Fundamental Aspects of Interpreter Education

Curriculum and Assessment

| Monterey Institute of IS
HardboundAvailable
ISBN 9789027216533 (Eur) | EUR 125.00
ISBN 9781588114600 (USA) | USD 188.00
 
e-Book
ISBN 9789027295682 | EUR 125.00 | USD 188.00
 
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ISBN 9781423761075
The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches – curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.

Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.

This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.

[Benjamins Translation Library, 47] 2004.  xviii, 312 pp.
Publishing status: Available
Table of Contents
Fundamental Aspects of Interpreter Education should prove to be a seminal resource for interpreter trainers, testers, and curriculum developers. The thorough overview of Interpreting Studies and Language Assessment literature is enhanced by the author’s insightful case studies of the application of important principles of curriculum design and assessment in interpreter training programs.”
“This book represents a truly interdisciplinary approach to developing curriculum and assessment instruments in interpreter education. Sawyer’s informative discussion of assessment will raise awareness of the need for validity and reliability in interpreting tests, something that has been sorely lacking in many programs. The model curriculum he proposes, based on the objective and thorough analysis of an existing program, marks a refreshing change from the intuitive and speculative approach that has characterized previous curriculum reform efforts.”
“Destined to make its mark as a model for interdisciplinary research, this book is a welcome contribution of the fields of both interpretation/translation studies and language testing. It offers an accessible approach to the integration of curriculum and assessment for language industry professionals and provides convincing evidence through case-study analyses of the benefits of valid and reliable testing procedures within interpreter education programs. This volume moves language testing into a relatively unexplored assessment arena and demonstrates how principles of language testing can help strengthen programs that aim to produce top-notch interpreters and translators.”
“While interpreting pedagogy has received increasing attention in the past few decades, curriculum and assessment remain areas that are under-studied, despite their fundamental importance to interpreter education programs. David Sawyer has made an important contribution to Interpreting Studies by presenting this volume that provides a scientific and theoretical framework to instructors, who possess a wealth of pedagogical experience in the field. This research will not only improve pedagogy and instruction but also the stature of these programs in academia.”
“Informed by state-of-the art concepts and models from relevant disciplines as well as the author’s profound knowledge and experience as a professional conference interpreter and interpreter trainer in Germany and in the US, David Sawyer’s comprehensive study represents a milestone in the literature on interpreter education. Based on extensive fieldwork in a sensitive institutional environment, the book is as valuable for its conceptual insights as it is for its rigorous empirical analysis, and is clearly essential reading for interpreter educators throughout the world.”
“Fundamental Aspects of Interpreter Education by David B. Sawyer is obligatory reading for all educators in the field of conference interpreting. In addition to presenting a fine piece of original research, Sawyer puts his finger on several sore spots in established interpreting programs that experience similar shortcomings and could well heed his advance adapted to their own particular circumstances.[...] In a word: bravo! I encourage all interpreter educators, both in traditional institutions in Europe and in more recently founded programs in the Third World, to read this excellent book and to heed as many of the recommendations as fit their needs. [...] David Sawyer's fine and timely contribution to this field deserves recognition by his peers, and the rest of us would do well to spend whatever time is necessary to read and reflect on his valuable book.”
“David Sawyer ventures into uncharted territory when he explores and integrates curriculum and assessment in interpreter education and challenges traditional notions of interpreter curriculum and assessment (testing). He presents a convincing case for the importance of science, humanism and testing concepts in curriculum and assessment. A powerful, insightful book, Fundamental Aspects of Interpreter Education reveals the core of interpreter education, paves the way to a fresh approach to curriculum and assessment and opens new research horizons at a time when the need for interpreters is critical. Interpreter educators, students, language professionals and researchers will reap the benefits of Sawyer's work. For anyone involved in interpreter education and policy, this book is a must.”
“This book exposes interpreter trainers to the assessment and language testing literature. Thus, it makes a unique contribution to the literature on interpreter training.”
Cited by (106)

Cited by 106 other publications

Hu, Pingping, Bin Gao & Ke Li
2024. Learning interpreting in virtual reality: a scoping review. Interactive Learning Environments  pp. 1 ff. DOI logo
Pöllabauer, Sonja, Katia Iacono, Harald Pasch, Maria Bernadette Zwischenberger & Anna Sourdille
2024. “If we’re lucky, we recognise potential.” A study of admission criteria and entrance screening practices in public service interpreter training. The Interpreter and Translator Trainer 18:1  pp. 95 ff. DOI logo
Shafiei, Shilan
2024. A proposed analytic rubric for consecutive interpreting assessment: implications for similar contexts. Language Testing in Asia 14:1 DOI logo
Zimányi, Krisztina, Christof Sulzer & Eva Ibarra
2024. Percepciones de los participantes de un diplomado en traducción sobre la contribución de expertos invitados a su formación profesional. Mutatis Mutandis. Revista Latinoamericana de Traducción 17:1 DOI logo
BAYRAKTAR ÖZER, Özge
2023. Sözlü Çeviri Eğitiminde Sınıf İçi Uygulamalar ve Yaklaşımlar. Çeviribilim ve Uygulamaları Dergisi :34  pp. 1 ff. DOI logo
Defrancq, Bart
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Han, Chao, Juan Hu & Yi Deng
2023. Effects of language background and directionality on raters’ assessments of spoken-language interpreting. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:2  pp. 556 ff. DOI logo
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2023. From ‘market disorder’ to maturity: modelling the professionalisation of conference interpreting in Rwanda. The Interpreter and Translator Trainer 17:4  pp. 632 ff. DOI logo
Song, Shuxian & Dechao Li
2023. Aptitude for interpreting: the predictive value of cognitive fluency. The Interpreter and Translator Trainer 17:1  pp. 155 ff. DOI logo
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2023. Unleashing the power of meta-knowledge: Towards cumulative learning in interpreter training. Interpreting and Society 3:2  pp. 169 ff. DOI logo
Емельянова, Яна Борисовна
2023. From general to translation-oriented listening: challenges and solutions. Tomsk state pedagogical university bulletin :6(230)  pp. 58 ff. DOI logo
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2022. Experiential learning for the remote interpreting classroom. In Re-Thinking Translator Education [Sprachen lehren – Sprachen lernen, ],  pp. 193 ff. DOI logo
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2022. Which theories are taught to students and how they are taught: A content analysis of interpreting textbooks . Círculo de Lingüística Aplicada a la Comunicación 92  pp. 167 ff. DOI logo
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2021. Testing and Assessment of Interpreting in China: An Overview. In Testing and Assessment of Interpreting [New Frontiers in Translation Studies, ],  pp. 1 ff. DOI logo
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2021. Assessing the fidelity of consecutive interpreting. Interpreting. International Journal of Research and Practice in Interpreting 23:2  pp. 245 ff. DOI logo
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2021. Exploring a Corpus-Based Approach to Assessing Interpreting Quality. In Testing and Assessment of Interpreting [New Frontiers in Translation Studies, ],  pp. 159 ff. DOI logo
Miner, Annette & Brenda Nicodemus
2021. Introduction: Grabbing a Cat by the Tail. In Situated Learning in Interpreter Education,  pp. 1 ff. DOI logo
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2021. Developing a Weighting Scheme for Assessing Chinese-to-English Interpreting: Evidence from Native English-Speaking Raters. In Testing and Assessment of Interpreting [New Frontiers in Translation Studies, ],  pp. 45 ff. DOI logo
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2021. ‘It really suits the objectives of the master’s’: how a student Facebook group chat contributes to situated learning in an interpreter training programme. The Interpreter and Translator Trainer 15:3  pp. 378 ff. DOI logo
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2021. Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study. Dutch Journal of Applied Linguistics 10 DOI logo
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Martínez-Gómez, Aída
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2019. See you in court: how do Australian institutions train legal interpreters?. The Interpreter and Translator Trainer 13:4  pp. 361 ff. DOI logo
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2018. The accuracy of student self-assessments of English-Chinese bidirectional interpretation: a longitudinal quantitative study. Assessment & Evaluation in Higher Education 43:3  pp. 386 ff. DOI logo
Hurtado Albir, Amparo
2018. Chapter 7.2. Training. In A History of Modern Translation Knowledge [Benjamins Translation Library, 142],  pp. 415 ff. DOI logo
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2018. Exploring a relationship between students’ interpreting self-efficacy and performance: triangulating data on interpreter performance assessment. The Interpreter and Translator Trainer 12:2  pp. 166 ff. DOI logo
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2019. Holistic assessment of consecutive interpretation. Interpreting. International Journal of Research and Practice in Interpreting 21:2  pp. 245 ff. DOI logo
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2018. Assessing meaning-dimension quality in consecutive interpreting training. Perspectives 26:2  pp. 196 ff. DOI logo
Belenkova, Nataliya, Larisa Lutskovskaya & Rimma Gorbatenko
2017. Developing New Learning Resources for the Linguistic Mediators’ Training in Modern Social Environment. EURASIA Journal of Mathematics, Science and Technology Education 13:10 DOI logo
Chang, Chia-chien & Michelle Min-chia Wu
2017. From conference venue to classroom: the use of guided conference observation to enhance interpreter training. The Interpreter and Translator Trainer 11:4  pp. 294 ff. DOI logo
Ruiz Rosendo, Lucía & Marie Diur
2017. Employability in the United Nations: an empirical analysis of interpreter training and the LCE. The Interpreter and Translator Trainer 11:2-3  pp. 223 ff. DOI logo
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2017. Expertise and Competence in Translation and Interpreting. In The Handbook of Translation and Cognition,  pp. 423 ff. DOI logo
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2016. Investigating Score Dependability in English/Chinese Interpreter Certification Performance Testing: A Generalizability Theory Approach. Language Assessment Quarterly 13:3  pp. 186 ff. DOI logo
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2023. Interrogating the predictive validity of aptitude testing for interpreting: a systematic methodological review. The Interpreter and Translator Trainer 17:1  pp. 7 ff. DOI logo
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2016. Test validation in interpreter certification performance testing. Interpreting. International Journal of Research and Practice in Interpreting 18:2  pp. 225 ff. DOI logo
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2016. Linking classroom exercises to real-life practice: a case of situated simultaneous interpreting learning. The Interpreter and Translator Trainer 10:1  pp. 107 ff. DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2016. The effect of prosody awareness training on the performance of consecutive interpretation by Farsi-English interpreter trainees: an experimental study. Asia Pacific Translation and Intercultural Studies 3:3  pp. 235 ff. DOI logo
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Yenkimaleki, Mahmood & Vincent J. Van Heuven
2023. Effects of directionality on consecutive interpreting between English and Persian. Journal of Applied Linguistics and Professional Practice 17:1  pp. 95 ff. DOI logo
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2014. Interpretation: techniques and exercises. The Interpreter and Translator Trainer 8:3  pp. 486 ff. DOI logo
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2018. Teaching beliefs and learning beliefs in translator and interpreter education: an exploratory case study. The Interpreter and Translator Trainer 12:2  pp. 132 ff. DOI logo
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2013. Virtual Worlds in Interpreter Training. The Interpreter and Translator Trainer 7:1  pp. 91 ff. DOI logo
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2013. Virtual Worlds in Interpreter Training. The Interpreter and Translator Trainer 7:1  pp. 91 ff. DOI logo
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[no author supplied]

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Subjects

Linguistics

Language teaching

Translation & Interpreting Studies

Interpreting
Translation Studies

Main BIC Subject

CF: Linguistics

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2003062995 | Marc record