Part of
Teaching Dialogue Interpreting: Research-based proposals for higher educationEdited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 119–135
Edited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 119–135
Chapter 6(Role-)playing fair(s)
Introducing interpreting students to business negotiations
In the present chapter, we focus on interpreter-mediated business negotiations as simulated in a classroom environment. Drawing on our own experience as dialogue interpreter instructors and on relevant literature, we argue that the structured role-play is a valuable teaching and learning tool to introduce students to the practice of dialogue interpreting in business settings. If the various steps of the role-playing activity are carefully designed and grounded on a dialogic approach, the activity can in fact shed light on the constraints and expectations associated with (interpreted) business negotiations and raise students’ awareness of the coordinating role of the interpreter therein.
Article outline
- 1.Introduction
- 2.The role-play and the dialogue interpreting class
- 3.The (interpreter-mediated) business negotiation
- 4.Simulating negotiations in the interpreting class
- 4.1Defining the objectives and setting the stage
- 4.2Enacting the RP
- 4.3Giving feedback and facilitating discussion
- 5.Conclusion
-
Notes
Cited by
Cited by 1 other publications
Torrella Gutiérrez, Carmen & Francisco Javier Vigier-Moreno
2023. Ethically Challenging Issues in Business Interpreting: Learning How to Face Cultural Quandaries Through Practice and Reflection. Vertimo studijos 16 ► pp. 186 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.