By Jacques Barzun
Engl. Language and stories
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Extra info for A Word or Two Before You Go . . . . Brief essays on language
The highlight of the UR-UT project has been the implementation of observation-based coursework designed to enhance students’ interpersonal skills and ethical and translational decision-making skills, and to provide a realistic understanding of the contextual factors that impact interpreting work (see Dean and Pollard 2005; Dean, Pollard, and English 2004; Dean, Davis, et al. 2003). Observation Enhancement Most interpreter training programs introduce students to observation by encouraging them to participate in Deaf community events and to observe interpreters working in a variety of public settings.
I am extremely grateful to my UT faculty colleagues Marie Grifﬁn and Carol LaCava for their exceptional instructional teamwork and to our UR faculty collaborators, Robert Pollard and Robyn Dean, for generously sharing with us their cuttingedge approaches to interpreter education. Special thanks to Ellis Bacon for discussing with me some of the ideas presented here and for providing a place up in the Great Smoky Mountains for me to write. I take responsibility for the “interpretations” presented in this chapter; any “miscues” are my own.
For instance, each group can focus on a different EIPI demand category for a more in-depth analysis. ” After a comprehensive EIPI analysis is accomplished, the controls before, during, and after the assignment are discussed. The picture analysis activity has the following objectives: • teach the application of EIPI analysis to interpreting scenarios • develop observation skills • enhance prediction skills in preparation for interpreting work • increase understanding of the demands encountered during interpreting work • introduce students to control options that are available to interpreters Another simulated activity for situational analysis is the television show excerpt.
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