Difference between revisions of "Niemants2017"
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{{BibEntry | {{BibEntry | ||
|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
| − | |Author(s)=Natacha Niemants; Elizabeth Stokoe | + | |Author(s)=Natacha Niemants; Elizabeth Stokoe |
|Title=Using the Conversation Analytic Role-Play Method in Healthcare Interpreter Education | |Title=Using the Conversation Analytic Role-Play Method in Healthcare Interpreter Education | ||
|Editor(s)=Letizia Cirillo; Natacha Niemants | |Editor(s)=Letizia Cirillo; Natacha Niemants | ||
| − | |Tag(s)=EMCA; Healthcare communication; Interpreters; | + | |Tag(s)=EMCA; Healthcare communication; Interpreters; |
|Key=Niemants2017 | |Key=Niemants2017 | ||
|Publisher=John Benjamins | |Publisher=John Benjamins | ||
|Year=2017 | |Year=2017 | ||
|Language=English | |Language=English | ||
| + | |Address=Amsterdam | ||
|Booktitle=Teaching Dialogue Interpreting: Research-Based Proposals for Higher Education | |Booktitle=Teaching Dialogue Interpreting: Research-Based Proposals for Higher Education | ||
|Pages=294–321 | |Pages=294–321 | ||
| + | |URL=https://benjamins.com/catalog/btl.138.15nie | ||
|DOI=10.1075/btl.138.15nie | |DOI=10.1075/btl.138.15nie | ||
|Series=Benjamins Translation Library | |Series=Benjamins Translation Library | ||
|Abstract=This chapter focuses on the teaching of communication and interaction skills to learners who have already had the chance to acquire the basics of dialogue interpreting (DI) and to practice it through role-playing. It argues that traditional simulated scenarios should be complemented by alternative techniques using authentic data, and research findings about them, and suggests how this can be done with students at undergraduate and especially graduate level, as they learn to adapt their skills to particular interactional contingencies and to make judgments about particular situations. The technique developed by Stokoe (2011a) – the Conversation Analytic Role-play Method (CARM) – will be exemplified using authentic French-Italian interpreter-mediated healthcare data. However, CARM can readily be adapted to fit other languages and/or domains, provided that the teacher has a collection of audio-and/or video-recorded interpreter-mediated interactions available and a thorough understanding of conversation analysis. | |Abstract=This chapter focuses on the teaching of communication and interaction skills to learners who have already had the chance to acquire the basics of dialogue interpreting (DI) and to practice it through role-playing. It argues that traditional simulated scenarios should be complemented by alternative techniques using authentic data, and research findings about them, and suggests how this can be done with students at undergraduate and especially graduate level, as they learn to adapt their skills to particular interactional contingencies and to make judgments about particular situations. The technique developed by Stokoe (2011a) – the Conversation Analytic Role-play Method (CARM) – will be exemplified using authentic French-Italian interpreter-mediated healthcare data. However, CARM can readily be adapted to fit other languages and/or domains, provided that the teacher has a collection of audio-and/or video-recorded interpreter-mediated interactions available and a thorough understanding of conversation analysis. | ||
}} | }} | ||
Latest revision as of 06:47, 13 September 2023
| Niemants2017 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Niemants2017 |
| Author(s) | Natacha Niemants, Elizabeth Stokoe |
| Title | Using the Conversation Analytic Role-Play Method in Healthcare Interpreter Education |
| Editor(s) | Letizia Cirillo, Natacha Niemants |
| Tag(s) | EMCA, Healthcare communication, Interpreters |
| Publisher | John Benjamins |
| Year | 2017 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 294–321 |
| URL | Link |
| DOI | 10.1075/btl.138.15nie |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | Benjamins Translation Library |
| Howpublished | |
| Book title | Teaching Dialogue Interpreting: Research-Based Proposals for Higher Education |
| Chapter | |
Abstract
This chapter focuses on the teaching of communication and interaction skills to learners who have already had the chance to acquire the basics of dialogue interpreting (DI) and to practice it through role-playing. It argues that traditional simulated scenarios should be complemented by alternative techniques using authentic data, and research findings about them, and suggests how this can be done with students at undergraduate and especially graduate level, as they learn to adapt their skills to particular interactional contingencies and to make judgments about particular situations. The technique developed by Stokoe (2011a) – the Conversation Analytic Role-play Method (CARM) – will be exemplified using authentic French-Italian interpreter-mediated healthcare data. However, CARM can readily be adapted to fit other languages and/or domains, provided that the teacher has a collection of audio-and/or video-recorded interpreter-mediated interactions available and a thorough understanding of conversation analysis.
Notes
