Fundamental aspects of interpreter education : curriculum and assessment / David B. Sawyer.

Format:

Book

Author/Creator:

Sawyer, David.

Series:

Benjamins translation library ; v. 47.

Benjamins translation library, 0929-7316 ; v. 47

Language:

English

Subjects (All):

Translators--Training of.

Translators.

Linguistics.

Physical Description:

xviii, 312 p.

Edition:

1st ed.

Place of Publication:

Philadelphia, PA : J. Benjamins, 2004.

Summary:

The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.

Contents:

Fundamental Aspects of Interpreter Education

Editorial page

Title page

LCC page

Table of contents

Figures and tables

Preface and acknowledgements

Introduction

1. Challenges facing interpreter education

2. The integrative role of assessment

3. The objectives of this book

4. Methodological considerations

5. Overview of contents

Interpreter education literature

1. Curriculum

2. Expertise

3. Assessment

4. Language transfer competence

5. Conclusions

Fundamental aspects of curriculum

1. Definitions

1.1. The official curriculum

1.2. The hidden curriculum

2. Foundations

2.1. Philosophy

2.2. History

2.3. Psychology

2.4. Sociology

3. Guidelines

3.1. Educational philosophy

3.2. The aims of instruction

3.3. Program goals

3.4. Teaching objectives

3.5. Curricular implications

4. Approaches

4.1. Scientific - curriculum as process

4.2. Humanistic - curriculum as interaction

5. Models

5.1. Curriculum models according to Arjona

5.2. Curriculum components

6. Steps toward effective curriculum design

7. Conclusions

Foundations of interpreter performance assessment

1. Concepts

1.1. Validity

1.2. Reliability

1.3. Subjective and objective testing

1.4. Measurement scales

1.5. Formative, summative, and ipsative assessment

1.6. Test specifications

2. Integrating curriculum and assessment: Developmental milestones

2.1. Entry-level assessment

2.2. Intermediate assessment

2.3. Final assessment

3. Evidential bases of construct validity

3.1. Scientific approaches: Criteria

3.2. Humanistic approaches: Domain

3.3. Guidelines: Standards

4. Standardization in testing

5. Authenticity

6. Alternative assessment: Portfolios

7. Steps toward valid and reliable assessment

8. Conclusions.

Introduction to the case study

1. Research questions

2. General comments on method and scope

3. Content analysis of GSTI curriculum documents

3.1. Aims, goals, objectives

3.2. Process: Knowledge and skill sequencing

3.3. Interaction: Educational environment

3.4. Assessment and the curriculum

Case study Part I: Translation and interpretation competence

1. Introduction

2. Method

2.1. Quantitative description of curriculum in the GSTI

2.2. Subjects

2.3. Materials - Professional Examinations in the GSTI

2.4. Procedures - data collection

2.5. Analysis

3. Results

4. Discussion

Case study Part II: Survey of exam jury members

2.1. Subjects

2.2. Materials - survey content

2.3. Procedures

2.4. Analysis

Case study Part III

1.1. Analytical tools

1.2. Exam texts and the curriculum

1.3. Exam texts as documents

2.1. The corpus

2.2. Procedures

2.3. Analysis

3.1. Exam texts for consecutive interpretation

3.2. Exam texts for simultaneous interpretation

4.1. Length

4.2. Propositional content

4.3. Illocutionary force

4.4. Conclusions

Implications of the case study

1. Part I: Translation and interpretation in the GSTI curriculum

2. Part II: Standardization, authenticity, and professional judgement

3. Part III: Exam materials and test method facets

4. Addressing the research questions

Curriculum enhancement: An integrated Y-track model

1. Aims and goals of the curriculum

Aims of the Master of Arts in Conference Interpretation

Goals for Curriculum Component III (CCIII) in interpretation

Portfolio review by program faculty:

Goals for CCII in interpretation

Goals for CCI.

Portfolio review by program faculty:

Entry level requirements

2. Integrated assessment

3. Curriculum as process

4. Curriculum as interaction

5. Flexibility and streamlining

Outlook: On the political and ethical consequences of test validation

Notes

Chapter 1

-24pt

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 8

Appendix A

Scoring categories

Appendix B

Survey on MIIS's Profession Examinations in Interpretation

Background:

Procedure:

Your Background

MIIS Interpretation Exam Procedures from 1994 to 1999

Purpose of the Exams

Assessment Criteria

General and Technical Speeches, Simultaneous with Text

Criteria for Scoring: A and B Languages, Score Categories

Jury Conduct

Any Comments?

Thanks for your participation!

Appendix C

References

Name index

Subject index

The series Benjamins Translation Library.

Notes:

Includes bibliographical references and index.

ISBN:

9786612254468

9781423761075

1423761073

9789027295682

9027295689

9781282254466

1282254464

OCLC:

732804629