Muhammad M. M. Abdel Latif teaches English Language Education at Cairo University. He completed his PhD at the University of Essex, UK, in the general area of English language education, with a specific focus on the L2 writing process and the use of L1 in it. His PhD research garnered him international awards, including the ACTFL-MLJ 2009 Emma Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Education, and the CMLR 2009 Best Graduate Student Paper Award. He has published in various internationally ranked journals, including: Interpreter and Translator Trainer, Applied Linguistics, System, Assessing Writing, European Journal of Teacher Education, Journal of Multilingual and Multicultural Development, RECALL, and English Teaching: Practice & Critique. Abdel Latif has taught a number of translation, translation research methods, and translation technology courses to Arab graduate and undergraduate students. He has also supervised a number of MA students whose research projects focused on pedagogy-oriented translation and interpreting research.

Chapter 1: Pedagogy-oriented translation and interpreting research: definition, historical developments, and areas

1.1 Defining pedagogy-oriented translation and interpreting research

1.2 Areas of pedagogy-oriented translation and interpreting research

1.3 Early studies and major historical developments

1.4 This book

Chapter 2: Experimentation in pedagogical translation and interpreting research

2.1 Introduction

2.2 Experimental translation research

2.3 Experimental interpreting research

2.4 Action research in translation studies

2.5 Action research in interpreting studies

2.6 Instruction and curriculum models in translation and interpreting studies

2.7 Conclusion

Chapter 3: Research on translation and interpreting training programme evaluation

3.1 Introduction

3.2 Translation and interpreting training policies

3.3 Programme description and evaluation

3.4 Classroom practices

3.5 Learning practices

3.6 Predictors of trainee learning

3.7 Researching trainee needs

3.8 Conclusion

Chapter 4: Assessment research of translation and interpreting

4.1 Introduction

4.2 Translation/interpreting test validation

4.3 Translation/interpreting scale validation

4.4 Inter-rater reliability

4.5 Translation task readability

4.6 Trainer assessment literacy

4.7 Accreditation testing practices

4.9 Conclusion

Chapter 5: Issues in translator and interpreter cognitive process research

5.1 Introduction

5.2 Translator cognitive processes

5.4 Researching translator processes

5.5 Researching interpreter processes

5.6 Audio-visual translation process research

5.7 Conclusion

Chapter 6: Researching translated and interpreted texts

6.1 Introduction

6.2 Errors in translated texts

6.3 Textual and discoursal features in translated texts

6.4 Linguistic and discoursal features in interpreted texts

6.5 Conclusion

Chapter 7: Researching practitioner translator and interpreter experiences

7.1 Introduction

7.2 Areas of practitioner translator and interpreter research

7.3 Researching practitioner translator experiences

7.5 Conclusion

Chapter 8: Future perspectives in pedagogy-oriented translation and interpreting research

8.1 Addressing less-researched languages and genres

8.2 Balancing translation versus interpreting research sub-areas

8.3 Filling research gaps

8.4 Using more rigorous research designs

8.5 Overcoming data collection and analysis difficulties