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Picking up where Innovative Practices in Teaching Sign Language Interpreters left off, this new collection presents the best new interpreter teaching techniques proven in action by the eminent contributors assembled here. In the first chapter, Dennis Cokely discusses revising curricula in the new century based upon experiences at Northeastern University. Jeffrey E. Davis delineates how to teach observation techniques to interpreters, while Elizabeth Winston and Christine Monikowski suggest how discourse mapping can be considered the Global Positioning System of translation.
In other chapters, Laurie Swabey proposes ways to handle the challenge of referring expressions for interpreting students, and Melanie Metzger describes how to learn and recognize what interpreters do in interaction. Jemina Napier contributes information on training interpreting students to identify omission potential. Robert G. Lee explains how to make the interpreting process come alive in the classroom. Mieke Van Herreweghe discusses turn-taking and turn-yielding in meetings with Deaf and hearing participants in her contribution. Anna-Lena Nilsson defines “false friends,” or how contextually incorrect use of facial expressions with certain signs in Swedish Sign Language can be detrimental influences on interpreters. The final chapter by Kyra Pollitt and Claire Haddon recommends retraining interpreters in the art of telephone interpreting, completing Advances in Teaching Sign Language Interpreters as the new authoritative volume in this vital communication profession.
|Curriculum revision in the twenty-first century : Northeastern's experience||1|
|Teaching observation techniques to interpreters||22|
|Discourse mapping : the GPS of translation||49|
|Beyond he said, she said : the challenge of referring expressions for interpreting students||78|
|Interpreted discourse : learning and recognizing what interpreters do in interaction||100|
|Teaching interpreting students to identify omission potential||123|
|From theory to practice : making the interpreting process come alive in the classroom||138|
|Teaching turn-taking and turn-yielding in meetings with deaf and hearing participants||151|
|False friends and their influence on sign language interpreting||170|
|Cold calling? : retraining interpreters in the art of telephone interpreting||187|