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Benjamins translation library ;.
Teaching dialogue interpreting: research-based proposals for higher education. — v. 138. / edited by Letizia Cirillo and Natacha Niemants. — 1 online resource. — (Benjamins translation library (BTL)). — <URL:http://elib.fa.ru/ebsco/1613689.pdf>.

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8/24/2017

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Translating and interpreting — Study and teaching (Higher — Research.; Dialogue.; Social interaction.; FOREIGN LANGUAGE STUDY — Multi-Language Phrasebooks.; LANGUAGE ARTS & DISCIPLINES — Alphabets & Writing Systems.; LANGUAGE ARTS & DISCIPLINES — Grammar & Punctuation.; LANGUAGE ARTS & DISCIPLINES — Linguistics — General.; LANGUAGE ARTS & DISCIPLINES — Readers.; LANGUAGE ARTS & DISCIPLINES — Spelling.; Dialogue.; Social interaction.

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  • Teaching Dialogue Interpreting
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Acknowledgments
  • Foreword
  • List of acronyms
  • Introduction. Dialogue interpreting: Research, education and professional practice
    • 1. Rationale
    • 2. Dialogue interpreting: from theory to practice
    • 3. Research-based proposals for dialogue interpreter education
    • 4. Organization of the volume
      • 2.1 Part 1: Theoretical and methodological issues
      • 2.2 Part 2: Specialized interpreting modules for specialized professional settings
      • 2.3 Part 3: Latest trends in dialogue interpreter education
    • 5. Conclusion
  • Part I. Setting the stage: Theoretical and methodological issues
  • Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning
    • 1. Introduction
    • 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
      • 5.1 Dialogic pedagogy
      • 5.2 Problem-based learning
    • 6. A word on teacher education, curriculum and materials design
    • 7. Dialogue interpreting education: some key areas
      • 7.1 Learning about discourse communities, expertise and power differentials
      • 7.2 Learning about professionalism, ethical and moral dilemmas
      • 7.3 Learning about the role of dialogue interpreters
      • 7.4 Learning about interpreting skills
      • 7.5 Learning from testing events and results
    • 8. Conclusion
  • Chapter 2. It’s not about the interpreter: Objectives in dialogue interpreting teaching
    • 1. Introduction
    • 2. Understanding the other in interpreted encounters
      • 2.1 Constructing the dialogue interpreting curriculum
    • 3. Who are the trainees?
    • 4. Balancing performance demands and translation needs
    • 5. Placing the interlocutors at the centre of considerations
    • 6. Conclusion
  • Chapter 3. Sign language interpreting education: Reflections on interpersonal skills
    • 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
      • 5.1 Detailed examples of educational materials
    • 6. Concluding remarks
    • Appendix 1. The Dutch education system
    • Appendix 2. Curriculum of the Interpreter NGT bachelor programme at ISLD, UUAS
    • Appendix 3. Evaluation criteria INS7, UUAS: Role-place and Interpreting skills
  • Chapter 4. Interpreting and mediation: Raising awareness by training
    • 1. Introduction
      • 1.1 The general background
      • 1.2 Preliminary terminological and conceptual considerations
    • 2. The educational context: interpreter education at the University of Genoa
      • 2.1 The general context
      • 2.2 The university courses
    • 3. Fundamental theoretical references
    • 4. First results of our experience with the new courses for translators and interpreters
    • 5. The training of mediators and the potential for exporting interpreting techniques
    • 6. Examples of teaching materials
    • 7. Concluding remarks
    • Acknowledgements
  • Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes
    • 1. Introduction
    • 2. Putting notes in context
      • 2.1 Why keep notes out of the picture completely?
      • 2.2 Notes: A means to an end, not an end in themselves
    • 3. Ideas for initial exposure to notes and use of visual material
      • 3.1 Listening comprehension exercises as a starting point
      • 3.2 Visual input as a natural prompt in interpreting exercises
    • 4. Conclusion
  • Part II. Specialized interpreting modules for specialized professional settings
  • Chapter 6. (Role-)playing fair(s): Introducing interpreting students to business negotiations
    • 1. Introduction
    • 2. The role-play and the dialogue interpreting class
    • 3. The (interpreter-mediated) business negotiation
    • 4. Simulating negotiations in the interpreting class
      • 4.1 Defining the objectives and setting the stage
      • 4.2 Enacting the RP
      • 4.3 Giving feedback and facilitating discussion
    • 5. Conclusion
  • Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals
    • 1. Introduction
    • 2. Grounding in theory: audience design, exposure, and professional norms
    • 3. Theory in practice: examining interactional data
    • 4. Practice in interaction: role-playing
    • 5. Conclusions
    • Appendix. Transcription key (adapted from Jefferson 2004)
  • Chapter 8. Dialogue interpreting on television: How do interpreting students learn to perform?
    • 1. Introduction
    • 2. Television interpreting: state of the art
    • 3. Dialogue interpreting on television: setting, mode and interaction type interrelation
    • 4. Interpreter as performer in dialogue interpreting
      • 4.1 Autonomy
      • 4.2 Facework
      • 4.3 Acknowledgement by other participants
    • 5. Interpreter as performer in dialogue interpreting on TV: further remarks
    • Appendix CorIT transcription conventions
  • Chapter 9. Teaching interpreters and translators to work in educational settings: A Chinese-Spanish case study
    • 1. Introduction: theoretical background and syllabus design
    • 2. Dialogue interpreting and the Chinese community
    • 3. Challenges faced by translators and interpreters in the school setting
    • 4. Studies in intercultural communication as a valuable teaching resource
    • 5. Some proposals and resources for educating translators and interpreters
      • Activity 1 – Vocabulary building
      • Activity 2 – Linking vocabulary to culture-specific knowledge: eating habits and lifestyle
      • Activity 3 – Interpreting in the school setting: personal information
      • Activity 4 – Interpreting in the school setting: I wouldn’t understand anything
      • Activity 5 – Interpreting in the school setting: schedules and meals
    • 6. Conclusion
  • Chapter 10. Teaching legal interpreting at university level: A research-based approach
    • 1. Introduction
    • 2. Teaching interpreting in legal settings at the University of New South Wales, Sydney, Australia
      • 2.1 Course structure, content and underlying philosophy
      • 2.2 Teaching methods
    • 3. Assessment
    • 4. Conclusions
    • Appendix 1. Practice Dialogue Materials freely available on the Internet
    • Appendix 2. Useful sites to source legal documents used for ST Practice
  • Chapter 11. Training legal interpreters in an imperfect world
    • 1. Legal interpreter training
      • 1.1 Trainee selection
      • 1.2 Course format
      • 1.3 Course content
      • 1.4 Qualified trainers
    • 2. Legal interpreting in Italy
      • 2.1 Demographic changes in Italy
      • 2.2 Migrants in the criminal justice system
      • 2.3 Legal interpreting services
    • 3. An LI training course in an imperfect world
      • 3.1 Trainee selection
      • 3.2 Course format
      • 3.3 Course content
      • 3.4 Qualified trainers
      • 3.5 Course methodology
    • 4. Suggested activities
      • 4.1 Back translation
      • 4.2 Memorisation and note-taking
      • 4.3 Multitasking activity
      • 4.4 Role-play
    • 5. Conclusions
    • Appendix. Sample texts for suggested activities
  • Part III. Latest trends in dialogue interpreter education
  • Chapter 12. Telephonic dialogue interpreting: A short teaching course
    • 1. Introduction
    • 2. Telephone interpreting today
    • 3. A teaching need
    • 4. Methodological premises
    • 5. A short teaching course
      • 5.1 Role-plays
    • 6. Conclusions
    • Acknowledgments
  • Chapter 13. Non-verbals in dialogue interpreter education: Improving student interpreters’ visual literacy and raising awareness of its impact on interpreting performance
    • 1. Introduction
    • 2. Incorporating VL into the dialogue interpreter education through the arts
    • 3. The experiment
      • 3.1 Talking art
      • 3.2 Voice-me-over!
      • 3.3 Mind the gap!
    • 4. Discussion
      • 4.1 What the students learned from the experiment
      • 4.2 Implications for educating dialogue interpreters
      • 4.3 Limitations of the experiment
  • Chapter 14. Make it different! Teaching interpreting with theatre techniques
    • 1. Introduction
    • 2. Dialogue interpreting – which teaching methods?
    • 3. The role-play as a didactic tool
      • 3.1 The rules of the game
      • 3.2 Structuring content in a role-play
    • 4. Augusto Boal’s theatre pedagogy
      • 4.1 Less is more
      • 4.2 The evaluation
      • 4.3 Make it different! no solutions but alternative forms of action
    • 5. Conclusion
    • Appendix. Transcription conventions (simplified after Sacks et al. 1974)
  • Chapter 15. Using the conversation analytic role-play method in healthcare interpreter education
    • 1. CARM and interpreter education: an introduction
    • 2. Bridging the distance between research findings and classroom activities
      • 2.1 Comparing role-played and actual encounters
      • 2.2 Authentic data and authentic activities
    • 3. Using CARM to teach dialogue interpreting
    • 4. Preparing for and teaching CARM
      • 4.1 Preparation
      • 4.2 In class
      • 4.3 Variants
    • 5. Authentic for learners? some concluding remarks
    • Appendix. Original data extracts
  • Chapter 16. “That we all behave like professionals” – An experiential–dialogic approach to interpreter education and online learning
    • 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
      • 4.1 Students’ reflections on professional identity and knowledge
      • 4.2 Facilitators’ text-only chat concerning the students’ professional development
    • 5. Learning points
  • References
  • Authors’ biosketches
  • Subject index

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