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Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning

  • Claudia V. Angelelli
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Teaching Dialogue Interpreting
This chapter is in the book Teaching Dialogue Interpreting

Abstract

In today’s multilingual societies cross-linguistic communication is increasingly frequent, especially when it relates to accessing services. When providers and clients do not share a language, an interpreter, either face-to-face or remotely, steps in to enable communication. This generally occurs in the form of a dialogue in which at least three interlocutors participate. The need for learning and teaching dialogue interpreting (DI) has increased exponentially in the last decades, given the current mobility of individual providers and users as well as social phenomena such as geographic displacement of large linguistic groups. In this chapter, we build on the basic principles of teaching and learning from education and applied linguistics (specifically language pedagogy) to discuss the curriculum design of DI. Grounded on principles of student-centeredness, interpreting pedagogy and Vygotskian views on education, this chapter is a space to explore some critical areas in DI programme design such as content, staff and assessment.

Abstract

In today’s multilingual societies cross-linguistic communication is increasingly frequent, especially when it relates to accessing services. When providers and clients do not share a language, an interpreter, either face-to-face or remotely, steps in to enable communication. This generally occurs in the form of a dialogue in which at least three interlocutors participate. The need for learning and teaching dialogue interpreting (DI) has increased exponentially in the last decades, given the current mobility of individual providers and users as well as social phenomena such as geographic displacement of large linguistic groups. In this chapter, we build on the basic principles of teaching and learning from education and applied linguistics (specifically language pedagogy) to discuss the curriculum design of DI. Grounded on principles of student-centeredness, interpreting pedagogy and Vygotskian views on education, this chapter is a space to explore some critical areas in DI programme design such as content, staff and assessment.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Foreword xi
  5. List of acronyms xiii
  6. Introduction. Dialogue interpreting 1
  7. Part I. Setting the stage
  8. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning 29
  9. Chapter 2. It’s not about the interpreter 45
  10. Chapter 3. Sign language interpreting education 63
  11. Chapter 4. Interpreting and mediation 83
  12. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes 101
  13. Part II. Specialized interpreting modules for specialized professional settings
  14. Chapter 6. (Role-)playing fair(s) 119
  15. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals 137
  16. Chapter 8. Dialogue interpreting on television 159
  17. Chapter 9. Teaching interpreters and translators to work in educational settings 179
  18. Chapter 10. Teaching legal interpreting at university level 199
  19. Chapter 11. Training legal interpreters in an imperfect world 217
  20. Part III. Latest trends in dialogue interpreter education
  21. Chapter 12. Telephonic dialogue interpreting 241
  22. Chapter 13. Non-verbals in dialogue interpreter education 259
  23. Chapter 14. Make it different! Teaching interpreting with theatre techniques 275
  24. Chapter 15. Using the Conversation Analytic Role-play Method in healthcare interpreter education 293
  25. Chapter 16. “That we all behave like professionals” 323
  26. References 341
  27. Authors’ biosketches 381
  28. Subject index 387
https://doi.org/10.1075/btl.138.01ang

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Foreword xi
  5. List of acronyms xiii
  6. Introduction. Dialogue interpreting 1
  7. Part I. Setting the stage
  8. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning 29
  9. Chapter 2. It’s not about the interpreter 45
  10. Chapter 3. Sign language interpreting education 63
  11. Chapter 4. Interpreting and mediation 83
  12. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes 101
  13. Part II. Specialized interpreting modules for specialized professional settings
  14. Chapter 6. (Role-)playing fair(s) 119
  15. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals 137
  16. Chapter 8. Dialogue interpreting on television 159
  17. Chapter 9. Teaching interpreters and translators to work in educational settings 179
  18. Chapter 10. Teaching legal interpreting at university level 199
  19. Chapter 11. Training legal interpreters in an imperfect world 217
  20. Part III. Latest trends in dialogue interpreter education
  21. Chapter 12. Telephonic dialogue interpreting 241
  22. Chapter 13. Non-verbals in dialogue interpreter education 259
  23. Chapter 14. Make it different! Teaching interpreting with theatre techniques 275
  24. Chapter 15. Using the Conversation Analytic Role-play Method in healthcare interpreter education 293
  25. Chapter 16. “That we all behave like professionals” 323
  26. References 341
  27. Authors’ biosketches 381
  28. Subject index 387
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