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Benjamins Translation Library
We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based predominantly on the theory of role-space by Llewellyn-Jones and Lee (2014) , we argue that dialogue settings require a dynamic role of the interpreter in which s/he constantly makes choices based on contextual, interpersonal and intrapersonal factors. Reflection on the interpreter's interpersonal skills (IPS) is essential to improve thedoi:10.1075/btl.138.03ham fatcat:3reb2yzsl5fp7ntog3gsc3qweu