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Reviews in Translation: Building a Partnership Learning Community to Engage Language Students as Producers

Reviews in Translation: Building a Partnership Learning Community to Engage Language Students as Producers

Catherine Hua Xiang, Lijing Shi, Peter Skrandies, Rosemary Deller
Copyright: © 2021 |Pages: 21
ISBN13: 9781799872269|ISBN10: 1799872262|ISBN13 Softcover: 9781799872276|EISBN13: 9781799872283
DOI: 10.4018/978-1-7998-7226-9.ch006
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MLA

Xiang, Catherine Hua, et al. "Reviews in Translation: Building a Partnership Learning Community to Engage Language Students as Producers." Trends and Developments for the Future of Language Education in Higher Education, edited by Catherine Hua Xiang, IGI Global, 2021, pp. 102-122. https://doi.org/10.4018/978-1-7998-7226-9.ch006

APA

Xiang, C. H., Shi, L., Skrandies, P., & Deller, R. (2021). Reviews in Translation: Building a Partnership Learning Community to Engage Language Students as Producers. In C. Xiang (Ed.), Trends and Developments for the Future of Language Education in Higher Education (pp. 102-122). IGI Global. https://doi.org/10.4018/978-1-7998-7226-9.ch006

Chicago

Xiang, Catherine Hua, et al. "Reviews in Translation: Building a Partnership Learning Community to Engage Language Students as Producers." In Trends and Developments for the Future of Language Education in Higher Education, edited by Catherine Hua Xiang, 102-122. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7226-9.ch006

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Abstract

Active learning and the involvement of students as producers and partners play a key role in language teaching in today's UK higher education landscape. This chapter explores a “Reviews in Translation” project integrating “real” translations of online blog content into classroom-based teaching of Chinese and German in a UK university as part of a collaboration that sought to establish a “partnership learning community” across academic and professional service divisions. Drawing on qualitative data based on teacher reflections on classroom experience and student feedback, the chapter assesses the success of the project through two key lines of enquiry: the combination of pedagogical and real translation for language learning and engagement with students as active learners.

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