Chapter published in:
Teaching Dialogue Interpreting: Research-based proposals for higher education
Edited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 63–82

Chapter 3
Sign language interpreting education

Reflections on interpersonal skills

We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based predominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the interpreter in which s/he constantly makes choices based on contextual, interpersonal and intrapersonal factors. Reflection on the interpreter’s interpersonal skills (IPS) is essential to improve the interpreter’s behaviour. We developed several courses of Interpreting Skills (INS) offered during a four-year tertiary education programme, based on the concepts of competency-based learning and teaching. We provide a short description of one course in particular, INS7, and give some examples of practice (role-play) and (self)assessment.
Keywords: interpersonal skills, competency-based education, reflection, sign language interpreting, role-space
Article outline
  • 1.Introduction
  • 2.Sign language interpreter education in the Netherlands
  • 3.Competency-based education
  • 4.Interpersonal competencies in dialogue interpreting
  • 5.Interpersonal competencies in the UUAS interpreting courses
    • 5.1Detailed examples of educational materials
      • 5.1.1Lesson 1 in course INS7 – Introduction to the course: Communication between people
      • 5.1.2Lesson 3 in course INS7. The roles of the interpreter according to Llewellyn-Jones and Lee, Roy and Bélanger
      • 5.1.3Role-play and assessment criteria
  • 6.Concluding remarks
Published online: 19 October 2017
https://doi.org/10.1075/btl.138.03ham