| Title: |
Re-examining “Practice” in Interpreter Education. |
| Authors: |
Herring, Rachel E.; Swabey, Laurie; Tiselius, Elisabet; Motta, Manuela |
| Source: |
International Journal of Interpreter Education; 2022, Vol. 14 Issue 1, p82-88, 7p |
| Subject Terms: |
Education of translators; Reflective learning; Externalizing behavior; Task performance; Classroom environment |
| Abstract: |
In this commentary, the authors explore “practice” in interpreter education. They outline differences in meaning and usage of the term, including the notions of “reflective practice” and “deliberate practice,” discuss the importance of high-quality skill development-focused practice (SDFP) in skill acquisition, and call for a systematic program of research into SDFP in interpreter education, particularly within the context of dialogue interpreting. [ABSTRACT FROM AUTHOR] |
| : |
Copyright of International Journal of Interpreter Education is the property of Clemson University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Complementary Index |