Цифровые и тематические книжные коллекции издания
Содержание
- Teaching Dialogue Interpreting; Editorial page; Title page; LCC data; Table of contents; Acknowledgments; Foreword; List of acronyms; Introduction. Dialogue interpreting: Research, education and professional practice; 1. Rationale; 2. Dialogue interpreting: from theory to practice; 3. Research-based proposals for dialogue interpreter education; 4. Organization of the volume; 2.1 Part 1: Theoretical and methodological issues; 2.2 Part 2: Specialized interpreting modules for specialized professional settings
- 2.3 Part 3: Latest trends in dialogue interpreter education; 5. Conclusion; Part I. Setting the stage: Theoretical and methodological issues; Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning; 1. Introduction; 2. A need for empirically-based DI teaching: conceptualization and teaching staff; 3. Differentiating between education, professional development and training of interpreters: does terminology matter?; 4. Research foundations of dialogue-interpreting
- 5. Applying principles from education and pedagogy to dialogue interpreting; 5.1 Dialogic pedagogy; 5.2 Problem-based learning; 6. A word on teacher education, curriculum and materials design; 7. Dialogue interpreting education: some key areas; 7.1 Learning about discourse communities, expertise and power differentials; 7.2 Learning about professionalism, ethical and moral dilemmas; 7.3 Learning about the role of dialogue interpreters; 7.4 Learning about interpreting skills; 7.5 Learning from testing events and results; 8. Conclusion
- Chapter 2. Itâ#x80;#x99;s not about the interpreter: Objectives in dialogue interpreting teaching; 1. Introduction; 2. Understanding the other in interpreted encounters; 2.1 Constructing the dialogue interpreting curriculum; 3. Who are the trainees?; 4. Balancing performance demands and translation needs; 5. Placing the interlocutors at the centre of considerations; 6. Conclusion; Chapter 3. Sign language interpreting education: Reflections on interpersonal skills; 1. Introduction; 2. Sign language interpreter education in the Netherlands
- 3. Competency-based education; 4. Interpersonal competencies in dialogue interpreting; 5. Interpersonal competencies in the UUAS interpreting courses; 5.1 Detailed examples of educational materials; 6. Concluding remarks; Appendix 1. The Dutch education system; Appendix 2. Curriculum of the Interpreter NGT bachelor programme at ISLD, UUAS; Appendix 3. Evaluation criteria INS7, UUAS: Role-place and Interpreting skills; Chapter 4. Interpreting and mediation: Raising awareness by training; 1. Introduction; 1.1 The general background
