Knowing what and knowing how: Teaching student interpreters research on interpreting — Hong Kong Baptist University
Knowing what and knowing how: Teaching student interpreters research on interpreting
In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.
Frank Austermuhl, Vanessa Enriquez Raido, David B. Sawyer
https://doi.org/10.1075/ata.xix.14liu
10.1075/ata.xix.14liu
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LIU, M. (2019). Knowing what and knowing how: Teaching student interpreters research on interpreting. In F. Austermuhl, V. E. Raido, & D. B. Sawyer (Eds.), The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices (pp. 301-318). (American Translators Association Scholarly Monograph Series; Vol. 19). John Benjamins Publishing Company. https://doi.org/10.1075/ata.xix.14liu
LIU, Min-hua. / Knowing what and knowing how : Teaching student interpreters research on interpreting. The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices. editor / Frank Austermuhl ; Vanessa Enriquez Raido ; David B. Sawyer. John Benjamins Publishing Company, 2019. pp. 301-318 (American Translators Association Scholarly Monograph Series).
@inbook{c2958e395f5343ef93b3053a7484de04,
title = "Knowing what and knowing how: Teaching student interpreters research on interpreting",
abstract = "In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.",
note = "Funding Information: This work was supported by a Hong Kong Baptist University Startup Grant (RC-NACAD-LIU M H 38-40-187).",
doi = "10.1075/ata.xix.14liu",
editor = "Frank Austermuhl and Raido, {Vanessa Enriquez} and Sawyer, {David B.}",
booktitle = "The Evolving Curriculum in Interpreter and Translator Education",
LIU, M 2019, Knowing what and knowing how: Teaching student interpreters research on interpreting. in F Austermuhl, VE Raido & DB Sawyer (eds), The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices. American Translators Association Scholarly Monograph Series, vol. 19, John Benjamins Publishing Company, pp. 301-318. https://doi.org/10.1075/ata.xix.14liu
Knowing what and knowing how : Teaching student interpreters research on interpreting. / LIU, Min-hua.
The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices. ed. / Frank Austermuhl; Vanessa Enriquez Raido; David B. Sawyer. John Benjamins Publishing Company, 2019. p. 301-318 (American Translators Association Scholarly Monograph Series; Vol. 19).
T1 - Knowing what and knowing how
T2 - Teaching student interpreters research on interpreting
N1 - Funding Information: This work was supported by a Hong Kong Baptist University Startup Grant (RC-NACAD-LIU M H 38-40-187).
N2 - In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.
AB - In translator and interpreter training, curriculum designers, instructors, and students have differing expectations regarding the place of research in the curriculum. This article uses a research course the author taught at the Middlebury Institute of International Studies at Monterey (MIIS) as a case study; it describes how students were involved in choosing the topics for the course content through a group data-coding session, how learning to do research was incorporated in the teaching of content, and the considerations that went into selecting the reading materials. With the support of student feedback, the article argues that even in a practice-oriented curriculum, a research course can meet student expectations of learning applicable knowledge that has direct bearing on their training.
U2 - 10.1075/ata.xix.14liu
DO - 10.1075/ata.xix.14liu
BT - The Evolving Curriculum in Interpreter and Translator Education
A2 - Austermuhl, Frank
A2 - Raido, Vanessa Enriquez
A2 - Sawyer, David B.
LIU M. Knowing what and knowing how: Teaching student interpreters research on interpreting. In Austermuhl F, Raido VE, Sawyer DB, editors, The Evolving Curriculum in Interpreter and Translator Education: Stakeholder Perspectives and Voices. John Benjamins Publishing Company. 2019. p. 301-318. (American Translators Association Scholarly Monograph Series). https://doi.org/10.1075/ata.xix.14liu