L2 proficiency as predictor of aptitude for interpreting

Mayor, María Jesús Blasco

doi:10.1075/bct.90.06bla

Cited by 4 publications

(1 citation statement)

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“…Compared with many of their European counterparts, T&I students in countries where English is not spoken as one of the official languages may face similar problems. Since linguistic competence influences students' interpreting ability and is an important predictor of success in interpreter learning (Degueldre, 2005;Yan et al, 2010;Tzou et al, 2012;Blasco Mayor, 2015), curriculum developers need to consider adding language enhancement courses to the current curriculum. It is descriptively inaccurate to hold that interpreting should only be taught to those who are bilingually competent (Colina & Angelelli, 2016).…”

Section: Implications For Curriculum Modificationmentioning

confidence: 99%

Tailoring T&I curriculum for better employability: An exploratory case study of using internship surveys to inform curriculum modification

2018

Onomázein

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T&I scholars advocate an experiential approach, for example, internships, to bridge curriculum-employability gap. However, the advantage of using internships to diagnose curriculum problems and tailor it to market needs is under-researched. This exploratory case study aimed at investigating interpreting students’ internship responsibilities, the effect of internships and their inadequacies in internships, and ultimately diagnosing curriculum problems and making modifications accordingly. Twelve third-year MA students interning as interpreters contributed to the study through online questionnaires. The survey highlights that interpreters are supposed to provide both interpreting (mostly consecutive) and translation services in the local market, that internships can effectively upgrade their interpreting skills particularly professionalism, and that the interns’ linguistic competence still needs improving. Accordingly, translation courses should be available for interpreting students; consecutive interpreting should be given more pedagogical attention; more internship opportunities should be introduced to the T&I curriculum and language enhancement courses should be added. This contribution provides a conceptual model for T&I curriculum development and demonstrates how to diagnose curriculum problems and tailor the curriculum to market needs. As an initial effort, the present study will hopefully lead to changes in curriculum development norms in collegiate T&I communities.

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Section: Implications For Curriculum Modificationmentioning

confidence: 99%