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...
Clasificación: | Libro Electrónico |
---|---|
Otros Autores: | , |
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