Fundamental Aspects of Interpreter Education. Curriculum and Assessment.

The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as pro.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Sawyer, David B. (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: John Benjamins Publishing Company 2004.
Temas:
Translators > Training of.
Linguistics.
Linguistique.
linguistics.
Electronic resource.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Editorial page
  • Title page
  • LCC page
  • Table of contents
  • Figures and tables
  • Preface and acknowledgements
  • Introduction
  • 1. Challenges facing interpreter education
  • 2. The integrative role of assessment
  • 3. The objectives of this book
  • 4. Methodological considerations
  • 5. Overview of contents
  • Interpreter education literature
  • 1. Curriculum
  • 2. Expertise
  • 3. Assessment
  • 4. Language transfer competence
  • 5. Conclusions
  • Fundamental aspects of curriculum
  • 1. Definitions
  • 1.1. The official curriculum
  • 1.2. The hidden curriculum
  • 2. Foundations
  • 2.1. Philosophy
  • 2.2. History
  • 2.3. Psychology
  • 2.4. Sociology
  • 3. Guidelines
  • 3.1. Educational philosophy
  • 3.2. The aims of instruction
  • 3.3. Program goals
  • 3.4. Teaching objectives
  • 3.5. Curricular implications
  • 4. Approaches
  • 4.1. Scientific
  • curriculum as process
  • 4.2. Humanistic
  • curriculum as interaction
  • 5. Models
  • 5.1. Curriculum models according to Arjona
  • 5.2. Curriculum components
  • 6. Steps toward effective curriculum design
  • 7. Conclusions
  • Foundations of interpreter performance assessment
  • 1. Concepts
  • 1.1. Validity
  • 1.2. Reliability
  • 1.3. Subjective and objective testing
  • 1.4. Measurement scales
  • 1.5. Formative, summative, and ipsative assessment
  • 1.6. Test specifications
  • 2. Integrating curriculum and assessment: Developmental milestones
  • 2.1. Entry-level assessment
  • 2.2. Intermediate assessment
  • 2.3. Final assessment
  • 3. Evidential bases of construct validity
  • 3.1. Scientific approaches: Criteria
  • 3.2. Humanistic approaches: Domain
  • 3.3. Guidelines: Standards
  • 4. Standardization in testing
  • 5. Authenticity
  • 6. Alternative assessment: Portfolios
  • 7. Steps toward valid and reliable assessment
  • 8. Conclusions
  • Introduction to the case study
  • 1. Research questions
  • 2. General comments on method and scope
  • 3. Content analysis of GSTI curriculum documents
  • 3.1. Aims, goals, objectives
  • 3.2. Process: Knowledge and skill sequencing
  • 3.3. Interaction: Educational environment
  • 3.4. Assessment and the curriculum
  • Case study Part I: Translation and interpretation competence
  • 1. Introduction
  • 2. Method
  • 2.1. Quantitative description of curriculum in the GSTI
  • 2.2. Subjects
  • 2.3. Materials
  • Professional Examinations in the GSTI
  • 2.4. Procedures
  • data collection
  • 2.5. Analysis
  • 3. Results
  • 4. Discussion
  • Case study Part II: Survey of exam jury members
  • 1. Introduction
  • 2. Method
  • 2.1. Subjects
  • 2.2. Materials
  • survey content
  • 2.3. Procedures
  • 2.4. Analysis
  • 3. Results
  • 4. Discussion
  • Case study Part III
  • 1. Introduction
  • 1.1. Analytical tools
  • 1.2. Exam texts and the curriculum
  • 1.3. Exam texts as documents
  • 2. Method
  • 2.1. The corpus
  • 2.2. Procedures
  • 2.3. Analysis
  • 3. Results
  • 3.1. Exam texts for consecutive interpretation
  • 3.2. Exam texts for simultaneous interpretation
  • 4. Discussion
  • 4.1. Length
  • 4.2. Propositional content
  • 4.3. Illocutionary force
  • 4.4. Conclusions
  • Implications of the case study
  • 1.

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