The article analyzes the relationship between translating and teaching English language and translation to foreign students at a university where Italian is the lingua franca.

My personal experience includes both translating/interpreting and teaching English language and translation to Italian and foreign students within a course that is not specifically intended for translators/interpreters such as it could be in a professional school for training would-be translators/interpreters. We could define translation in our course as "pedagogic" translation, considering that its purpose is to teach a language. Curiously, at the university where I teach, Italian is the lingua franca and therefore it is either the source (SL) or the target language (TL) in translations. Teaching English is closely tied to teaching translation methods. Translation is a useful tool to learn grammar, syntax, and lexis in both SL and TL. The final text of a written translation is a new one, as Lefevere has underlined; translating is a sort of re-writing. In this sense, the translated work must "stand on its own." Since the text has its own identity, it must respect the rules which govern its language. When students translate, they unconsciously follow three steps: analysis, transfer, and restructuring.

Do translators need to be educated in the art and science of translation? Is it possible to train a translator in an academic setting? Is doing so worthwhile, from the translator's perspective or from that of a potential employer? The current state of affairs in the translation industry in the United States would suggest that academic training is valued but hardly considered essential. On the other hand, a translator with academic training often does find entering the market easier and can command higher salaries or rates, as well as possibly advance in a corporate setting more rapidly. Weighed against the time and money involved in getting academic training, however, the untrained translator may actually do better. So let's take a close look at the nature of training translators, consider what might make for a quality academic training environment, and assess the value of such training.

Genre-based writing instruction is part of the technical translation curriculum at the Budapest University of Technology and Economics. The course called Professional Documentation (PD) fulfills this function.

The main genre-related topics covered in the course are instructions, articles, reports, abstracts and proposals. This paper gives a detailed overview of two important genres: the abstract and the proposal.

It is not at all uncommon today for professional translators to be invited to teach a course at a university. Many translators, though flattered at being invited to teach, are hesitant to accept the position due to their lack of pedagogical knowledge. One particular problematic area is that of marking translations and making decisions on student competence. This paper presents the basic information professional translators need to know before they enter the classroom, and outlines possible testing strategies they might use to make their teaching experience enriching and valuable for themselves as well as their students.

"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge."

I haven't heard it recently, but there was a time when it was common to hear people say, "those who can, do; those who can't, teach." Perhaps this saying has lost its appeal because first of all more and more educators have realized the advantages students reap when professionals add their competence to the academic framework. Second, there are many people both working in their fields and teaching in a university setting. Prominent translation trainers such as Gouadec, Kiraly and Pym have emphasized the advantages of work-simulated translation classes; professionals are the logical instructors in such programs (Gouadec: 1999; Kiraly: 1995; Pym: 2002).

Five experienced, non-professional, part-time translators from the University of Malaya were the participants for this think-aloud protocol study involving the translation of scientific texts from English to Malay. They were also interviewed. From this study, it was found that all of them used the direct (memory, cognitive and compensation) and indirect (metacognitive, affective and social) language learning strategies proposed by Oxford (1990) and O'Malley and Chamot (1990) while translating. This study wordss the notion put forward by Robinson (1997) that translation is actually a language learning process and the translator is always a learner. This study will show why this is so. Also, this study will match the four skills in language learning—listening, speaking, reading and writing to translation behaviour and show that the closest to translation is writing. The researcher will discuss Sager's (1994) comparison between translation and writing activities and show how close both these two activities are as they involve similar approaches and features.

 The practical part of the translation practice, practically begins when a text is read/heard by the translator/interpreter. He/she, then, starts comprehending it, during which each translator/interpreter takes it in his/her own more or less unique way, i.e. there is a mysterious "black box" in him/her which determines which aspect of the text is more prominent, which part plays a more important role in the overall conveyance of the message involved, which word(s) carry a stronger sense etc.
Once the text (or a part of it) is transmitted into the "black box", then a sort of "piece of knowledge" is formed within that mysterious "black box". We have already presupposed that the "box" exist within the mind of the translator/interpreter; so, implicitly he/she is able to put that piece of knowledge into a new form called "the target language text". His/her success crucially (if not totally) depends on two factors:

Whether you know zero vocabulary or you are an advanced speaker in a foreign language, a little preparation can help you get the most out of your immersion language program abroad. Here are some tips from study abroad veterans. Whether you plan to study Spanish, learn Italian, or even become fluent in Japanese, this is advice worth paying attention to.

Learning another language is not easy for most of us. It takes time, practice and many mistakes. Go into a program with the goal of increasing your communication skills. Do not assume that you are going to perfect the language in so many weeks or months, it is too much pressure.

Language immersion is a program where a foreign language is used as the language of instruction in school. In partial language immersion, only 50-80% of a given school day is in a foreign language. In full language immersion programs and international study abroad programs, students eat, sleep, and breathe the language they are attempting to learn, and so the language is picked up much more quickly. The curriculum that the student follows will still be the same. The only difference is the language of instruction used by the teachers. This differs from second language programs where the students attend a class learning the language singularly.

The English language is the most commonly spoken language on Earth, either by native speakers or by people who have learned it in addition to their first language. More and more people everyday have the desire to learn English as a second language. The type of people who wish to learn it run the gamut from children in other countries who are required to learn English as part of their school curriculum, business professionals that wish to be able to communicate with their English-speaking peers, to immigrants who come to English-speaking countries such as the Unites States who need to learn the native language in order to gain employment, citizenship, and acceptance in their new home country. If you decide to become certified to teach English as a second language (TESL), you could be providing an invaluable service to thousands of people.

Based on my study of five experienced part-time translators of scientific texts from English to Malay and on the feedback obtained from fifty part-time translators in the field of science and technology using the think-aloud protocol (TAP) and questionnaire techniques, I have found the characteristics a competent translator must possess to ensure the effective knowledge transfer from one language to another. This paper discusses the characteristics of an effective translator in the transfer of knowledge. The researcher agrees with the definition of the translation process proposed by Bell (1991), Sager (1994) and Darwish (2003). The researcher is also of the opinion that the writing and translating processes share similar approaches and features, and a competent translator must be aware of this. Another finding from this study is that a competent translator must use Oxford's (1990) direct and indirect language-learning strategies while translating. Finally, the researcher will discuss her own model of translation which she feels a competent translator must adhere to.

In the past few years, a productivist pragmatism which presents itself as an unquestionable and universally valid doctrine seems to be subjecting human exchanges to the empire of its economical laws. All pursuits are reduced to their lucrative and income-producing aspects. From a purely professional perspective, translation has now come to be thought of as a way of earning a living, while the historical role it had within human evolution as a means of communication through the word is forgotten. I'm far from proposing that the practical aspects of the profession be neglected, but in my opinion if the transcendent humanistic character of our work is not taken into account in the first place and mere profitability is sought, the very essence of our profession is distorted.

The Hawaiian language is an Austronesian (or Polynesian) language that is the ancestral tongue of the Hawaiian Islands, which lie in the Pacific Ocean. The Hawaiian language is the official language of the State of Hawaii. It is an endangered language, meaning that it is no longer spoken officially on any of the populated Hawaiian Islands. The native language was supplanted by English many years ago. There is one Hawaiian Island, Ni’ihau, where the Hawaiian language is still predominantly spoken. This island is privately owned, and tourism there is rejected in favor of a traditional way of life for its inhabitants. Though English is spoken by Hawaiians in order to conduct business and for political and educational purposes, the Hawaiian language remains in the souls and memories of all native Hawaiians, and connects them to their heritage.

For many individuals who are pressed for time, speed reading has become a necessity. However, it's not just the reading part that is important. Equally essential is for the reader to fully understand the words coming out from the book or paper.

The Italian language is one of ancient and historic roots. Today, it is spoken by approximately 70 million people, and is the official language of several nations, including Italy, Slovenia, and Vatican City. If you are interested in learning to speak, read, and write another language, consider the romantic Italian language. You could study at a college or University and receive your degree in Italian. You could take one of many online accelerated courses. Or you could experience the beauty, history, and culture of the Italian language firsthand. You could attend one of the many Italian immersion programs available in Italy.

New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.

Translators seem to be ideal candidates for online and distance courses as they are often already working as translators or in another profession when they decide to enroll for a translation course. Also, as continuing education is extremely important in our profession, distance and online courses can be an interesting alternative to traditional education for those who cannot attend a classroom. Furthermore, such courses can prove of interest for people with a degree or experience in another field, such as law, medicine or engineering for example, who have the necessary language skills to work as translators but would like to earn a certificate or degree in translation as well.