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Multilingual interpreter education curriculum design and evaluation

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thesis
posted on 28.03.2022, 23:29 by Helen Slatyer
Australia, like many other signatories to the United Nations Convention on the Status of Refugees (1951) that have become the destination for asylum seekers, has recognised the importance of providing language services to support the successful settlement of new arrivals, migrants and humanitarian entrants to Australia, who don’t speak the mainstream language. However, despite the promise held in the policy statements aimed at supporting settlement through the provision of language services, the quality and availability of interpreting and translation services have often fallen short of the minimum required. The fluctuation in service provision and quality is particularly a problem for rare and emerging languages due to an ever evolving migrant demographic. The small number of speakers in some language communities renders the recruitment, training and testing of translators and interpreters problematic creating a gap in the provision of translation and interpreting services. This thesis reports on a study that set out to design, trial and evaluate a multilingual curriculum model that would be suited to the education of interpreters from smaller language communities in Australia. Drawing on constructivist and transformationist models of education, the curriculum model was developed from a reflective and collaborative action research orientation. The interdisciplinary research design draws on interpreting studies, education, evaluation and applied linguistics to inform the design and evaluation processes. The thesis situates the curriculum within its social, political and professional context and describes the collaborative processes set up for the design and evaluation of the model. The evolution of the curriculum is tracked through the different design, implementation and evaluation phases where data informed each step in the process. The final curriculum model reflects the needs of key stakeholders (interpreters, employers, educators and professional bodies) and the views of the participants in the study. A model for an integrated curriculum development and evaluation process is also proposed.

History

Table of Contents

Chapter 1. Introduction and context -- Chapter 2. Theory and practice of dialogue interpreting in professional settings -- Chapter 3. Principles of curriculum design and evaluation; current status of interpreter education -- Chapter 4. Methodology, methods and procedure -- Chapter 5. Course candidate profiles, their interpreting experience and views -- Chapter 6. Curriculum design and development -- Chapter 7. Evaluation within and on the curriculum -- Chapter 8. Discussion and conclusion.

Notes

Theoretical thesis. Bibliography: pages 249-267

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award

2015

Principal Supervisor

Jamina Napier

Rights

Copyright Helen Slatyer 2015. Copyright disclaimer: http://www.copyright.mq.edu.au

Language

English

Jurisdiction

Australia

Extent

1 online resource (268 pages) colour illustrations

Former Identifiers

mq:44506 http://hdl.handle.net/1959.14/1069818