By Mette Rudvin
ISBN-10: 0230285155
ISBN-13: 9780230285156
ISBN-10: 0230307469
ISBN-13: 9780230307469
ISBN-10: 1271271281
ISBN-13: 9781271271283
An leading edge and complete advisor that may be utilized to a variety of discussion settings this academic device for running shoes in all fields of discussion analyzing addresses not just the 2 key parts of neighborhood- and Public provider reading, the criminal and healthiness sectors, but additionally company interpreting.
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Additional resources for Interpreting in the Community and Workplace: A Practical Teaching Guide
Sample text
In addition to the practical problems, an interpreter needs a great deal of self-confidence to challenge the authority of the court and interrupt the speakers. The training video Points of Departure (see details on page 236), which we have found very useful, has a good sketch illustrating precisely this point. Having practised this in class – not just ‘knowing it’ but actually having done it – will give the students the know-how and the confidence to put it into practice in ‘real life’. g. the start and finish of turns signalled by intonation cues, voice level, pauses, body language, physical proximity, eye-contact, discourse markers, the lengths of gaps and silences, the threshold for overlapping speech).
In order to respect the rules and norms of appropriate communication codes on both sides, the interpreter may have to function as a ‘buffer’, inserting or offsetting hedging strategies or (in)directness, and this is an extremely difficult balance because it may seem to clash with the interpreter’s code of ethics (the tenet of 'accuracy'). 3 The interpreter is thus not entirely free to move between the communication and cultural codes without somehow paying homage (or possibly just lip-service) to the authority of the institution and/or its representative.
An awareness of their own cultural positioning and subjectivity should also lead them to the knowledge that their own prejudices and stereotypes may affect the interpersonal aspects of interpreting performance. Equally important, furthermore, is the awareness that each person is an individual in a larger group, a product of idiosyncratic traits but also their own, personalized, individual journey through life. If a general pedagogical objective is to provide the students with an awareness of culture-specific communication systems and of their own place within and between these systems, the ultimate aim must nevertheless be to provide them with the ‘cultural production skills’ to translate these culturally specific elements, verbal and non-verbal, into a meaningful communicative act that is constructive for each of the interlocutors.
Interpreting in the Community and Workplace: A Practical Teaching Guide by Mette Rudvin
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