Prof. Donald C. Kiraly (born November 3, 1953, in Charlottesville, Virginia), is an American linguist who specializes in foreign language teaching and translator training.
Prof. Donald C. Kiraly (born November 3, 1953, in Charlottesville, Virginia), is an American linguist who specializes in foreign language teaching and translator training.
Kiraly studied political science at the Cleveland State University and obtained a bachelor of arts degree in June 1976, followed by a master of arts degree in international relations at Florida State University, which he completed in August 1977. Afterwards, from September 1977 until June 1980, he worked as an English teacher at the National Institute of Applied Sciences in Lyon (France) and from September 1981 to July 1982 at the Lawton School in Gijón (Spain). Between June 1980 and June 1981, he earned a master of arts degree in the teaching of French at the University of Illinois. From January 1983 to June 1983, he worked as an English teacher at the International Chamber of Commerce in Roanne, France.
Since January 1985, Kiraly has been employed as a researcher and lecturer at the School of Translation, Linguistics and Cultural Studies of the University of Mainz in Germersheim, Germany. From 1984 to 2008, Kiraly also worked as a freelance translator in the specialised fields of business and economics, viticulture, tourism, and public administration.
In January 1990, he received a Ph.D. degree with his dissertation entitled "Toward a Systematic Approach to Translation Skills Instruction" from the University of Illinois. From August to November 1999, he was a visiting professor at the Monterey Institute of International Studies in Monterey (California), and, from September 2008 to August 2012, he held a visiting professor's position at the École Supérieure d'Interprètes et Traducteurs of the University of Paris III, where he taught French-English, Spanish-English and German-English translation, among other subjects. Since 1990, Kiraly has published a number of articles, two monographs, a co-authored book and two edited volumes in the areas of foreign language teaching and translator training. [1]
In 2017, Kiraly was named Professor without Chair (außerplanmässiger Professor) by the University of Mainz on the basis of his research and teaching record.
In the winter semester 2012/2013, Kiraly was awarded the Teaching Award of the Johannes Gutenberg University Mainz. [2]
International English is the concept of using the English language as a global means of communication similar to an international auxiliary language, and often refers to the movement towards an international standard for the language. Related and sometimes synonymous terms include: Global English, World English, Common English, Continental English, General English, and Engas. Sometimes, these terms refer to the actuality of the situation, where English is spoken and used in numerous dialects around the world. These terms may acknowledge the diversity and varieties of English spoken throughout the world.
Ethnic groups in Chinese history refer to various or presumed ethnicities of significance to the history of China, gathered through the study of Classical Chinese literature, Chinese and non-Chinese literary sources and inscriptions, historical linguistics, and archaeological research.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. Like social constructionism, social constructivism states that people work together to actively construct artifacts. But while social constructivism focuses on cognition, social constructionism focuses on the making of social reality.
Constructivism is a view in the philosophy of science that maintains that scientific knowledge is constructed by the scientific community, which seeks to measure and construct models of the natural world. According to constructivists, natural science consists of mental constructs that aim to explain sensory experiences and measurements, and that there is no single valid methodology in science but rather a diversity of useful methods. They also hold that the world is independent of human minds, but knowledge of the world is always a human and social construction. Constructivism opposes the philosophy of objectivism, embracing the belief that human beings can come to know the truth about the natural world not mediated by scientific approximations with different degrees of validity and accuracy.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Joachim Heinrich Campe was a German writer, linguist, educator and publisher. He was a major representative of philanthropinism and the German Enlightenment.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Allan Luke is an educator, researcher, and theorist studying literacy, multiliteracies, applied linguistics, and educational sociology and policy. Luke has written or edited 17 books and more than 250 articles and book chapters. Luke, with Peter Freebody, originated the Four Resources Model of literacy in the 1990s. Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996). He is Emeritus Professor at Queensland University of Technology in Brisbane, Australia and adjunct professor at Werklund School of Education, University of Calgary, Canada.
Philipp C. Gonon is a Swiss educationist with his main focus on vocational education and training studies and continuing education.
Hans Josef Vermeer, was a German linguist and translation scholar.
Katharina Reiss was a German linguist and translation scholar.
Heidrun Gerzymisch is a German Translation scholar and emeritus professor at Saarland University in Saarbrücken, where she held the Chair for "English Linguistics and Translation Science" from 1993 to 2009. She is in 2014 responsible for the international PhD prep school "MuTra" at Saarland University’s Graduate Center GradUS and lectures Translation at the Zurich University of Applied Sciences (ZHAW).
Inez De Florio is a German applied linguist and educational psychologist whose work focuses on science-oriented teaching and learning with particular reference to multilingualism and intercultural competence. She is a proponent of empirical research. Above all, her critical view of evidence-based education leads her to a particular focus on individual aspects of teachers, learners and their learning contexts.
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and Web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
Wilfried Gruhn is a German violinist, musicologist, music educator, and professor emeritus at universities in Germany and abroad. His focus is the music education of small children. He founded and directed the Gordon Institute of early childhood music learning in Freiburg in 2003. He is engaged in several international organisations such as International Society for Music Education (ISME) and the Internationale Leo Kestenberg Gesellschaft which published Leo Kestenberg's complete writings in six volumes.
Kersten Reich is a German educator and cultural theorist. He was Professor of General Pedagogy from 1979 to 2006 and Professor of International Learning Research at the University of Cologne from 2007 to 2017.
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