Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning

Emotions, stress and related phenomena in public service interpreter and translator education and training

“…Several scholars have convincingly argued that interpreting students need to be exposed to theory and have opportunities to apply theoretical knowledge in the practical (skill-focused) interpreting exercises they undertake as part of their learning (see, for example, Hale, 2007;Orlando, 2016;Angelelli, 2017Angelelli, , 2020Ozolins, 2017;Arumí Ribas, 2020). While there are some extant recommendations for modules and classroom activities aimed at introducing interpreting students to theoretical and practical aspects of interpreted interactions related to empathy, rapport, and similar phenomena (e.g., Rodríguez Vicente, 2021; Sultanić, this issue), there is a lack of pedagogically-oriented studies focused on these aspects of interpreted interactions and on learners' acquisition of knowledge and skills related to these areas.…”

Teaching Community Interpreting in Ukraine

“…Thus, the majority of scholars emphasize the fact that structured (scripted) role-plays are a valuable teaching tool, especially if framed by a briefing or a debriefing phase which ground the activity in its simulated interpreting context, and performed at an early stage of the learning path, where learners need to familiarize themselves with the linguistic, cultural and interactional dilemotiation, a school interview, a court hearing, or a phone-call, the role-play is seen as a part of an itinerary (Cirillo, Niemants, 2017, p. 12). Angelelli (2017) points out that while courses that prepare students to work in dialogic situations are more popular than ever before, there may be difficulties in getting programmes developed and properly staffed (p. 31).…”