Teaching Dialogue Interpreting : (Record no. 131460)
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| fixed length control field | 11455nam a22005413i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5103898 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729131524.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2017 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789027265029 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789027258854 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5103898 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5103898 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11454721 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL1042503 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1001968874 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P306.5 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 418.020711 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Cirillo, Letizia. |
| 245 10 - TITLE STATEMENT | |
| Title | Teaching Dialogue Interpreting : |
| Remainder of title | Research-Based Proposals for Higher Education. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Amsterdam/Philadelphia : |
| Name of producer, publisher, distributor, manufacturer | John Benjamins Publishing Company, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2017. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (409 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Benjamins Translation Library ; |
| Volume/sequential designation | v.138 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Teaching Dialogue Interpreting -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Foreword -- List of acronyms -- Introduction. Dialogue interpreting: Research, education and professional practice -- 1. Rationale -- 2. Dialogue interpreting: from theory to practice -- 3. Research-based proposals for dialogue interpreter education -- 4. Organization of the volume -- 2.1 Part 1: Theoretical and methodological issues -- 2.2 Part 2: Specialized interpreting modules for specialized professional settings -- 2.3 Part 3: Latest trends in dialogue interpreter education -- 5. Conclusion -- Part I. Setting the stage: Theoretical and methodological issues -- Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning -- 1. Introduction -- 2. A need for empirically-based DI teaching: conceptualization and teaching staff -- 3. Differentiating between education, professional development and training of interpreters: does terminology matter? -- 4. Research foundations of dialogue-interpreting -- 5. Applying principles from education and pedagogy to dialogue interpreting -- 5.1 Dialogic pedagogy -- 5.2 Problem-based learning -- 6. A word on teacher education, curriculum and materials design -- 7. Dialogue interpreting education: some key areas -- 7.1 Learning about discourse communities, expertise and power differentials -- 7.2 Learning about professionalism, ethical and moral dilemmas -- 7.3 Learning about the role of dialogue interpreters -- 7.4 Learning about interpreting skills -- 7.5 Learning from testing events and results -- 8. Conclusion -- Chapter 2. It's not about the interpreter: Objectives in dialogue interpreting teaching -- 1. Introduction -- 2. Understanding the other in interpreted encounters -- 2.1 Constructing the dialogue interpreting curriculum -- 3. Who are the trainees?. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 4. Balancing performance demands and translation needs -- 5. Placing the interlocutors at the centre of considerations -- 6. Conclusion -- Chapter 3. Sign language interpreting education: Reflections on interpersonal skills -- 1. Introduction -- 2. Sign language interpreter education in the Netherlands -- 3. Competency-based education -- 4. Interpersonal competencies in dialogue interpreting -- 5. Interpersonal competencies in the UUAS interpreting courses -- 5.1 Detailed examples of educational materials -- 6. Concluding remarks -- Appendix 1. The Dutch education system -- Appendix 2. Curriculum of the Interpreter NGT bachelor programme at ISLD, UUAS -- Appendix 3. Evaluation criteria INS7, UUAS: Role-place and Interpreting skills -- Chapter 4. Interpreting and mediation: Raising awareness by training -- 1. Introduction -- 1.1 The general background -- 1.2 Preliminary terminological and conceptual considerations -- 2. The educational context: interpreter education at the University of Genoa -- 2.1 The general context -- 2.2 The university courses -- 3. Fundamental theoretical references -- 4. First results of our experience with the new courses for translators and interpreters -- 5. The training of mediators and the potential for exporting interpreting techniques -- 6. Examples of teaching materials -- 7. Concluding remarks -- Acknowledgements -- Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes -- 1. Introduction -- 2. Putting notes in context -- 2.1 Why keep notes out of the picture completely? -- 2.2 Notes: A means to an end, not an end in themselves -- 3. Ideas for initial exposure to notes and use of visual material -- 3.1 Listening comprehension exercises as a starting point -- 3.2 Visual input as a natural prompt in interpreting exercises -- 4. Conclusion. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Part II. Specialized interpreting modules for specialized professional settings -- Chapter 6. (Role-)playing fair(s): Introducing interpreting students to business negotiations -- 1. Introduction -- 2. The role-play and the dialogue interpreting class -- 3. The (interpreter-mediated) business negotiation -- 4. Simulating negotiations in the interpreting class -- 4.1 Defining the objectives and setting the stage -- 4.2 Enacting the RP -- 4.3 Giving feedback and facilitating discussion -- 5. Conclusion -- Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals -- 1. Introduction -- 2. Grounding in theory: audience design, exposure, and professional norms -- 3. Theory in practice: examining interactional data -- 4. Practice in interaction: role-playing -- 5. Conclusions -- Appendix. Transcription key (adapted from Jefferson 2004) -- Chapter 8. Dialogue interpreting on television: How do interpreting students learn to perform? -- 1. Introduction -- 2. Television interpreting: state of the art -- 3. Dialogue interpreting on television: setting, mode and interaction type interrelation -- 4. Interpreter as performer in dialogue interpreting -- 4.1 Autonomy -- 4.2 Facework -- 4.3 Acknowledgement by other participants -- 5. Interpreter as performer in dialogue interpreting on TV: further remarks -- Appendix CorIT transcription conventions -- Chapter 9. Teaching interpreters and translators to work in educational settings: A Chinese-Spanish case study -- 1. Introduction: theoretical background and syllabus design -- 2. Dialogue interpreting and the Chinese community -- 3. Challenges faced by translators and interpreters in the school setting -- 4. Studies in intercultural communication as a valuable teaching resource -- 5. Some proposals and resources for educating translators and interpreters. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Activity 1 - Vocabulary building -- Activity 2 - Linking vocabulary to culture-specific knowledge: eating habits and lifestyle -- Activity 3 - Interpreting in the school setting: personal information -- Activity 4 - Interpreting in the school setting: I wouldn't understand anything -- Activity 5 - Interpreting in the school setting: schedules and meals -- 6. Conclusion -- Chapter 10. Teaching legal interpreting at university level: A research-based approach -- 1. Introduction -- 2. Teaching interpreting in legal settings at the University of New South Wales, Sydney, Australia -- 2.1 Course structure, content and underlying philosophy -- 2.2 Teaching methods -- 3. Assessment -- 4. Conclusions -- Appendix 1. Practice Dialogue Materials freely available on the Internet -- Appendix 2. Useful sites to source legal documents used for ST Practice -- Chapter 11. Training legal interpreters in an imperfect world -- 1. Legal interpreter training -- 1.1 Trainee selection -- 1.2 Course format -- 1.3 Course content -- 1.4 Qualified trainers -- 2. Legal interpreting in Italy -- 2.1 Demographic changes in Italy -- 2.2 Migrants in the criminal justice system -- 2.3 Legal interpreting services -- 3. An LI training course in an imperfect world -- 3.1 Trainee selection -- 3.2 Course format -- 3.3 Course content -- 3.4 Qualified trainers -- 3.5 Course methodology -- 4. Suggested activities -- 4.1 Back translation -- 4.2 Memorisation and note-taking -- 4.3 Multitasking activity -- 4.4 Role-play -- 5. Conclusions -- Appendix. Sample texts for suggested activities -- Part III. Latest trends in dialogue interpreter education -- Chapter 12. Telephonic dialogue interpreting: A short teaching course -- 1. Introduction -- 2. Telephone interpreting today -- 3. A teaching need -- 4. Methodological premises -- 5. A short teaching course -- 5.1 Role-plays -- 6. Conclusions. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Acknowledgments -- Chapter 13. Non-verbals in dialogue interpreter education: Improving student interpreters' visual literacy and raising awareness of its impact on interpreting performance -- 1. Introduction -- 2. Incorporating VL into the dialogue interpreter education through the arts -- 3. The experiment -- 3.1 Talking art -- 3.2 Voice-me-over! -- 3.3 Mind the gap! -- 4. Discussion -- 4.1 What the students learned from the experiment -- 4.2 Implications for educating dialogue interpreters -- 4.3 Limitations of the experiment -- Chapter 14. Make it different! Teaching interpreting with theatre techniques -- 1. Introduction -- 2. Dialogue interpreting - which teaching methods? -- 3. The role-play as a didactic tool -- 3.1 The rules of the game -- 3.2 Structuring content in a role-play -- 4. Augusto Boal's theatre pedagogy -- 4.1 Less is more -- 4.2 The evaluation -- 4.3 Make it different! no solutions but alternative forms of action -- 5. Conclusion -- Appendix. Transcription conventions (simplified after Sacks et al. 1974) -- Chapter 15. Using the conversation analytic role-play method in healthcare interpreter education -- 1. CARM and interpreter education: an introduction -- 2. Bridging the distance between research findings and classroom activities -- 2.1 Comparing role-played and actual encounters -- 2.2 Authentic data and authentic activities -- 3. Using CARM to teach dialogue interpreting -- 4. Preparing for and teaching CARM -- 4.1 Preparation -- 4.2 In class -- 4.3 Variants -- 5. Authentic for learners? some concluding remarks -- Appendix. Original data extracts -- Chapter 16. "That we all behave like professionals" - An experiential-dialogic approach to interpreter education and online learning -- 1. Introduction: the need for interpreter education in the public sector setting -- 2. The nature of professional knowledge. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 3. Background and methodology. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Teaching Dialogue Interpreting is one of the very few book-length contributions that cross the research-to-training boundary in dialogue interpreting. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Translating and interpreting--Study and teaching (Higher)--Research. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Niemants, Natacha. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Cirillo, Letizia |
| Title | Teaching Dialogue Interpreting |
| Place, publisher, and date of publication | Amsterdam/Philadelphia : John Benjamins Publishing Company,c2017 |
| International Standard Book Number | 9789027258854 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Benjamins Translation Library |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5103898">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5103898</a> |
| Public note | Click to View |
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