Cover

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Title Page, Copyright

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CONTENTS

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CONTRIBUTORS

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pp. vii-viii

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FOREWORD

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pp. ix-xvi

In 1972 the Registry of Interpreters for the Deaf (RID) and Gallaudet College (it wasn't a university yet) convened the Conference on Preparation of Personnel in the Field of Interpreting. The idea was to bring together experts who could suggest what skills and knowledge would-be interpreters needed to have and how best to develop those skills and that knowledge. Most of the "experts" ...

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Training Interpreters—Past, Present, and Future

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pp. 1-22

Ever since the formal education of interpreters began, educators have been trying to determine what to teach in order to produce entry-level interpreters who achieve the minimum level of competence needed to perform their jobs successfully. Etilvia Arjona, former director of the translation and interpretation program at the Monterey Institute of International Studies, suggested that interpreter ...

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Discourse Mapping: Developing Textual Coherence Skills in Interpreters

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pp. 15-66

Successful interpretations require an in-depth understanding of the underlying coherence of a source language text and the ability to produce an equally coherent message in the target language. This is much more than a superficial recognition of the words or signs; it is the ability to understand a message from multiple perspectives, recognizing the subtle links between the meaning of the ...

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Critical Linguistic and Cultural Awareness: Essential Tools in the Interpreter's Kit Bag

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pp. 67-82

We are in the business of making judgments about people. It is an activity that we indulge in every day of our working lives. Some will try to claim that they do not judge people, others will punish them-selves for making such judgments. But let's face it, it is part of the job-how else is one to reflect the speaker and determine speaker intent? 1...

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Interactive Role-Plays As a Teaching Strategy

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pp. 83-108

Students of interpretation are often taught that the interpreter's role in interactive settings is that of a neutral service provider. This is likely due to the fact that interpreters have long been viewed as merely a tool to interaction. For example, the traditional view assumes that interactive discourse facilitated by an interpreter is a dyad between two monolinguals or between deaf and ...

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Translation Techniques in Interpreter Education

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pp. 109-131

The basis for using translation techniques in interpreter preparation is that translation provides an important framework for teaching and learning the interpreting process. This approach allows interpretation to be taught as a series of successive learning situations that are critically linked to translation skills. In this systematic approach to teaching interpreting, translation forms the basis for ...

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Metacognition and Recall Protocols in the Interpreting Classroom

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pp. 132-152

Perceptions of literacy have undergone a remarkable change in the last half of the twentieth century. Where before, literacy was thought of as the ability to read and write, literacy today is construed as dynamic, as the ability to function in a language and culture. Agar (1994), finding it impossible to separate language from culture, coined the term languaculture to encompass the complexity of the ...

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Portfolios: One Answer to the Challenge of Assessment and the "Readiness to Work" Gap

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pp. 153-176

Portfolios originated in the fine arts as a collection of artifacts to demonstrate one's best works or accomplishments as well as the range of one's ability, skill, or knowledge. They are now used in a number of fields, especially in writing (Belanoff and Dickson 1991), in a variety of ways. One is an educational assessment portfolio in which a student compiles various documents that demonstrate ...

INDEX

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pp. 177-181