Search results for "interpreter training"
showing 3 items of 3 documents
An LSP Framework for Translation and Interpreting Pedagogy
2021
In this article, we present a pedagogical framework for foreign language teaching in undergraduate translation and interpreting programmes. Within Translation Studies, many scholars support the idea that TILLT (Translation- and Interpreting-oriented Language Learning and Teaching) should be framed within the teaching of Languages for Specific Purposes (LSP), as students will use language as a professional tool in their professional lives. Based on insights from LSP research and practice, the area of Translation Studies dedicated to the development of language competence and expertise research, we have selected and described the key aspects for the development of professional language use in…
Authentic Audiovisual Resources to Actualise Legal Interpreting Education
2015
New Zealand Aotearoa is an English-medium country and a home to a high number of minority migrant groups speaking over 160 different languages. To cater to the needs of such a diverse population, the Interpreting and Translation Team at Auckland University of Technology has developed a language-neutral pedagogy using a range of innovative teaching methods. One method is the use of authentic audiovisual material incorporating extracts from murder trials to raise awareness of courtroom discourse in general, and lawyers’ questions in particular. The aim of this study was to ascertain to what extent audiovisual clips are beneficial in legal interpreter education. After viewing audiovisual clips…
Training Language Mediators and Interpreters through Embodied Cognition, Immersive Learning and Virtual Reality: Didactic, Organizational and Cost Be…
2022
The use of Virtual Reality (VR) for training purposes has expanded exponentially in the last decade. This paper specifically examines the use of VR in the training of language mediators and interpreters. By way of exemplification, the paper describes a training project at the University of Palermo, the “Coopera” project. The physically-cognitively immersive ‘learning by doing’ factor that characterizes a VR educational experience is particularly well-suited to skill- based activities. The paper explains how the immersive nature of VR and the notion of ‘embodied cognition’ is particularly suited to mediator/interpreter training by plausibly reproducing daily life situations and providing a ‘…