The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translator training and professional translation practice (Kelly 2015; Kenny and Ryou 2007).In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice.Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the
The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.
Research has indicated that during sentence processing, French native speakers predominantly rely upon lexico-semantic cues (i.e.,
animacy) while native speakers of English rely upon syntactic cues (i.e., word order). The present study examined sentence
production in L1 French/L2 English and L1 English/L2 French sequential bilinguals. Participants used animate and inanimate
entities as sentence subjects while describing motion events represented by static pictures. To test a gradual change in animacy
cue weighting in second-language sequential bilinguals with different proficiency levels were included. Sentence production of
sequential bilinguals was compared against that of simultaneous bilinguals. The results indicated an overall preference for the
use of animate subjects for both languages at all proficiency levels. The effect of animacy was stronger for English L2 than
French L2 while it did not differ between languages in simultaneous bilinguals. Evidence for potential change in the animacy-cue
weighting was only observed for English L2.
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