Chapter 6
Legal translator and interpreter training in languages of lesser
diffusion in Spain
A case study about participants’ perceptions
This chapter describes the first continuing
education course on legal translation and interpreting in Spain for
languages of lesser diffusion following guidelines established in EU
projects. The course filled the formative gap for legal translators
and interpreters who can act in police and court proceedings
respecting the due process of law in the region of Valencia (Spain).
In this paper we will analyse the advantages and disadvantages of
the use of the blended format for both instructors and students,
with special emphasis on the difficulties encountered by
professionals in active employment as interpreters of languages of
lesser diffusion in the legal settings, without academic training or
professional accreditation. The results of questionnaires
administered both to instructors and students in order to measure
their satisfaction with the course are presented and discussed so
that they can serve as a guide for improvement in future editions
and for institutions willing to offer such training in the European
Area of Justice.
Article outline
- 1.Why is there a need for legal translator and interpreter training
in Spain?
- 1.1Spanish universities’ involvement in a legal translator and
interpreter curriculum
- 1.2CCDUTI’s T/I curriculum proposal for the Ministry of
Justice
- 2.Professional development of translation and interpreting in legal
settings: A university continuing education course
- 2.1Components of course design
- 3.Moving towards blended and work-based learning for LIT
training
- 3.1The blended learning approach
- 3.2Training interpreters of languages of lesser diffusion (LLDs)
through blended learning
- 4.The course
- 4.1Admission to the course
- 4.2The programme
- 4.3Course coordination
- 5.Case study: Course participants’ satisfaction assessment
- 5.1Materials
- 5.2Methodology
- 5.2.1Subjects
- 5.2.1.1Instructors
- 5.2.1.2Learners
- 5.2.2Procedure
- 6.Results
- 6.1Learners
- 6.1.1Questions 1–24 (Likert scale questions)
- 6.1.2Questions 25–27 (open-ended questions)
- 6.2Instructors
- 6.2.1Questions 1–21 (Likert scale questions)
- 6.2.2Questions 22–25 (open-ended questions)
- 7.Discussion
- 7.1Discussion of ETELM-IL quantitative and qualitative
results
- 7.2Discussion of ETELM-IP quantitative and qualitative
results
- 7.3Cross-comparison of ETELM-IL and ETELM-IP results
- 8.Conclusion
-
Notes
-
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