Chapter 2. It’s not about the interpreter

Ozoliņš, Uldis

doi:10.1075/btl.138.02cir

Cited by 1 publication

(1 citation statement)

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“…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.…”

Section: Interpreters' Handling Of Emotions and Related Psycho-affect...mentioning

confidence: 99%

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

Herring,

Walczyński

2024

FITISPos-IJ

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This article introduces the special issue on the topic of emotions, stress, and related phenomena in public service interpreter and translator training. In it, we provide background and context for the special issue, discuss issues of ethics in interpreting research involving learners, examine four dimensions of the psycho-affective that need to be considered in interpreter and translator training, and report on an exploratory classroom activity aimed at helping students to process emotions and stress related to on-site placement.

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