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New Approaches to Interpreter Education

Cynthia B. Roy, Editor

Publication Year: 2006

The complex nuances of interpreting generate a continuous demand for detailed curricula to enhance instruction. The latest addition to the Interpreter Education series New Approaches to Interpreter Education expands the tools available to instructors with seven new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy, Associate Professor in the Department of Interpretation at Gallaudet University in Washington, DC, called upon the expertise of nine other renowned interpreter educators to create this incisive collection. David Sawyer begins the volume with the foreword in which he emphasizes the importance of integrating theory and practice in order to improve the quality of interpreter education. Risa Shaw, Steven D. Collins, and Melanie Metzger follow with a description of the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program. that outlines the positive results from the use of a discourse-oriented curriculum for educating interpreters. In the second chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Helen Slatyer delineates the use of an action research methodology in the third chapter to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia. In the fourth chapter, Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. David Sawyer adopts a holistic perspective in his chapter on training interpreters in less frequently taught language combinations, to offer models and methods for interpreters in areas such as the Middle East, Africa, and Asia. Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Finally, Mary Mooney addresses issues of ethnicity, cultural awareness, and intercultural communication skills among interpreters, interpreter educators, and interpreter education programs in the sign language community, to enhance competency for working within these diverse communities. All of these innovative concepts for creating curricula for interpreter training combine to ensure New Approaches to Interpreter Education as the state-of-the-art standard in this intricate discipline.

Published by: Gallaudet University Press

Title Page, Copyright

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Foreword

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pp. vii-xv

NEW APPROACHES TO INTERPRETER EDUCATION, the third volume of the Interpreter Education Series, captures a broad range of topics and themes representing areas of innovation in the teaching of interpreting. Much of the writing on interpreter education, one of the main strands of interpreting studies (IS) research, has centered on the...

Contributors

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pp. xvii-

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MA to BA: A Quest for Distinguishing Between Under- graduate and Graduate Interpreter Education, Bachelor of Arts in Interpretation Curriculum at Gallaudet University

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pp. 1-21

In the fall of 2003, the interpretation faculty at Gallaudet University had the opportunity to conceive and design a new bachelor’s degree program in interpretation where none had existed before. The university already offered a master’s in interpretation from a program that had been in place since 1988. Therefore, the...

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Designing Curriculum for Healthcare Interpreting Education: A Principles Approach

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pp. 23-46

In a classic in work in pedagogy, Brown states that “by perceiving and internalizing connections between practice (choices made in the classroom) and theory (principles derived from research) teaching is likely to be enlightened” (emphasis in the original) (2001, 54). This statement can certainly be applied to the teaching of healthcare...

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Researching Curriculum Innovation in Interpreter Education: The Case of Initial Training for Novice Interpreters in Languages of Limited Diffusion

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pp. 47-65

Australia has well-developed interpreter services in most states and territories for the majority of languages as well as an extensive telephone interpreting system. However, the enduring problem of finding trained and qualified interpreters in some new and emerging migrant and refugee language groups, as well as in some of the...

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Educating Signed Language Interpreters in Australia: A Blended Approach

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pp. 67-103

This chapter describes an innovative approach to educating sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because it uses a blended approach in three key ways: (1) the curriculum of signed language interpreting students is blended with that used for...

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Interpreter Training in Less Frequently Taught Language Combinations: Models, Materials, and Methods

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pp. 105-124

One of the themes of this conference is the challenge of providing language services in settings, venues, and content domains in which global security is a concern. Central to this challenge is the training of interpreters who speak the languages of these settings. Often, the language combinations in question are underrepresented...

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Putting Theory into Practice: Creating Video Resources for Discourse-Based Approaches to Interpreter Education

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pp. 125-137

Since its inception, interpreter education has embraced the use of video. Current advances in digital technologies make it possible for more people to create video resources to support their teaching and to use new and innovative approaches to illustrate current research and theory in the field. This chapter focuses on the principles of...

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Changing the Curriculum Paradigm to Multilingual and Multicultural as Applied to Interpreter Education Programs

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pp. 139-165

In January of 1996, El Paso Community College received a five-year grant to implement an education and training project uniquely designed to assist interpreter educators with curriculum change to meet the interpreting needs of multicultural individuals who are D/deaf and Deaf-Blind by: (1) implementing a national...

Index

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pp. 167-169


E-ISBN-13: 9781563683800
E-ISBN-10: 1563683806
Print-ISBN-13: 9781563682971
Print-ISBN-10: 1563682974

Page Count: 148
Illustrations: 4 tables, 4 figures
Publication Year: 2006

Series Title: Interpreter Education Series
Series Editor Byline: Cynthia B. Roy

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Subject Headings

  • Sign language -- Study and teaching.
  • Interpreters for the deaf -- Education.
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