Home Linguistics & Semiotics Chapter 9. Teaching interpreters and translators to work in educational settings
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 9. Teaching interpreters and translators to work in educational settings

A Chinese-Spanish case study
  • Carmen Valero Garcés and Yanping Tan
View more publications by John Benjamins Publishing Company
Search
Teaching Dialogue Interpreting
This chapter is in the book Teaching Dialogue Interpreting

Abstract

This chapter deals with educating dialogue interpreters working between languages/cultures that are linguistically and culturally distant to successfully deal with cultural issues when mediating in educational settings. The specific focus is on the Chinese community in Spanish schools. The objective of the article is twofold: firstly, to highlight the particular challenges of working as a linguistic and cultural intermediary in such settings, and secondly, to propose resources and activities that can serve as teaching tools. In order to achieve this goal, some key principles in designing a context-sensitive educational curriculum for dialogue interpreters are presented, followed by a description of the main characteristics of the Chinese population in the Spanish education system and of how Chinese students appear to experience Spanish classrooms. We finally illustrate a series of activities and materials that have been successfully utilised in teaching dialogue interpreters to work with the Chinese community in educational settings.1

Abstract

This chapter deals with educating dialogue interpreters working between languages/cultures that are linguistically and culturally distant to successfully deal with cultural issues when mediating in educational settings. The specific focus is on the Chinese community in Spanish schools. The objective of the article is twofold: firstly, to highlight the particular challenges of working as a linguistic and cultural intermediary in such settings, and secondly, to propose resources and activities that can serve as teaching tools. In order to achieve this goal, some key principles in designing a context-sensitive educational curriculum for dialogue interpreters are presented, followed by a description of the main characteristics of the Chinese population in the Spanish education system and of how Chinese students appear to experience Spanish classrooms. We finally illustrate a series of activities and materials that have been successfully utilised in teaching dialogue interpreters to work with the Chinese community in educational settings.1

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.138.09val

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
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 16.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/btl.138.09val/html
Scroll to top button