Knowing what and knowing how: Teaching student interpreters research on interpreting

Min-hua LIU*

*Corresponding author for this work

Research output: Chapter in book/report/conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.

Original languageEnglish
Title of host publicationThe Evolving Curriculum in Interpreter and Translator Education
Subtitle of host publicationStakeholder Perspectives and Voices
EditorsFrank Austermuhl, Vanessa Enriquez Raido, David B. Sawyer
PublisherJohn Benjamins Publishing Company
Pages301-318
Number of pages18
ISBN (Electronic)9789027262530
DOIs
Publication statusPublished - 2019

Publication series

NameAmerican Translators Association Scholarly Monograph Series
Volume19
ISSN (Print)0890-4111

Scopus Subject Areas

  • Education
  • Communication
  • Language and Linguistics
  • Business, Management and Accounting(all)
  • Linguistics and Language

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