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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. 301–318

Knowing what and knowing how

Teaching student interpreters research on interpreting

In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.

Article outline
  • Introduction
  • What to teach in a research class
  • A case study of teaching a research course at MIIS
    • Course description
    • Finding topics of student interest
    • Challenging presumptions
    • Reading component
    • In-class activities
    • Writing component
    • Student reactions to course
  • Conclusion
  • Acknowledgment
  • Notes
  • References
Published online: 18 June 2019
DOI logo
https://doi.org/10.1075/ata.xix.14liu
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