ISCAP - ATC de Línguas
Permanent URI for this community
Browse
Browsing ISCAP - ATC de Línguas by Author "Albuquerque, Alexandra"
Now showing 1 - 10 of 22
Results Per Page
Sort Options
- Academic mobility: a non-Machiavellian means to global citizenshipPublication . Albuquerque, AlexandraAlthough Mobility is a trendy and an important keyword in education matters, it has been a knowledge tool since the beginning of times, namely the Classical Antiquity, when students were moving from place to place following the masters. Over the time, different types of academic mobility can be found and this tool has been taken both by the education and business sector as almost a compulsory process since the world has gone global. Mobility is, of course, not an end but a means. And as far as academic mobility is concerned it is above all a means to get knowledge, being it theoretical or practical. But why does it still make sense to move from one place to another to get knowledge if never as before we have heaps of information and experiences available around us, either through personal contacts, in books, journals, newspapers or online? With this paper we intend to discuss the purpose of international mobility in the global world of the 21st century as a means to the development of world citizens able to live, work and learn in different and unfamiliar contexts. Based on our own experience as International Coordinator in a Higher Education Institution (HEI) over the last 8 years, on the latest research on academic mobility and still on studies on employability we will show how and why academic mobility can develop skills either in students or in other academic staff that are hardly possible to build in a classroom, or in a non-mobile academic or professional experience and that are highly valued by employers and society in general.
- After Bologna: does the shift in structure bring forth a shift in a attitude?Publication . Albuquerque, AlexandraWith this case-study, we (i) intend to show how a semester project on creating a Multimedia CV could, to some extent, help Portuguese final-year students develop some generic competences, change their attitude towards the challenge of "How to Apply fro a Job" and increase their self-marketing strategies, creativity and entrepreneurship cannot answer the question of the paper, but intend onlu to raise it fot further and better studies now that Bologna design is implementes in almost all HEIs Europe.
- Can ERASMUS mobility really help crossing borders? the in and out of a case-studyPublication . Albuquerque, Alexandra; Carvalho, Milena; Barros, TeresaAs lectures, but above all, as Erasmus....
- CLIL and terminology – moving forward towards a dialogical relationPublication . Silva, Manuel; Albuquerque, AlexandraIn this paper, we propose a terminology-based approach to CLIL, named TerminoCLIL. This approach was developed and implemented in the framework of the CLIL-ReCLES. PT Project, one of the first applied research projects in Portugal, aiming at, in general terms, implementing CLIL courses in Portuguese Higher Education Institutions (HEI) and at establishing a CLIL community of practice in HE. Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a languagedriven instruction tool to learn content, and not as a language-teaching approach. This is why we believe that Terminology, viewed as the study of terms and their use in specialized languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content (knowledge) and (b) language (discourse on the knowledge). In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse (language) that knowledge and its representations, conveyed by specialized texts, can be acquired. In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected stages [8], to support the introduction to, use and structuring of domain knowledge. This approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visualisation of knowledge, The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, in a scaffolded learning process.
- Educational in a global environment: non-formal examples of learning practices at the international officePublication . Albuquerque, AlexandraSuch output demands a very effective and complex process, involves several actors and environments and can be more or less formal. Traditionally, education has been divided into 3 main types - formal, non-formal and informal – and each of them has been defined and contextualized in different ways by several researchers. Nevertheless, in the process of education of students of the knowledge society of 21st century, the three types overlap quite often and play different roles in the process of lifelong learning. This paper aims at presenting some environments of non-formal education, in a formal Higher Education Institution (HEI), in which undergraduated students from different programs and semesters can acquire crucial skills and knowledge on intercultural and interpersonal relations, entrepreneurship and other. The non-formal environment examples are deeply linked to the management of international students’ mobility by the International Office of a HEI, which greatly depends on the cooperation of in-house students in a non-formal learning context. Being the Bologna Diplomas mainly a 6-semester education program, in some cases with no placement embedded, students are more and more looking for opportunities to acquire more and more context-based knowledge and skills to help them feel prepared for the global society. In fact, Higher Education can become a fundamental (non)formal ground in which young people get a hold of skills and knowledge complementary to and/ or applied from the formal education in classes, which is needed to understand global problems and also important for their personal development.
- Enhancing reflexivity and technology in translation learning: case study on the use of ePortfolio as a training environmentPublication . Tavares, Célia; Albuquerque, Alexandra; Silva, Manuel; Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do PortoIn this paper we describe a casestudy of an experiment on how reflexivity and technology can enhance learning, by using ePorfolios as a training environment to develop translation skills. Translation is today a multiskilled job and translators need to assure their clients a good performance and quality, both in language and in technology domains. In order to accomplish it, for the translator all the tasks and processes he develops appear as crucial, being pretranslation and posttranslation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance for collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation, namely in terminology management phases, for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development and usability of ePorfolios.
- ePortfolios in translators’ training and assessmentPublication . Tavares, Célia; Silva, Manuel; Albuquerque, AlexandraTranslator’s training and assessment has used more and more tools and innovative strategies over the years. The goals and results to achieve haven’t changed much, however: translation quality. In order to accomplish it, the translator and all the tasks and processes he develops appear as crucial, being pre-translation and post-translation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance of collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation. In this paper we describe a case-study of a pilot experiment on the using of e-portfolios as a translation training tool and discuss their role in the definition of a clear set of objectives and phases for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development of eportfolios.
- Erro, logo aprendo: análise e estratégias de correcção de alguns erros de aprendentes de alemão como língua estrangeiraPublication . Albuquerque, Alexandra; Guimarães, Maria de LurdesAprender, ou “adquirir conhecimento de”1, pressupõe iniciar uma caminhada, um processo gradativo e evolutivo, a partir de um estádio de ignorância ou incompetência total (ou quase) até um outro estádio onde o aprendente/aprendiz detém já um conhecimento profundo do que se propôs aprender. Quando falamos em aprender uma língua [seja ela materna (LM) ou estrangeira (LE)], referimo-nos à aquisição de um conjunto de regras e normas que constituem o sistema complexo e específico dessa língua. Ora, é exactamente essa característica sistemática da língua que, pela sua dificuldade, exige um processo de aprendizagem e que leva os aprendentes a cometerem erros (por ignorância das regras).
- O Fausto traduzido por A. F. Castilho: entre a tradução e a criaçãoPublication . Albuquerque, AlexandraCom esta análise da tradução do Fausto de Goethe por Castilho pretendo tentar justificar historicamente a tradução de uma obra bastante aclamada na época, de uma língua que o tradutor não conhecia. Esta análise divide-se em duas partes e tem como base um corpus composto por: “Prólogo do autor”, “Diálogo Preliminar”, Quadros I e II. Porque não é a fidelidade da tradução que aqui está em causa (até por que ela não existe!) tentar-se-á descrever simplesmente os desvios e explicá- los, sem expressar qualquer juízo de valor. Afinal, toda a tradução, por mais ou menos “adequada” ou mais ou menos “aceitável”, tem valor, mais que não seja o de marcar o gosto, as tendências ou a sociedade de uma época.
- Formação_de_tradutores@iscap.ipp.pt – perspectivas sobre o uso integrado das ferramentas electrónicasPublication . Albuquerque, Alexandra; Silva, ManuelTendo na sua génese a análise de um estudo realizado entre os alunos de Tradução Assistida por Computador (TAC), disciplina leccionada pela primeira vez no ano lectivo 2003/2004, no 1º ciclo do curso de Línguas e Secretariado do ISCAP, este artigo procurará reflectir sobre o(s) percurso(s) da formação para os novos tradutores. Para tal apoiar-se-á, também, nas impressões e reacções dos docentes do ramo da Tradução e Interpretação Especializadas (TIE), nomeadamente daqueles que leccionam ou leccionaram os seminários de Tradução Assistida por Computador, de Ferramentas Electrónicas para Tradução e de Tradução e Novas Tecnologias. A nossa atenção recairá, assim, sobre o processo de ensino-aprendizagem da tradução, tendo como pano de fundo o projecto de formação de tradutores do ISCAP e, em particular, a disciplina de TAC – onde se procura que os alunos adquiram competências que, muitas vezes, apenas são conseguidas fora do âmbito da formação académica, no exercício da profissão, tal como acontece com a aquisição de conhecimentos de software de Tradução Automática e Assistida, de Ferramentas Electrónicas, de noções de pesquisa em linha e de capacidade de trabalho em grupo. Neste sentido, procuraremos, primeiro, esboçar alguns pontos de vista sobre aquelas que nos parecem ser as principais lacunas dos tradutores recém-formados no mercado de tradução hodierno. De seguida, contextualizaremos a disciplina de TAC no plano de estudos de tradução do ISCAP e avaliaremos, com base num inquérito feito aos alunos, o primeiro semestre desta nova disciplina (TAC I) ao nível (i) das expectativas, (ii) das metodologias e (iii) dos conteúdos. Finalmente, esboçaremos algumas conclusões e caminhos de futuro que resultam da análise integrada das diferentes experiências e pontos de vista.
- «
- 1 (current)
- 2
- 3
- »