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Undergraduate and graduate level interpreter education

Pedagogical considerations
  • Melanie Metzger , Keith Cagle and Danielle Hunt
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The Evolving Curriculum in Interpreter and Translator Education
This chapter is in the book The Evolving Curriculum in Interpreter and Translator Education

Abstract

This chapter focuses on pedagogical issues addressed in an academic department at Gallaudet University in the United States that educates interpreters at both the undergraduate 4-year degree (Bachelor of Arts) and graduate 2-year degree (Master of Arts) levels. The graduate program has been in place for over 25 years, the undergraduate program for 10 years. A description of the contrast between these levels of academic programs currently in place in the Gallaudet University interpreter education programs is included in the chapter, along with discussion of the inter-relationship of foundation skills as they map onto subsequent skills development and professional practice courses.

Abstract

This chapter focuses on pedagogical issues addressed in an academic department at Gallaudet University in the United States that educates interpreters at both the undergraduate 4-year degree (Bachelor of Arts) and graduate 2-year degree (Master of Arts) levels. The graduate program has been in place for over 25 years, the undergraduate program for 10 years. A description of the contrast between these levels of academic programs currently in place in the Gallaudet University interpreter education programs is included in the chapter, along with discussion of the inter-relationship of foundation skills as they map onto subsequent skills development and professional practice courses.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
https://doi.org/10.1075/ata.xix.06met

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
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