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Chapter 16. “That we all behave like professionals”

An experiential–dialogic approach to interpreter education and online learning
  • Hanne Skaaden
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Teaching Dialogue Interpreting
This chapter is in the book Teaching Dialogue Interpreting

Abstract

How may interpreting students acquire professional identity and knowledge online? The chapter explores knowledge building through the discourse analysis of students’ and facilitators’ interactions in real-time, text-only chats in a blended course. The university level course (30 ECTS) applies an experiential-dialogic approach to learning that sees the teacher as a facilitator. In the chat logs, the students discuss dilemmas of practice, while the facilitators reflect on the students’ ability to articulate knowledge through action in role-played exercises. The qualitative analysis shows how the didactic approach allows for professional identity and knowledge to develop. The data are derived from multiple year classes, each with up to eighty students from eight to ten working languages (WLs). To enter the course, students pass an admittance test that evaluates their listening and speaking skills in both WLs, one of which is always Norwegian. An exam testing practical interpreting skills completes the course.

Abstract

How may interpreting students acquire professional identity and knowledge online? The chapter explores knowledge building through the discourse analysis of students’ and facilitators’ interactions in real-time, text-only chats in a blended course. The university level course (30 ECTS) applies an experiential-dialogic approach to learning that sees the teacher as a facilitator. In the chat logs, the students discuss dilemmas of practice, while the facilitators reflect on the students’ ability to articulate knowledge through action in role-played exercises. The qualitative analysis shows how the didactic approach allows for professional identity and knowledge to develop. The data are derived from multiple year classes, each with up to eighty students from eight to ten working languages (WLs). To enter the course, students pass an admittance test that evaluates their listening and speaking skills in both WLs, one of which is always Norwegian. An exam testing practical interpreting skills completes the course.

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.138.16ska

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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