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Evolving Paradigms in Interpreter Education

Elizabeth A. Winston and Christine Monikowski, Editors

Publication Year: 2013

This volume brings together a cadre of world-renowned interpreting educators and researchers who conduct a rich exploration of paradigms, both old and new, in interpreter education. They review existing research, explicate past and current practices, and call for a fresh look at the roots of interpreter education in anticipation of the future. Expert commentary accompanies each chapter to provide a starting point for reflection on and discussion of the growing needs in this discipline. Volume coeditor Christine Monikowski begins by considering how interpreter educators can balance their responsibilities of teaching, practice, and research, accompanied by commentary about the capacity to “academize” what has been thought of as a semi-profession. Helen Tebble shares research on medical interpreting from an applied linguistic perspective. Terry Janzen follows with the impact of linguistic theory on interpretation research methodology. Barbara Shaffer discusses how interpreting theory shapes the interpreter’s role. Elizabeth A. Winston, also a volume coeditor, rounds out this innovative collection with her chapter on infusing evidence-based teaching practices into interpreting education. Noted interpreter educators and researchers also provide an international range of insights in this collection, including Rico Peterson, Beppie vanden Bogaerde, Karen Bontempo, Ian Mason, Ester Leung, David Quinto-Pozos, Lorraine Leeson, Jemina Napier, Christopher Stone, Debra Russell, and Claudia Angelelli.

Published by: Gallaudet University Press


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p. 1-1

Title Page, Copyright

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pp. 2-5


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pp. v-viii

Editorial Advisory Board

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pp. ix-x


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pp. xi-xii

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Foreword: Interpreting and Inquiry

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pp. xiii-xviii

Here is a book of scholarship on interpreting and the education of interpreters. It is a collection of thoughtful perspectives on different aspects of our craft. These pages offer ample evidence that inquire and interpret are thick as thieves: It is difficult to pursue either without needing the other. ...

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pp. xix-xx

We acknowledge the enthusiasm with which all of our contributors responded to our concept when approached to participate in this project. Their inspired work and attention to timelines helped make this an enjoyable experience for all of us. ...

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pp. xxi-xxii

This volume invites educators and researchers of interpreting education to bridge the widening gap between research and teaching and to infuse each with the other to inform the future of our field. Each chapter in this volume is written by a leading researcher/educator and addresses how research in interpreting must impact our teaching. ...

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The Academic’s Dilemma: A Balanced and Integrated Career

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pp. 1-27

The study of interpreting between American Sign Language (ASL) and English is a relatively new discipline linked to linguistics, communication, sociology, and studies of social interaction. Scholarship is key in this “academization.” The dramatic increase in ASL/English interpreter education programs in institutions of higher education across the United States ...

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Commentary: Changing Our Attitude and Position

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pp. 28-32

Christine Monikowski’s chapter on the challenges faced by interpreter educators when planning their career in the United States fits with the developments that have been going on in Europe since the 1990s. I briefly discuss these and review her chapter in relationship to these developments. ...

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Commentary: The Chicken and the Egg Dilemma: Academizing a Semiprofession

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pp. 33-41

In her chapter, Monikowski outlines the challenges facing interpreter educators affiliated with higher education institutions today. The move toward the academization of signed language interpreter education in the United States, and indeed in several other countries around the world, has led to new demands of interpreter educators. ...

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Researching Medical Interpreting: An Applied Linguistics Perspective

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pp. 42-75

This chapter describes a substantial research project into medical interpreting, which makes use of systemic functional linguistics and a variety of research concepts and methods from other relevant disciplines to provide both theoretical insights into the language used in interpreted specialist medical consultations and practical outcomes, ...

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Commentary: Researching What Works: Helen Tebble’s Applied Linguistic Approach to Interpreter Education

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pp. 76-81

The large-scale research project described in Helen Tebble’s chapter has considerable significance for interpreter education for a number of reasons, each of which merits further consideration. ...

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Commentary: A Converted Interpreting Trainer's Response

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pp. 82-86

Tebble’s publications are prolific yet have a clear focus on the application of linguistic theories to the education and training of community interpreters, particularly interpreters working in medical settings. This chapter is no exception to her overall principle and general approach to the study, and it serves as a step-by-step guide ...

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The Impact of Linguistic Theory on Interpretation Research Methodology

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pp. 87-118

The interpretation researcher’s view of language—her linguistic theory—crucially impacts each key element of the research: the research process itself, the researcher’s view and interpretation of the data, and research findings. In this chapter Terry Janzen examines why the interpretation researcher needs both a well-developed and useful theory of linguistic structure ...

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Commentary: Making Language Theory Explicit

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pp. 119-123

Often I find myself at an event—such as an academic presentation—for which an interpreter is part of the communication that unfolds. In those situations, I tend to be curious about the strategies that the interpreter is employing, and I cannot avoid occasionally paying attention to how she is managing the task of communicating across languages and cultures. ...

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Commentary: Shifting Paradigms

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pp. 124-127

Terry Janzen’s chapter captures much about the gaps that exist in the linguistic to applied linguistic transfer space. As our knowledge develops with respect to how language works, it sometimes seems that the gap widens between what linguists know and how this knowledge is applied in teaching. ...

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Evolution of Theory, Evolution of Role: How Interpreting Theory Shapes Interpreter Role

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pp. 128-150

Regardless of the languages being considered, it has often been said that: “you can’t interpret what you don’t understand.” Of course, such a statement necessarily refers to meaning, but the beliefs we hold about how we understand are also of importance. Our beliefs about things such as words, sentences, discourse, prosody, human interaction, ...

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Commentary: Examining the Notion of Interpreter Role Through a Different Linguistic Lens

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pp. 151-158

In this chapter, Shaffer documents our understanding of interpreter role by analyzing how the metaphorical descriptions of interpreter role have evolved according to different linguistic theories. Essentially, Shaffer is challenging our understanding of role and the concept of mediation by introducing readers to a perspective that draws on a linguistic framework ...

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Commentary: Our History and Ideas We Best Not Forget

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pp. 159-163

In an ever-changing world, it is important that we, as interpreters and interpreter educators, reflect on how we situate ourselves in different circumstances and contexts. Interpreters have been doing this for centuries (the earliest evidence of sign language interpreting appears to be from the 17th century, as described in Miles 2000, 123) ...

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Infusing Evidence into Interpreting Education: An Idea Whose Time Has Come

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pp. 164-187

In this chapter Elizabeth A. Winston explores the pressing need for, the rich potential of, and the challenges associated with infusing effective evidence-based teaching practices into sign language interpreting education. As a first step, criteria need to be delineated for evaluating evidence and review processes must be established ...

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Commentary: Convergence and a Call to Action

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pp. 188-190

The chapter written by Elizabeth A. Winston entitled “Infusing Evidence into Interpreting Education: An Idea Whose Time Has Come,” is another reasoned argument about the need to include research and evidence-based teaching practices within interpreting education. ...

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Commentary: Big Elephants in the Room

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pp. 191-196

The chapter entitled “Infusing Evidence into Interpreting Education: An Idea Whose Time Has Come” is an invitation to pause and analyze concepts that may have different meanings in different fields, such as “evidence” and “evidence-based pedagogy.” Elizabeth A. Winston ponders questions about evidence: ...


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pp. 197-209

E-ISBN-13: 9781563685705
E-ISBN-10: 1563685701
Print-ISBN-13: 9781563685699
Print-ISBN-10: 1563685698

Page Count: 224
Illustrations: 2 tables, 4 figures
Publication Year: 2013

Research Areas


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Subject Headings

  • Interpreters for the deaf -- Education.
  • Sign language -- Study and teaching.
  • Translating and interpreting -- Study and teaching (Higher).
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