cover of book

New Approaches to Interpreter Education
edited by Cynthia B. Roy
Gallaudet University Press, 2006
Cloth: 978-1-56368-297-1 | eISBN: 978-1-56368-380-0
Library of Congress Classification HV2402.N49 2006
Dewey Decimal Classification 362.4/283

The Third Volume in the Interpreter Education Series

The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy leads the way by calling for the use of a discourse-oriented curriculum for educating interpreters. In the following 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. Risa Shaw, Steven D. Collins, and Melanie Metzger collaborate on describing the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program.

In the fourth chapter, Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. 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. Finally, Helen Slatyer delineates the use of an action research methodology to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia.
Cynthia B. Roy is Associate Professor in the Department of Interpretation at Gallaudet University, Washington, DC.
    David B. Sawyer
    MA to BA: A Quest for Distinguishing Between Undergraduate 
    and Graduate Interpreter Education, Bachelor of Arts 
    in Interpretation Curriculum at Gallaudet University
    	Risa Shaw, Steven D. Collins, and Melanie Metzger
    Designing Curriculum for Healthcare Interpreting 
    Education: A Principles Approach
    	Claudia V. Angelelli
    Researching Curriculum Innovation in Interpreter 
    Education: The Case of Initial Training for Novice 
    Interpreters in Languages of Limited Diffusion
    	Helen Slatyer
    Educating Signed Language Interpreters in Australia: 
    A Blended Approach
    	Jemina Napier
    Interpreter Training in Less Frequently Taught Language 
    Combinations: Models, Materials, and Methods	
     David B. Sawyer
    Putting Theory into Practice: Creating Video Resources 
    for Discourse-Based Approaches to Interpreter Education
    	Doug Bowen-Bailey
    Changing the Curriculum Paradigm to Multilingual 
    and Multicultural as Applied to Interpreter Education Programs
    Mary Mooney