What interpreting teachers can learn from students: a case study

Kayoko Takeda

Abstract


This case study serves as a preliminary inquiry into the constructive use of student feedback in interpreter education. An examination of student research papers, a class survey and course evaluations in a professional interpreter training program reveals some recurring themes in students’ interests, including interpreting strategies, directionality, language competency and authenticity. It also indicates that students are more receptive to interpreting theory and research than some teachers assume, as long as it is relevant and helpful to their own interpreting practice. These findings are a valuable resource to help interpreting teachers reflect on their practice and modify it for continuous improvement. At its conclusion, this article suggests some possible solutions for addressing the issues raised in the findings.


Keywords


reflective teaching, student feedback, interpreting strategies, directionality, language competency, authenticity, interpreting theory and practice

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