Anchoring dialogue interpreting in principles of teaching and learning

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

In today’s multilingual societies cross-linguistic communication is increasingly frequent, especially when it relates to accessing services. When providers and clients do not share a language, an interpreter, either face-to-face or remotely, steps in to enable communication. This generally occurs in the form of a dialogue in which at least three interlocutors participate. The need for learning and teaching dialogue interpreting (DI) has increased exponentially in the last decades, given the current mobility of individual providers and users as well as social phenomena such as geographic displacement of large linguistic groups. In this chapter, we build on the basic principles of teaching and learning from education and applied linguistics (specifically language pedagogy) to discuss the curriculum design of DI. Grounded on principles of student-centeredness, interpreting pedagogy and Vygotskian views on education, this chapter is a space to explore some critical areas in DI programme design such as content, staff and assessment.
Original languageEnglish
Title of host publicationTeaching Dialogue Interpreting
EditorsLetizia Cirillo, Natasha Niemants
PublisherJohn Benjamins Publishing Company
Chapter1
Pages30-44
Number of pages15
ISBN (Electronic)9789027265029
Publication statusPublished - Oct 2017

Fingerprint

Dialogue Interpreting
Teaching
Anchoring
Communication
Education
Curriculum Design
L. S. Vygotsky
Applied Linguistics
Social Phenomena
Staff
Pedagogy
Language
Interlocutors
Interpreter
Multilingual Societies
Linguistic Groups
Language Pedagogy

ASJC Scopus subject areas

  • Arts and Humanities(all)

Cite this

Angelelli, C. V. (2017). Anchoring dialogue interpreting in principles of teaching and learning. In L. Cirillo, & N. Niemants (Eds.), Teaching Dialogue Interpreting (pp. 30-44). John Benjamins Publishing Company.
Angelelli, Claudia V. / Anchoring dialogue interpreting in principles of teaching and learning. Teaching Dialogue Interpreting. editor / Letizia Cirillo ; Natasha Niemants. John Benjamins Publishing Company, 2017. pp. 30-44
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Angelelli, CV 2017, Anchoring dialogue interpreting in principles of teaching and learning. in L Cirillo & N Niemants (eds), Teaching Dialogue Interpreting. John Benjamins Publishing Company, pp. 30-44.

Anchoring dialogue interpreting in principles of teaching and learning. / Angelelli, Claudia V.

Teaching Dialogue Interpreting. ed. / Letizia Cirillo; Natasha Niemants. John Benjamins Publishing Company, 2017. p. 30-44.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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AB - In today’s multilingual societies cross-linguistic communication is increasingly frequent, especially when it relates to accessing services. When providers and clients do not share a language, an interpreter, either face-to-face or remotely, steps in to enable communication. This generally occurs in the form of a dialogue in which at least three interlocutors participate. The need for learning and teaching dialogue interpreting (DI) has increased exponentially in the last decades, given the current mobility of individual providers and users as well as social phenomena such as geographic displacement of large linguistic groups. In this chapter, we build on the basic principles of teaching and learning from education and applied linguistics (specifically language pedagogy) to discuss the curriculum design of DI. Grounded on principles of student-centeredness, interpreting pedagogy and Vygotskian views on education, this chapter is a space to explore some critical areas in DI programme design such as content, staff and assessment.

M3 - Chapter (peer-reviewed)

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BT - Teaching Dialogue Interpreting

A2 - Cirillo, Letizia

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PB - John Benjamins Publishing Company

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Angelelli CV. Anchoring dialogue interpreting in principles of teaching and learning. In Cirillo L, Niemants N, editors, Teaching Dialogue Interpreting. John Benjamins Publishing Company. 2017. p. 30-44