La polyphonie comme facteur de transformation dans la formation des spécialistes en langues à l'entrepreneuriat individuel

Konrad Klimkowski

Résumé


L'article contient uniquement le résumé en anglais.


Mots-clés


voix multiples ; polyphonie ; apprentissage transformateur ; attitudes entrepreneuriales ; modes de travail

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Références


EMT. (2009). Competences for professional translators, experts in multilingual and multimedia communication. Directorate General for Translation. http://ec.europa.eu/dgs/translation/programmes/emt/index_en.htm

EMT. (2022). EMT competence framework. Directorate General for Translation. https://ec.europa.eu/info/files/european-masters-translation-expert-group_en

Eskelinen, J., & Pakkala-Weckström, M. (2016). Assessing translation students’ acquisition of professional competences. Translation Spaces, 5(2), 314–331. https://doi.org/10.1075/ts.5.2.08esk

Galán-Mañas, A., Kuznik, A., & Olalla-Soler, C. (2020). Entrepreneurship in translator and interpreter training. HERMES. Journal of Language and Communication in Business, 60, 7–11. https://doi.org/10.7146/hjlcb.v60i0.121307

González Davies, M. (2004). Multiple voices in the translation classroom: Activities, tasks, and projects. John Benjamins.

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Kiraly, D. C. (2019). Authentic project work and pedagogical epistemologies: A question of competing or complementary worldviews? In D. C. Kiraly, & G. Massey (Eds.), Towards Authentic Experiential Learning in Translator Education (pp. 1–16). Cambridge Scholars Publishing.

Klimkowska, K. (2014). Entrepreneurial potential of the students of Applied Linguistics Programme, majoring in translation. Academic Journal of Modern Philology, 3, 17–26.

Klimkowska, K., & Klimkowski, K. (2015). Kształtowanie kompetencji świadczenia usług tłumaczeniowych z perspektywy przyszłych tłumaczy. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.

Klimkowska, K., & Klimkowski, K. (2020). Entrepreneurial potential of students graduating from translation studies. HERMES. Journal of Language and Communication in Business, 60, 13–27. https://doi.org/10.7146/hjlcb.v60i0.121308

Klimkowski, K. (2015). Towards a shared curriculum in translator and interpreter education. WSF we Wrocławiu, Institute of Communicology.

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Kujamäki, M. (2020). Applying Service-Dominant Logic to translation service provision. HERMES. Journal of Language and Communication in Business, 60, 191–207. https://doi.org/10.7146/hjlcb.v60i0.121319

Kujamäki, M. (2021). Translation as a professional service: An overview of a fragmented field of practice. Perspectives, 1–16. https://doi.org/10.1080/0907676X.2021.1981412

Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how (Entrepreneurship360background paper). OECD. https://www.oecd.org/cfe/leed/BGP_EntrepreneurshipinEducation.pdf

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. https://doi.org/10.1177/1541344603252172

Miller, J. P., & Seller, W. (1985). Curriculum, perspectives and practice. Longman.




DOI: http://dx.doi.org/10.17951/lsmll.2024.48.3.65-76
Date of publication: 2024-10-07 11:52:32
Date of submission: 2024-04-08 14:48:03


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Droit d'auteur (c) 2024, Konrad Klimkowski

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