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The paper aims to investigate whether the transfer of knowledge has taken place from Translation Studies (TS) to L2 teaching with regards to the current conceptualisation of translation. Firstly, it analyses the definition of translation in the Common European Framework of Reference (CEFR) and the Companion Volume (CV), and its portrayal in connection to language mediation. Then, it turns to the TS in order to examine whether prevailing translation theories and approaches are being reflected in the current definition of translation in Foreign Language Education (FLE), or if there is still “room for improvement”, presuming that knowledge exchange and collaborative research are highly coveted attributes of the two disciplines.
Detalles del artículo
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