Overview

This book addresses an important, yet under-researched domain in interpreting education: how theoretical training models should be responsive to context. To do so, it applies the linguistic concept of ‘context’ to interpreting studies by investigating practices in representative (conference) interpreting training programmes in Europe and China. After presenting an overview of interpreter training programmes, the author describes the need to reassess the applicability of the well-established and widely accepted model of interpreting from the Paris School (ESIT/AIIC model) to the Chinese interpreting training scene. Building on the theoretical study of context in foreign language classrooms suggested by linguists like Halliday and Hasan (1993); Kramsch (1993) and others, the author subsequently constructs a new curriculum, comprising a four-step approach to consecutive interpreting courses in the Chinese context. The rationale for such an approach is justified in accordance with the overall design of context, taking into account the four dimensions in a teaching–learning environment. This book is intended for scholars and graduate students who are interested in translation and interpreting, applied linguistics as well as foreign language education. It also serves as a practical guide for developing (university-level) translation and interpreting programmes. 

Full Product Details

Author:   Jie Liu
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
Edition:   1st ed. 2020
Weight:   0.273kg
ISBN:  

9789811585968

ISBN 10:   9811585962
Pages:   155
Publication Date:   09 October 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Chapter 1 Introducing Basic Concepts of Interpreting and InterpreterTraining                                                                                    1.1 Background and lead-in 1.2 The etymology and defining features of interpreting1.3 Categorization of interpreting      1.3.1 Working mode      1.3.2 Institutional categorization      1.3.3 Contexts, settings and other criteria1.4 A brief review of interpreting training situations in Europe and China1.5 Interpreting vs. translation      1.5.1 The ABC of interpreting1.6 Research into interpreting: past and present Chapter 2  Contemporary Interpreter Training Practices in Europe and China                                                           2.1 Early writings on interpreting                                                       2.2 The interpretive theory of translation (ITT)                        2.2.1 ‘Sense’ and ‘vouloir dire’        2.2.2 The triangular model and de-verbalization        2.2.3 The didactic principles of the ITT          2.2.4 Criticism of the Paris School and the ITT 2.3 Reducing interpreting into components: the Chinese practice                              2.3.1 Introduction        2.3.2 The XiaDa model for interpreter training        2.3.3 The teaching progression of the XiaDa model         2.3.4 The GDUFS model for interpreter training         2.3.5 Remarks 2.4 The overarching themes in interpreting didactics        2.4.1Interpreting skills and training         2.4.2 Linguistic competence and pedagogy        2.4.3 Interpreting practice and profession 2.5 Conclusion Chapter 3 Acquiring Interpreting Competence through Training: European and Chinese Training Models Explored                         3.1 Interpreting Competence: definitions and expectations3.2 The major European models of interpreter training        3.2.1 Continental model (undergraduate level)        3.2.2 Mixed Master-level model        3.3.3 ‘Y-shaped’ training model (BA/MA)       3.3.4 European Masters in Conference Interpreting 3.3 The EMCI and ESIT programmes for conference interpretation        3.3.1 Entry requirements       3.3.2 Curriculum design and content       3.3.3 Faculty and evaluation        3.3.4 Summary of the ESIT-associated training model (EMCI) 3.4 The Chinese interpreter training reality       3.4.1 Training types and programmes in a nutshell        3.4.2 The XiaDa interpreter training course       3.4.3.The GDUFS interpreter training programme3.5 Comparison on training models: reception and adaptation Chapter 4 Didactic Approaches to Interpreter Training: Contexts, Approaches and Coping Tactics                                                         4.1 Context for interpreter training: a theoretical model4.2 Macro-historical context4.3 Micro-linguistic context4.4 Teaching-Learning context4.5 Assessing the suitability of the ESIT/AIIC and XiaDa/GDUFS models in the Chinese context4.6 Evaluating Chinese models of interpreter training4.5.1Case study: intercultural awareness in liaison interpreting4.5.2 Strengths and weaknesses of the Chinese models4.6 Conclusion: A position Chapter 5 Optimizing Interpreting Education in the Chinese Context: Principles, Curriculum and Pedagogy                                                5.1 Towards a mentality change to interpreting education: a holistic philosophy 5.2 Empowerment and Re-contextualization: the new curriculum for consecutive interpreting       5.2.1 The ‘task-based’ approach and its application        5.2.2 Principles for a ‘task-based’ interpreting classroom       5.2.3 Stage A: interpreting for passion       5.2.4 Stage B: interpreting for skills-acquisition               5.2.4.1 Material selection and coherence in interpreting        5.2.5 Stage C: interpreting for profession        5.2.6 Stage D: interpreting for social integration 5.3 Pedagogic assessment: the scoring scheme and testing focus5.4 Discussion on the context of teaching: deconstruction and reconstruction 5.4.1 Linguistic context 5.4.2 Interactive context5.4.3 Situational context5.4.4 Cultural context 5.5 Conclusion: realizing an interpreting education  Chapter 6 Towards a Contextual Model for Interpreter Education                                                                          6.1 Interpreting education: components and principles 6.2 Reshaping an interpreting educational model 6.3 Limitations and restraints 6.4 Afterword— where do we go from here? Appendices I) Course List of Master of Interpreting in China (MTI Education)II) Leiden Course Units of Consecutive Interpreting (MA/BA4)  References        Index     

Reviews

Interpreter Training in Context: European and Chinese Models Reconsidered is a worthy addition to an important and highly relevant topic. Given its focus, a key part of the work's audience will naturally be interpreter trainers working in China and/or with Mandarin Chinese ... . the volume successfully blends theoretical and practical aspects in an insightful manner, with the clear potential to play an influential role in interpreter training in the Chinese context. (Antony Hoyte-West, Studies in Comparative Education, Vol. 43 (1), 2022)

Author Information

"Jie Liu is currently a Postdoctoral Fellow under the  ""Postdoctoral International Exchange Program""  at Central China Normal University (CCNU) in Wuhan, China. He received his Ph.D. from Utrecht University (2015) and has been a Research Scholar at the University of Florida. Previously, he held an Associate Professorship at the National Huaqiao University, where he also served as Lead Interpreter. His work has been published in several international interpretation and translation journals. Over the past decade or so, Jie Liu has been an active conference interpreter and member of the Translators’ Association of China (TAC), and the European Society of Translation Studies (EST)."

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