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Hits 3.381 – 3.397 of 3.397
| 3381 |
Análisis de los elementos pragmáticos en la interacción escrita académica: el caso de los correos electrónicos de universitarios norteamericanos
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 26 (2019) (2019)
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| 3382 |
El incremento del input de la forma femenina en el aula de español L2
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 26 (2019) (2019)
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| 3383 |
Propuesta linguodidáctica para la comprensión de lectura basada en la enseñanza estratégica
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 26 (2019) (2019)
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| 3384 |
El Enfoque metodológico CLIL (Content and Language Integrated Learning) en la Enseñanza Primaria: Estudio Comparativo de su Implementación en un Centro Bilingüe y en un Centro con Sección Bilingüe
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 27 (2019) (2019)
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| 3385 |
La relación tamaño-afecto en la adquisición temprana de los diminutivos en español
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 26 (2019) (2019)
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| 3386 |
The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education
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In: Revista Brasileira de Linguística Aplicada, Vol 19, Iss 4, Pp 765-800 (2019) (2019)
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| 3387 |
When Teacher Education Goes Mobile: A Study on Complex Emergence
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In: Revista Brasileira de Linguística Aplicada, Vol 20, Iss 2, Pp 353-381 (2019) (2019)
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| 3388 |
A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later
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In: Revista Brasileira de Linguística Aplicada, Vol 20, Iss 2, Pp 251-277 (2019) (2019)
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| 3389 |
TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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| 3390 |
Translating to change the nation: The case of José Pedro Varela, a reformer in late 19th century Uruguay
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 11, Iss 2, Pp 119-131 (2019) (2019)
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Abstract:
The history of translation in Hispanic America can be segmented into specific historical periods that differ from those found in Europe, namely: encounter and conquest, the colonial period; pre-independence and emancipation; independence and republic; and an ongoing period that started in 1920 (Bastin, 2006). A great deal of work has been done regarding the first three of those periods. Later historical periods, while still receiving some scholarly attention, have not been the focus of as much research (cf. e.g., Montoya, 2014). This paper hopes to provide further insights on translation practices during the Independence and Republic Period by focusing on José Pedro Varela, an educational reformer in 19th century Uruguay. Varela spearheaded the charge for educational reform in his native South American country, and he initiated the reforms that would forever change the DNA of public education in Uruguay. Much has been written about him (e.g. Hentschke, 2016), but relatively little has been said of the fact that a number of his most influential writings were, at least in part, translations. In light of this, the present paper will provide a portrait of Varela, highlighting his status as a popular hero whose role as a translator has fadedfrom the public’s view. By pointing out some of his most well-known translations and the role they played in his broader reformist strategies, this paper will also provide some historical perspectives on translation, including how it was conceptualized bysome of South America’s key intellectuals during the second half of the 19th century.
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Keyword:
education; josé pedro varela; P306-310; Translating and interpreting; translation; translation history; uruguay
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URL: https://doaj.org/article/2b1d9f6ac885438ca43b01c77b366b41
https://doi.org/10.12807/ti.111202.2019.a10
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| 3391 |
Предметная компетенция специалиста CLIL
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In: Studii si Cercetari Filologice: Seria Limbi Straine Aplicate, Iss 18, Pp 45-49 (2019) (2019)
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| 3392 |
Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools
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In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 46-79 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 46-79 ; 1920-1818 ; 1481-868X (2019)
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| 3393 |
The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion
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In: Canadian Journal of Applied Linguistics; Vol. 22 No. 2 (2019); 27-63 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 2 (2019); 27-63 ; 1920-1818 ; 1481-868X (2019)
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| 3394 |
L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?
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In: Canadian Journal of Applied Linguistics; Vol. 22 No. 2 (2019); 64-87 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 2 (2019); 64-87 ; 1920-1818 ; 1481-868X (2019)
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| 3395 |
Understanding the Relationship Between Second Language Teacher Beliefs and Their Instructional Practices: A Case Study of Core French Teachers
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In: Canadian Journal of Applied Linguistics; Vol. 22 No. 1 (2019): Special Issue: In Memory of Larry Vandergrift; 26-59 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 1 (2019): Numéro spécial : à la mémoire de Larry Vandergrift; 26-59 ; 1920-1818 ; 1481-868X (2019)
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| 3396 |
USA Public School Educators’ Perceptions of Electronically Delivered Professional Development Modules
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In: PAROLE: Journal of Linguistics and Education; Volume 9 Number 1 April 2019; 53-66 ; 23380683 ; 2087-345X (2019)
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| 3397 |
The intercultural foreign language (German) teaching through the series Dark ; O ensino intercultural de língua estrangeira (alemão) por meio do seriado Dark
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In: Revista Horizontes de Linguistica Aplicada; Vol. 18 No. 2 (2019); 63-80 ; Revista Horizontes de Linguistica Aplicada; v. 18 n. 2 (2019); 63-80 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v18i2 (2019)
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