Digital innovations are revolutionizing education, bringing opportunities that are seized across disciplines including
conference interpreting training. This research draws a transdisciplinary framework of Legitimation Code Theory and multimodality research
to explore how to build and transfer the disciplinary knowledge of interpreting via an on-line course, a staple of today’s education. The
paper first conceptualizes the disciplinary knowledge of interpreting as elite code that entails both specialist knowledge of high semantic
density and tacit experience of professionals of the trade. Then, drawing on empirical data from the first interpreting MOOC in China, the
paper describes how knowledge of different semantic features is built through distinctive patterns of multimodal presentation. Effectiveness
of the multimodal presentation of knowledge is then triangulated with learning outcome research. Findings of this paper highlight how
multimodal presentation in on-line lectures support the process of learning and hence elicit reflective perspectives on knowledge building
of interpreting in the on-line space.
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Cited by
Cited by 1 other publications
Wang, Weiwei
2021. Introducing China’s Standards of English Language Ability (CSE)—Interpreting Competence Scales. In Testing and Assessment of Interpreting [New Frontiers in Translation Studies, ], ► pp. 15 ff.
This list is based on CrossRef data as of 28 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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