Aline Ferreira

The handbook of translation and cognition

The Handbook of Translation and Cognition is a pioneering, state-of-the-art investigation of cognitive approaches to translation and interpreting studies (TIS). • Offers timely and cutting-edge coverage of the most important theoretical frameworks and methodological innovations • Contains original contributions from a global group of leading researchers from 18 countries • Explores topics related to translator and workplace characteristics including machine translation, creativity, ergonomic perspectives, and cognitive effort, and competence, training, and interpreting such as multimodal processing, neurocognitive optimization, processoriented pedagogies, and conceptual change • Maps out future directions for cognition and translation studies, as well as areas in need of more research within this dynamic field

When ‘domestic’ and ‘international’ students study abroad: reflections on language learning, contact, and culture

ABSTRACT The present study examines the language- and culture-learning perceptions of domestic and international students from a Canadian university who participated in an intensive four-week-long Spanish language and cultural immersion program in Spain. The study draws on quantitative and qualitative data to explore the ways in which the participants’ previous international, language learning experiences influenced their acculturation in Spain. A language history questionnaire, a language contact profile, and an open-ended questionnaire offered insight into the participants’ experience abroad, their perceptions of language and intercultural learning, and their identified cultural representations on which they drew to make sense of the new environment. We review key findings and offer suggestions for the enhancement of study abroad programs of this nature.

Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences*

Abstract English-speaking learners of L2 Spanish who were taking part in a four-week study abroad program in Spain and Japanese-speaking learners of L2 English who were individually studying in year-long abroad experiences participated in the present study. Quantitative and qualitative data from language questionnaires and contact profiles along with open-ended responses revealed details on learners’ engagement with and use of their languages while abroad. We discuss the findings and their implications for programs, educators and learners.

Sociocultural Models of Second-Language Learning of Young Immigrants in Canada

The most significant challenge for the minority immigrant is learning a new language. They arrive in a new culture and community hoping to master English quickly in order to achieve their academic and career goals. However, many immigrants have mentioned general barriers resulting from being unable to communicate with peers outside their cultural and linguistic group. Recent research has identified several cognitive variables such as vocabulary, reading aloud, and grammatical judgment related to second-language learning in immigrants; however, little attention was given to sociocultural factors such as acculturation, motivation, and cultural learning because learning a language is a necessary aspect of being socialized into a particular culture. This chapter reviews research of sociocultural models in relation to second-language learning of immigrant youth in Canada. We address this paradigm for research by incorporating both acculturation and sociolinguistic approaches, as well as more traditional cognitive-linguistic approaches, to models of second-language learning in immigrants.