Who: Dr. Kayoko Takeda (delivered in Japanese, and interpreted by practicum students)

What: What interpreting teachers can learn from students: A case study

When: April 27 (Tue) 12:15 1:45

Where: Irvine Auditorium

Abstract

With the increasing number of interpreting programs in higher education worldwide, there is a growing body of research centering on interpreter training issues. Whether the topic is assessment, aptitude or teaching methods, much of the research on interpreter education involves students as providers of natural data or subjects of experiments. However, there seem to be few studies that focus on students perspectives on how they are trained. Student feedback is a valuable resource for teachers to use in reflecting on and continuously improving their practice. This paper explores the constructive use of student input to pursue effective teaching and curriculum design. It takes the form of a case study, focusing on second-year interpreting students who took an interpreting theory and research course from 2007 to 2009 at MIIS. In addition to questionnaires and course evaluations, this paper draws on student research proposals and action research reports in order to identify what the students may see as gaps in the teaching at MIIS. The place of theory and research courses in the curriculum is also discussed. Finally, possible solutions for the issues raised in the findings are suggested.