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Teaching dialogue interpreting : research-based proposals for higher education /

Teaching Dialogue Interpreting' is one of the very few book-length contributions that cross the research-to-training boundary in dialogue interpreting. The volume is innovative in at least three ways. First, it brings together experts working in areas as diverse as business interpreting, court...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Cirillo, Letizia (Editor ), Niemants, Natacha (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]
Colección:Benjamins translation library ; v. 138.
Temas:
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Teaching Dialogue Interpreting
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Acknowledgments
  • Foreword
  • List of acronyms
  • Introduction. Dialogue interpreting: Research, education and professional practice
  • 1. Rationale
  • 2. Dialogue interpreting: from theory to practice
  • 3. Research-based proposals for dialogue interpreter education
  • 4. Organization of the volume
  • 2.1 Part 1: Theoretical and methodological issues
  • 2.2 Part 2: Specialized interpreting modules for specialized professional settings
  • 2.3 Part 3: Latest trends in dialogue interpreter education5. Conclusion
  • Part I. Setting the stage: Theoretical and methodological issues
  • Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning
  • 1. Introduction
  • 2. A need for empirically-based DI teaching: conceptualization and teaching staff
  • 3. Differentiating between education, professional development and training of interpreters: does terminology matter?
  • 4. Research foundations of dialogue-interpreting
  • 5. Applying principles from education and pedagogy to dialogue interpreting5.1 Dialogic pedagogy
  • 5.2 Problem-based learning
  • 6. A word on teacher education, curriculum and materials design
  • 7. Dialogue interpreting education: some key areas
  • 7.1 Learning about discourse communities, expertise and power differentials
  • 7.2 Learning about professionalism, ethical and moral dilemmas
  • 7.3 Learning about the role of dialogue interpreters
  • 7.4 Learning about interpreting skills
  • 7.5 Learning from testing events and results
  • 8. Conclusion
  • Chapter 2. Itâ#x80;#x99;s not about the interpreter: Objectives in dialogue interpreting teaching1. Introduction
  • 2. Understanding the other in interpreted encounters
  • 2.1 Constructing the dialogue interpreting curriculum
  • 3. Who are the trainees?
  • 4. Balancing performance demands and translation needs
  • 5. Placing the interlocutors at the centre of considerations
  • 6. Conclusion
  • Chapter 3. Sign language interpreting education: Reflections on interpersonal skills
  • 1. Introduction
  • 2. Sign language interpreter education in the Netherlands
  • 3. Competency-based education4. Interpersonal competencies in dialogue interpreting
  • 5. Interpersonal competencies in the UUAS interpreting courses
  • 5.1 Detailed examples of educational materials
  • 6. Concluding remarks
  • Appendix 1. The Dutch education system
  • Appendix 2. Curriculum of the Interpreter NGT bachelor programme at ISLD, UUAS
  • Appendix 3. Evaluation criteria INS7, UUAS: Role-place and Interpreting skills
  • Chapter 4. Interpreting and mediation: Raising awareness by training
  • 1. Introduction
  • 1.1 The general background