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Chapter 10. Teaching legal interpreting at university level

A research-based approach
  • Sandra Hale and Erika Gonzalez
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Teaching Dialogue Interpreting
This chapter is in the book Teaching Dialogue Interpreting

Abstract

Legal Interpreting (LI) can be considered a specialised branch of Community Interpreting (CI). It encompasses interpreting in all legal settings, such as lawyer-client interviews, immigration-related interviews, police-related matters, tribunal hearings and court hearings and trials. In addition to a high level of bilingualism, legal interpreters need to possess specialist knowledge of the relevant legal systems, of the goals of the institutions concerned and of the discourse and language of their participants. Interpreters also need to understand their role and the way they can influence proceedings, have a solid theoretical underpinning to substantiate their choices and possess high level interpreting skills in order to perform to the required standard. Competent interpreting is crucial for the fair administration of justice, as inadequate interpreting can lead to juridical errors. Legal interpreters, therefore, require specialised education and training in order to become qualified to work in this setting. This chapter will present an overview of the education and training in interpreting in legal settings offered at the University of New South Wales, Australia, where the authors work. The course is part of a suite of post-graduate programmes but can also be taken by students who are external to the university as a stand-alone course, including practitioners seeking professional development opportunities. The course draws on the theories and research into forensic linguistics and LI as well as on practical experience from those who teach it.

Abstract

Legal Interpreting (LI) can be considered a specialised branch of Community Interpreting (CI). It encompasses interpreting in all legal settings, such as lawyer-client interviews, immigration-related interviews, police-related matters, tribunal hearings and court hearings and trials. In addition to a high level of bilingualism, legal interpreters need to possess specialist knowledge of the relevant legal systems, of the goals of the institutions concerned and of the discourse and language of their participants. Interpreters also need to understand their role and the way they can influence proceedings, have a solid theoretical underpinning to substantiate their choices and possess high level interpreting skills in order to perform to the required standard. Competent interpreting is crucial for the fair administration of justice, as inadequate interpreting can lead to juridical errors. Legal interpreters, therefore, require specialised education and training in order to become qualified to work in this setting. This chapter will present an overview of the education and training in interpreting in legal settings offered at the University of New South Wales, Australia, where the authors work. The course is part of a suite of post-graduate programmes but can also be taken by students who are external to the university as a stand-alone course, including practitioners seeking professional development opportunities. The course draws on the theories and research into forensic linguistics and LI as well as on practical experience from those who teach it.

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.138.10hal

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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