Chapter 1Anchoring dialogue interpreting in principles of teaching and learning
In today’s multilingual societies cross-linguistic communication is increasingly frequent, especially when it relates to accessing services. When providers and clients do not share a language, an interpreter, either face-to-face or remotely, steps in to enable communication. This generally occurs in the form of a dialogue in which at least three interlocutors participate. The need for learning and teaching dialogue interpreting (DI) has increased exponentially in the last decades, given the current mobility of individual providers and users as well as social phenomena such as geographic displacement of large linguistic groups. In this chapter, we build on the basic principles of teaching and learning from education and applied linguistics (specifically language pedagogy) to discuss the curriculum design of DI. Grounded on principles of student-centeredness, interpreting pedagogy and Vygotskian views on education, this chapter is a space to explore some critical areas in DI programme design such as content, staff and assessment.
- 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 interpreting
- 5.1Dialogic pedagogy
- 5.2Problem-based learning
- 6.A word on teacher education, curriculum and materials design
- 7.Dialogue interpreting education: Some key areas
7.1Learning about discourse communities, expertise and power differentials
7.2Learning about professionalism, ethical and moral dilemmas
- 7.3Learning about the role of dialogue interpreters
- 7.4Learning about interpreting skills
- 7.5Learning from testing events and results
Cited by 3 other publications
Gumul, Ewa & Rachel E. Herring
Pöllabauer, Sonja, Katia Iacono, Harald Pasch, Maria Bernadette Zwischenberger & Anna Sourdille
. “If we’re lucky, we recognise potential.” A study of admission criteria and entrance screening practices in public service interpreter training
. The Interpreter and Translator Trainer ►
pp. 1 ff.
This list is based on CrossRef data as of 17 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.