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Other titles in the Interpreter Education series:
Advances in Teaching Sign Language Interpretersby Cynthia B. Roy
Synopses & Reviews
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.
Book News Annotation:
In this collection of ten articles, contributors describe their findings and experiences in teaching interpreters of American Sign Language. Topics include teaching observation techniques to interpreters, using the theories and concepts of discourse mapping, referring expressions for interpreting students, learning and recognizing what interpreters do in interaction, teaching interpreting students to identify omission potential, making the interpreting process come alive, teaching turn-taking and turn- yielding in meetings with deaf and hearing participants, using semantic understanding to reduce "false friends" (unsuitable idiomatic expressions) and retraining interpreters in telephone interpreting. Articles also include a case study of revision curriculum at Northwestern University.
Annotation ©2005 Book News, Inc., Portland, OR (booknews.com)
This new collection presents the best new interpreter teaching techniques proven in action by an eminent assembly of contributors.
About the Author
Cynthia B. Roy is Associate Professor in the Department of Interpretation at Gallaudet University, Washington, DC.
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