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Interpreting Brian Harris

Recent Developments in Translatology

María Amparo Jimenez Ivars and María Jesús Blasco Mayor

The editors of this volume organized the symposium Interpreting... Naturally at Universitat Jaume I (Castellón, Spain) in November 2009. They have now compiled some of the most outstanding work presented at the event by young researchers, which is included in this book as a sequel of Interpreting Naturally. A tribute to Brian Harris. Furthermore, the editors have invited seasoned and renowned academics to contribute to Brian Harris’ well deserved homage. Their contributions mainly deal with natural translation (NT), a notion coined by Brian Harris to describe untrained bilinguals’ ability to translate. The authors seek to further develop NT by connecting it with related areas: bilingualism and translator competence, cultural brokering, language learning and interpreter training, interpreting paradigms and training. Furthermore, they discuss norms and directionality in interpreting, interpreting quality, interpreting in the public services, postgraduate interpreter training and the profession.


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Teaching... Naturally: Collaborative Efforts in InterpreterTraining for Development - María Brander de la Iglesia 133


María Brander de la Iglesia, University of Salamanca Teaching... Naturally: Collaborative Efforts in Interpreter Training for Development Since the 1920s it has often been taken for granted that the aim of ed- ucation as a science is to “draw the best out of a child” (Sharma and Romesh, 1998). Yet, the philosophical nature of what Strauss (2001) called the “teaching animal” has shown that there is more than this to education and the study of didactics. The process of teaching is universal, as are translating and interpreting for bilinguals, all three being as “old as the hills” (see, for instance, Hermann, 1956-2002: 17). According to Brian Harris, “insofar bilingualism is universal, so too translating is universal” (Harris, 2009a). Taking as a starting point Harris’ definition of ‘natural’ trans- lation, which for some is opposed to the notion of ‘unprofessional’ translation, we shall define interpreting for development. A key con- cept linked to ad-hoc interpreting is the improvement of quality in production through training and education. The use of collaborative methods, and the development of collaborative learning tools for teaching interpreting skills, allow us to explore new ways of review- ing our own teaching practice, most notably through action research. 1. Towards a Definition of ‘Interpreting for Development’ If we follow Harris and Sherwood’s (1978: 155) definition, ‘natural in- terpreting’ could be considered synonymous with ‘lay interpreting’; that is, interpreting performed by bilinguals who have not received specific training for the task (see, for instance, Pöchhacker, 2004: 22). On...

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