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This volume explores the socio-cultural and media background of a critical and ongoing political challenge: the complex entanglement between European integration and strong national agendas in the context of globalisation. It does so using educational media - both textbooks and digital media - as sites of cultural contestation to enquire into the intricate relationships around national and European identities and aspects of students’ knowledge and reception. Using a variety of methods and technologies, the chapters analyse identity constructions present in educational media discourses, embedded as they are in their national and European contexts and as both the catalysts and products of their time. The book explores the potential of digital humanities and linguistic approaches for educational media research and employing methods such as eye-tracking and concept maps.arch and employing methods such as eye-tracking or concept maps. Katja Gorbahn is Associate Professor of German History and Social Studies at the School of Communication and Culture, University of Aarhus, Denmark, and Head of the research network Exploring Interconnectedness. Constructions of European and National Identities in Educational Media (EurEd), funded by the Independent Research Fund Denmark. Erla Hallsteinsdóttir is Associate Professor of German Business Communication at the School of Communication and Culture, University of Aarhus, Denmark, and a board member of the European Society of Phraseology. Jan Engberg is Professor of Knowledge Communication at the School of Communication and Culture, University of Aarhus, Denmark, and co-editor of the international journal Fachsprache – Journal of Professional and Scientific Communication.

Education and state. --- Mass media and education. --- Teaching. --- Educational Policy and Politics. --- Media Education. --- Didactics and Teaching Methodology. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Education and mass media --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Identitat nacional --- Política educativa --- Recursos educatius --- Integració econòmica --- Europa

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It is generally agreed that knowledge plays an important role in translation and interpreting and that it should therefore be of central concern to translation and interpreting studies. However, there is no general agreement about what is actually meant by the term 'knowledge' in this context, nor about in exactly what ways it is relevant. Also, present-day translation and interpreting studies offer only a limited amount of research specifically dedicated to knowledge systematization and other knowledge-related issues. This book is one of the first to systematically and exclusively address the question of knowledge in translation and interpreting. It is a collection of papers by leading scholars both from the field of translation and interpreting and from adjacent fields where knowledge also plays an important role, such as linguistics and computer science. The experts present a wide variety of conceptions of knowledge and a number of different approaches to the study of knowledge in translation and interpreting: some of them draw on concepts such as scenes and frames, mental spaces and semantic networks, some discuss knowledge systems from an ontological point of view, and some present more general concepts of knowledge in translation and interpreting. Along the same lines, some of the contributors deal mainly with theoretical and conceptual aspects, others focus on methodological issues, and again others report on empirical studies. What brings them together, however, is their common focus on the interface between knowledge and translation/interpreting, and their main achievement is that, by joining forces, they manage to present to their readers a state-of-the-art report which offers both a clearer delimitation of the concept of knowledge and a better understanding of its role in translation and interpreting.

Mathematical linguistics --- Translation science --- Information systems --- Translating and interpreting --- Knowledge, Theory of --- Traduction et interprétation --- Théorie de la connaissance --- Congresses. --- Congresses --- Congrès --- #KVHA:Vertaalwetenschap --- Automatisch vertalen --- Tolken en kennistheorie --- Vertalen en cognitie --- Vertalen en cultuur --- Vertalen en filosofie --- Vertalen en kennistheorie --- Automatisch vertalen. --- Tolken en kennistheorie. --- Vertalen en cognitie. --- Vertalen en cultuur. --- Vertalen en filosofie. --- Vertalen en kennistheorie. --- Traduction et interprétation --- Théorie de la connaissance --- Congrès --- Translating and interpreting - Congresses --- Knowledge, Theory of - Congresses --- Translation.

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Translating the DCFR and writing the CESL have been extremely complex enterprises, and closely dependent one on the other. The volume takes a pragmatic approach in describing them. Structured in four parts, it sets out the historical and philosophical background of legal translation, and then focuses more narrowly on the legal translation processes adopted in the DCFR and the CESL. The volume provides legal and linguistic scholars as well as legal translators with a deeper understanding of the complexity of legal translation processes, which involve many institutional and non-institutional actors, each applying different methods of translation.

Law --- Contracts --- Sales --- Acts, Legislative --- Enactments, Legislative --- Laws (Statutes) --- Legislative acts --- Legislative enactments --- Jurisprudence --- Legislation --- Purchasing --- Commercial law --- Agreements --- Contract law --- Contractual limitations --- Limitations, Contractual --- Legal instruments --- Obligations (Law) --- Juristic acts --- Liberty of contract --- Third parties (Law) --- Translating --- Language. --- Law and legislation --- Draft Common Frame of Reference. --- Common European Sales Law.