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Rapport Management in the TV show "Orphan Black": From accommodation strategies to accommodative moves
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Phonological Competence in English-Spanish Bilingual Children Within a Spanish-Speaking Environment: a Case Study
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Jocular mockery in computer-mediated communication: a contrastive study of a Spanish and English Facebook community
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Expressing disagreement in English as a lingua franca: Whose pragmatic rules?
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CLIL and translation in tertiary education
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In: LFE. Revista de lenguas para fines específicos [ISSN 1133-1127], n. 19, p. 29-59 (2014)
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CLIL and translation in tertiary education
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In: LFE. Revista de lenguas para fines específicos [ISSN 1133-1127], n. 19, p. 30 (2014)
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Abstract:
In the past decade, Content Language Integrated Learning (CLIL) has been steadily gaining ground in tertiary-level education, with an increasing number of programmes being implemented. However, and despite this growing trend, there is still a wide scope for research in this area. More specifically, one of the aspects which have hardly received any attention is the role of CLIL lecturers as translators. The aim of this paper is to prove how translation has a say in the quality and performance of lectures in this teaching context. For that purpose, a twofold approach has been followed. On the one hand, eight lecturers’ actual production has been qualitatively analysed following the phasal analysis of lectures as proposed by Young (1994). On the other, the lecturers’ recognition of their role as translators in CLIL lessons has been considered as well. To this double aim, lectures belonging to the fields of Physics and Engineering have been recorded, transcribed and analysed, with special attention being paid to phasal division. As for our next goal, the answers to a 26-item questionnaire addressed to lecturers and containing reflections on their translating activity have also been thoroughly studied. Findings show that translation does indeed play a pivotal role in the linguistic quality of lectures, with those phases in which translation applies resulting in lower levels of L1 interference. Further research on this area may indeed determine how valuable translation skills are in order to develop a higher efficiency in the preparation and delivery of university lectures.
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Keyword:
550510 Filología; 570107 Lengua y literatura; CLIL; L1 interference; lecture; tertiary education; translation
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URL: http://hdl.handle.net/10553/12251
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The Linguistic Realization of Disagreements by EFL Egyptian Speakers
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Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University
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In: Revista de lingüística y lenguas aplicadas, ISSN 1886-2438, Nº. 8, 2013, pags. 1-12 (2013)
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Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University
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Peer-assessment in the ESL classrom: a practical project
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 9, 2008, pags. 127-138 (2008)
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