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Teaching and Testing Interpreting and Translating

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Valerie Pellatt, Kate Griffiths and Shao-Chuan Wu

The book presents a range of theoretical and practical approaches to the teaching of the twin professions of interpreting and translating, covering a variety of language pairs. All aspects of the training process are addressed – from detailed word-level processing to student concerns with their careers, and from the setting of examinations to the standardisation of marking. The articles show very clearly the strengths and needs, the potential and vision of interpreter and translator training as it exists in countries around the world. The experience of the authors, who are all actively engaged in training interpreters and translators, demonstrates the innovative, practical and reflective approaches which are proving invaluable in the formation of the next generation of professional translators and interpreters. While many of them are being trained in universities, they are being prepared for a life in the real world of business and politics through the use of authentic texts and tools and up-to-date methodology.

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Part Six: Assessment and Quality Assurance in Interpreting 283

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Part Six: Assessment and Quality Assurance in Interpreting Hildegard Vermeiren The Final Evaluation of Interpreter Performances: A Social Practice Abstract This descriptive paper aims to explore all dimensions of interpreting per- formance assessment by a panel (jury) in final examinations, and, by doing so, it aims to obtain a better view on its complexities and thus to (help to) organise qualitative better exams. The examination model that we use at our Department is the so-called SCIC( JICS)-model. In addition, my paper is inspired by the so-called Delphi assessment model. Interpreting examinations are very complex assessment events. The usual setting is face to face, and the panel emits its verdict (nearly) in real time. This face to face setting is overall quite intimidating for students. The SCIC( JICS) model or way of assessing interpreting perform- ances leads us to a complex examination situation characterised by: Mul- tiple assessment agents (teachers, observers with dif ferent backgrounds); multiple interpreting performers (students with dif ferent backgrounds); multiple functions of the assessment agents; multiple assessment crite- ria; multiple tasks of the performers (consecutive, simultaneous, retour interpreting); multiple languages of assessment agents and performers; multiple speeches; multiple performances; multiple profiles of performers. The moderator plays a crucial role, and faces a real challenge under time pressure and substantial stress. 286 Hildegard Vermeiren Introduction The aim of this research is to clarify all forces that intervene in the final evaluation of conference interpreting performances. However, if we want to understand this social practice, we first need...

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