Chapter 3. Sign language interpreting education [chapter]

Annemiek Hammer, Beppie van den Bogaerde
2017 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 the
more » ... ter's behaviour. We developed several courses of Interpreting Skills (INS) offered during a four-year tertiary education programme, based on the concepts of competency-based learning and teaching. We provide a short description of one course in particular, INS7, and give some examples of practice (role-play) and (self)assessment.
doi:10.1075/btl.138.03ham fatcat:3reb2yzsl5fp7ntog3gsc3qweu