Maria González-Davies. Freelance translator and Associate Professor in the Department of Foreign Languages and Education, University Ramon Llull (Barcelona, Spain). She has authored Multiple Voices in the Translation Classroom (2004), co-authored Medical Translation Step by Step with Vicent Montalt, and is co-Editor of the journal The Interpreter and Translator Trainer.Sara Laviosa. Associate Professor in English Language and Translation at Università degli Studi di Bari ‘Aldo Moro’ (Italy). She is author of Corpus-based Translation Studies (2002), Translation and Language Education (2014) and Linking Wor(l)ds (2018). She is founder and editor of the journal Translation and Translanguaging in Multilingual Contexts.

At the intersection of translation and education, this book covers all the bases, providing an indispensable roadmap for researchers and professionals, whether newcomers to this transdisciplinary field or already experienced.Nataša Pavlović, University of Zagreb, CroatiaThis timely and transdisciplinary book reconceptualises translation as a language learning tool. However, it does much more than that: it opens a dialogue between translation and language studies, guided by multilingual paradigms. Tracing the evolution and convergence of the two fields, and offering multiple examples in a wide range of contexts, it is an essential guide for educators and researchers concerned with the facilitation of communication across linguistic and cultural divides. Gabriela Meier, University of Exeter, UKOne of the ways translation studies will expand is through contact with other educational environments. This handbook provides much food for thought for those wishing to design programs and innovative courses. Other inclusions such as the relatively neglected area of heritage speakers will spur further research. This is the kind of research the field should be putting out more of, and I commend the editors.Kelly Washbourne, Kent State University, USA

• ContentsList of contributorsAcknowledgmentsIntroductionPART ITheoretical foundations Bilingualism and multilingualism Educational theory: From Dewey to Vygotsky 3. Education for intercultural citizenshipPART IIEarly childhood and primary education4. Pre-school education5. Primary bilingual classrooms 6. Pedagogical affordances of translation in bilingual education 7. Translators in schools: Valuing pupils’ linguistic skillsPART IIISecondary education8. Content-based instruction9. English as a medium of instruction10. Bilingual educationPART IVHigher education11. Modern languages12. Translation and multilingual/creative writing13. Audiovisual translation: Subtitling and revoicing14. Interpreting studies15. Community translation in New Zealand16. Translation and technology17. Computer-assisted L2 learning and translation (CAL2T)PART VSPECIAL EDUCATION18. Heritage language education: A global view19. Gifted education programmes20. Sign languages21. Sign bilingual education of foreign languages22. Sign language interpretingPART VITeacher education23. Translation teacher training24. Interpreting teacher training25. Teacher agency in plurilingual learning contexts 26. Developing mediation competence through translationIndex

Maria González-Davies. Freelance translator and Associate Professor in the Department of Foreign Languages and Education, University Ramon Llull (Barcelona, Spain). She has authored Multiple Voices in the Translation Classroom (2004), co-authored Medical Translation Step by Step with Vicent Montalt, and is co-Editor of the journal The Interpreter and Translator Trainer.Sara Laviosa. Associate Professor in English Language and Translation at Università degli Studi di Bari ‘Aldo Moro’ (Italy). She is author of Corpus-based Translation Studies (2002), Translation and Language Education (2014) and Linking Wor(l)ds (2018). She is founder and editor of the journal Translation and Translanguaging in Multilingual Contexts.

At the intersection of translation and education, this book covers all the bases, providing an indispensable roadmap for researchers and professionals, whether newcomers to this transdisciplinary field or already experienced.Nataša Pavlović, University of Zagreb, CroatiaThis timely and transdisciplinary book reconceptualises translation as a language learning tool. However, it does much more than that: it opens a dialogue between translation and language studies, guided by multilingual paradigms. Tracing the evolution and convergence of the two fields, and offering multiple examples in a wide range of contexts, it is an essential guide for educators and researchers concerned with the facilitation of communication across linguistic and cultural divides. Gabriela Meier, University of Exeter, UKOne of the ways translation studies will expand is through contact with other educational environments. This handbook provides much food for thought for those wishing to design programs and innovative courses. Other inclusions such as the relatively neglected area of heritage speakers will spur further research. This is the kind of research the field should be putting out more of, and I commend the editors.Kelly Washbourne, Kent State University, USA

• ContentsList of contributorsAcknowledgmentsIntroductionPART ITheoretical foundations Bilingualism and multilingualism Educational theory: From Dewey to Vygotsky 3. Education for intercultural citizenshipPART IIEarly childhood and primary education4. Pre-school education5. Primary bilingual classrooms 6. Pedagogical affordances of translation in bilingual education 7. Translators in schools: Valuing pupils’ linguistic skillsPART IIISecondary education8. Content-based instruction9. English as a medium of instruction10. Bilingual educationPART IVHigher education11. Modern languages12. Translation and multilingual/creative writing13. Audiovisual translation: Subtitling and revoicing14. Interpreting studies15. Community translation in New Zealand16. Translation and technology17. Computer-assisted L2 learning and translation (CAL2T)PART VSPECIAL EDUCATION18. Heritage language education: A global view19. Gifted education programmes20. Sign languages21. Sign bilingual education of foreign languages22. Sign language interpretingPART VITeacher education23. Translation teacher training24. Interpreting teacher training25. Teacher agency in plurilingual learning contexts 26. Developing mediation competence through translationIndex