processes of negotiation, as constitutive acts for identities and (inter-)actions, based on increasingly emerging ‘third spaces’ between the dominant conceptualisations, values, norms, beliefs, rules, traditions and discourses of the languages and cultures involved. The enterprise of translating between languages, cultures, individuals, societies and discourses thus assumes a central place of relevance for anyone involved in the complex project of interculturality, including, and foremost, foreign language learners.
999			_c21278 _d21278