Public service interpreter education
-
Danielle D’Hayer
Abstract
Professional qualifications in Public Service Interpreting (PSI) only carry a value if they are combined with appropriate education. This paper starts by commenting on shortcomings of the Diploma in Public Service Interpreting, which is the most widespread qualification to access the profession in the United Kingdom. Current training courses mainly offer a skill based approach and they are summative assessment led, with little awareness of pedagogical principles. This paper is an attempt to define a pedagogy that relates to PSI training. It argues that PSI training has to evolve to become PSI education. A much deeper understanding of the influence of pedagogy in PSI education is essential for PSI to engage in an open debate on its professionalization.
Abstract
Professional qualifications in Public Service Interpreting (PSI) only carry a value if they are combined with appropriate education. This paper starts by commenting on shortcomings of the Diploma in Public Service Interpreting, which is the most widespread qualification to access the profession in the United Kingdom. Current training courses mainly offer a skill based approach and they are summative assessment led, with little awareness of pedagogical principles. This paper is an attempt to define a pedagogy that relates to PSI training. It argues that PSI training has to evolve to become PSI education. A much deeper understanding of the influence of pedagogy in PSI education is essential for PSI to engage in an open debate on its professionalization.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Interpreting in a changing landscape 1
-
Part I. Political and economic changes
- Court interpreter ethics and the role of professional organizations 15
- Role playing “Pumpkin” 31
- A description of interpreting in prisons 45
- From chaos to cultural competence 61
- The UNCRPD and “professional” sign language interpreter provision 83
- From invisible machines to visible experts 101
-
Part II. Interpreting vs. mediating/culture brokering
- Role issues in the Low Countries 117
- One job too many? 133
- Exploring institutional perceptions of child language brokering 149
- Natural interpreters’ performance in the medical setting 165
- The interpreter – a cultural broker? 187
- The role of the interpreter in educational settings 203
-
Part III. Interpreting strategies in different interactional contexts
- Business as usual? 225
- Who is speaking? 249
- Changing perspectives 267
-
Part IV. A changing landscape
- Training interpreters in rare and emerging languages 287
- From role-playing to role-taking 305
- Public service interpreter education 321
- Index 339
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Interpreting in a changing landscape 1
-
Part I. Political and economic changes
- Court interpreter ethics and the role of professional organizations 15
- Role playing “Pumpkin” 31
- A description of interpreting in prisons 45
- From chaos to cultural competence 61
- The UNCRPD and “professional” sign language interpreter provision 83
- From invisible machines to visible experts 101
-
Part II. Interpreting vs. mediating/culture brokering
- Role issues in the Low Countries 117
- One job too many? 133
- Exploring institutional perceptions of child language brokering 149
- Natural interpreters’ performance in the medical setting 165
- The interpreter – a cultural broker? 187
- The role of the interpreter in educational settings 203
-
Part III. Interpreting strategies in different interactional contexts
- Business as usual? 225
- Who is speaking? 249
- Changing perspectives 267
-
Part IV. A changing landscape
- Training interpreters in rare and emerging languages 287
- From role-playing to role-taking 305
- Public service interpreter education 321
- Index 339
