Chapter 16“That we all behave like professionals”
An experiential–dialogic approach to interpreter education and online learning
How may interpreting students acquire professional identity and knowledge online? The chapter explores knowledge building through the discourse analysis of students’ and facilitators’ interactions in real-time, text-only chats in a blended course. The university level course (30 ECTS) applies an experiential-dialogic approach to learning that sees the teacher as a facilitator. In the chat logs, the students discuss dilemmas of practice, while the facilitators reflect on the students’ ability to articulate knowledge through action in role-played exercises. The qualitative analysis shows how the didactic approach allows for professional identity and knowledge to develop. The data are derived from multiple year classes, each with up to eighty students from eight to ten working languages (WLs). To enter the course, students pass an admittance test that evaluates their listening and speaking skills in both WLs, one of which is always Norwegian. An exam testing practical interpreting skills completes the course.
- 1.Introduction: The need for interpreter education in the public sector setting
- 2.The nature of professional knowledge
- 3.Background and methodology
- 4.An experiential-dialogic approach to learning in text-only chats
- 4.1Students’ reflections on professional identity and knowledge
- 4.2Facilitators’ text-only chat concerning the students’ professional development
Cited by 2 other publications
Braun, Sabine, Elena Davitti & Catherine Slater
. ‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education
. The Interpreter and Translator Trainer
pp. 259 ff.
. Remote Interpreting: Potential Solutions to Communication Needs in the Refugee Crisis and Beyond
. The European Legacy
pp. 837 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.
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