Chapter published in:
The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices
Edited by David B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído
[American Translators Association Scholarly Monograph Series XIX] 2019
► pp. 119140
References

References

Aborn, L., & Stauffer, L.
(2010) Language to interpretation model. In P. Annario, & (Eds.), AA-BA Partnerships: Creating new value for interpreter education programs (pp. 67–76). Boston, MA: NCIEC Working Group Report.Google Scholar
Ball, C.
(2013) Legacies and legends: History of interpreter education from 1800 to the 21st century. Edmonton, Alberta, Canada: Interpreting Consolidated.Google Scholar
Bruner, J. S.
(1960) The process of education. Cambridge, MA: Harvard University Press.Google Scholar
Densen, P.
(2011) Challenges and opportunities facing medical education. Transactions of the American Clinical and Climatological Association, 122, 48–58.Google Scholar
Dickenson, J.
(2014) Sign language interpreting in the workplace. UK: Douglas McLean Publishing.Google Scholar
Eisner, E.
(2002) The three curricula that all schools teach. In E. Eisner (Ed.), The educational imagination: On the design and evaluation of school programs (pp. 87–107). Upper Saddle River, NJ: Merrill Prentice Hall.Google Scholar
Frauenfelder, U., & Schriefers, H.
(1997) A psycholinguistic perspective on simultaneous interpreting. Interpreting: International Journal of Research and Practice in Interpreting, 2, 55–89. CrossrefGoogle Scholar
Gamache, K.
(2018) Investigating the impact of ASL proficiency levels on ASL-English Interpretation (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
Gile, D.
(1995) Basic concepts and models for interpreter and translator training. Amsterdam & Philadelphia: John Benjamins. CrossrefGoogle Scholar
(1997) Conference interpreting as a cognitive management problem. In J. E. Danks, G. M. Shreve, S. B. Fountain, & M. K. McBeath (Eds.), Cognitive processes in translation and interpreting (pp. 196–214). Thousand Oaks, London, & New Delhi: Sage Publications.Google Scholar
Heger, I.
n. d.). Developing a coherent curriculum for the future of higher education: A comparative analysis of curriculum patterns that could meet future challenges. Retrieved from http://​www​.unet​.univie​.ac​.at​/~a0651816​/Isabel​_Heger​_Developing​_a​_Coherent​_Curriculum​_for​_the​_Future​_of​_Higher​_Education​.php​?lang​=en
Hobsbaum, A., Peters, S., & Sylva, K.
(1996) Scaffolding in reading recovery. Oxford Review of Education, 22, 17–35. CrossrefGoogle Scholar
Hunt, D. I. J., Cagle, K., & Metzger, M.
(2017) The role of language and cognition in US undergraduate and graduate curricula. Presentation at the International Symposium on Signed Language Interpretation and Translation Research held March 31–April 2, 2017 at the Kellogg Hotel and Conference Center, Gallaudet University, Washington, DC.
Hunt, D. I. J., & Nicodemus, B.
(2014) Gatekeeping in ASL-English interpreter education programs: Assessing the suitability of students for professional practice. Proceedings from CIT 2014: Our Roots: The Essence of Our Future. Portland, OR: CIT.Google Scholar
Jimenez-Silva, M., & Olson, K.
(2012) A community of practice in teacher education: Insights and perceptions. International Journal of Teaching and Learning in Higher Education, 24(3), 335–348. ISSN 1812-9129. Retrieved from http://​www​.isetl​.org​/ijtlheGoogle Scholar
Knight, P. T.
(2001) Complexity and curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3), 369–381. CrossrefGoogle Scholar
Lave, J., & Wenger, E.
(1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Lefevere, A.
(1992) Translation: Culture/history: A sourcebook. London/New York: Routledge.Google Scholar
Lohani, V., Mallikarjunan, K., Wolfe, M. L., Wildman, T., Connor, J., Muffo, J., Lo, J., Knott, T. W., Loganathan, G. V., Goff, R., Chang, M., Cundiff, J., Adel, G., Agblevor, F., Gregg, M., Vaughan, D., Fox, E., Griffin, H., & Mostaghimi, S.
(2005) Work in progress: Spiral curriculum approach to reformulate engineering curriculum. Proceedings Frontiers in Education 35th Annual Conference.
Mackintosh, J.
(1999) Interpreters are made not born. Interpreting, 4(1), 67–80. CrossrefGoogle Scholar
Macnamara, B. N., & Conway, A. R. A.
(2016) Working memory capacity as a predictor of simultaneous language interpreting performance. Journal of Applied Research in Memory and Cognition. CrossrefGoogle Scholar
Maddux, L.
(2015) Source attribution instructional methods in ASL-English interpreter education (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
Marks, J.
(2013) Cognition in interpreter education: An examination of admissions screening in ASL-English interpreter education programs (Unpublished manuscript). Gallaudet University, Washington, DC.
McDermitt, C.
(2009) The ontological beliefs and curriculum design of Canadian interpreter and ASL educators. International Journal of Interpreter Education, 1, 7–32.Google Scholar
Metzger, M.
(2006) Salient studies of signed language interpreting in the context of community interpreting. In E. Hertog & B. van der Veer (Eds.), Linguistica antvertica. Taking stock: research and methodology in community interpreting (Vol. 5, pp. 263–291). Antwerpen, Hoger Institute voor Vertalers en Tolken.Google Scholar
Metzger, M., & Roy, C.
(2013) Sociolinguistic studies of signed language interpreting. In R. Bayley, R. Cameron, & C. Lucas (Eds.), The Oxford handbook of sociolinguistics. Oxford: Oxford University Press.Google Scholar
Miner, A.
(2018) The use and perceived effectiveness of situated learning in American Sign Language-English Interpreter Education (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
Napier, J.
(2002) Sign language interpreting: Linguistic coping strategies. Coleford, UK: Douglas McLean Publisher.Google Scholar
Paneth, E.
(1957) An investigation into conference interpreting (with special reference to the training of interpreting) (MA Thesis). University of London.
Pöchhacker, F.
(2004) Introducing interpreting studies. London & New York: Routledge. CrossrefGoogle Scholar
(2010) The role of research in interpreter education. The International Journal for Translation & Interpreting Research, 2(1), 1–10.Google Scholar
Ross, A. M., Noone, J., Luce, L. L., & Sideras, S. A.
(2009) Spiraling evidence-based practice and outcomes management concepts in an undergraduate curriculum: A systematic approach. Journal of Nursing Education, 48(6), 319–326. CrossrefGoogle Scholar
Sawyer, D.
(2004) Fundamental aspects of interpreter education: Curriculum and assessment. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Shaw, R., Collins, S., & Metzger, M.
(2006) MA to BA: A quest for distinguishing between undergraduate and graduate interpreter education, Bachelor of Arts in interpretation curriculum at Gallaudet University. In Cynthia Roy (Ed.), New approaches to interpreter education. Washington, D.C: Gallaudet University Press.Google Scholar
Shaw, S.
(2013) Service learning in interpreter education: Strategies for extending student involvement in the Deaf community. Washington, D.C: Gallaudet Press.Google Scholar
Sheehan, J.
(1986) Curriculum models: Product versus process. Journal of Advanced Nursing, 11, 671–678. CrossrefGoogle Scholar
Totté, N., Huyghe, S., & Verhagen, A.
(2013) Building the curriculum in higher education: A conceptual framework. Paper presented at the International Enhancement Theme Conference: Enhancement and Innovation held on 11th–13th June 2013 at the Crowne Plaza Hotel, Glasgow. http://​www​.enhancementthemes​.ac​.uk​/docs​/paper​/building​-the​-curriculum​-in​-higher​-education​-a​-conceptual​-framework​.pdf​?sfvrsn​=10
Tyler, R. W.
(1949) Basic principles of curriculum and instruction. Chicago: University of Chicago PressGoogle Scholar
Volk, C.
(October 8 2014) Sign Language Interpreter Education: Time for a National Call to Action. Street Leverage. Retrieved from https://​www​.streetleverage​.com​/2014​/10​/sign​-language​-interpreter​-education​-time​-for​-a​-national​-call​-to​-action/Google Scholar
Wenger E.
(2010) Communities of practice and social learning systems: The career ofa concept. In C. Blackmore (Ed.), Social learning systems and communities of practice. London: Springer. CrossrefGoogle Scholar
Whysong, C., Lo, J., & Mallikarjunan, K.
(2007) Improving ethics studies through a spiral themed curriculum: Implementing ethics discussion at the sophomore level. Proceedings of the Annual Conference and Exposition of the American Society for Engineering Education. Retrieved from https://​peer​.asee​.org​/improving​-ethics​-studies​-through​-a​-spiral​-themed​-curriculum​-implementing​-ethics​-discussion​-at​-the​-sophomore​-level