Issues in Designing a Translation or Interpreting Cause

Issues in Designing a Translation or Interpreting CourseChallenges facing interpreter education

The integrative role of assessment

Issues in Designing a Translation or Interpreting CourseA. Challenges facing interpreter educationThe need for curricular enhancement in interpreter education emerges from current and future challenges facing these educational programs. To ensure that the demand for well-qualified applied linguists is met and that graduates thrive in the professional world, interpreter educators must address multiple constraints, some of which have been recognized in interpreter training for many years. (David B. Sawyer, 1984)Issues in Designing a Translation or Interpreting CourseThese constraints include:

The adaptation of training to the workplace, which is reflected in specialization according to service sector, and the ability to work with complex subject matter in a wide variety of domains. (Snell-Hornby 1998a:3233)The economical use of resources, including instructors, equipment and materials, as well as time.The training of the interpreter as intercultural consultant. (Bowen & Bowen 1987b)Training in the use of information technology for subject preparation before, during and after assignments. (Gile 1995a)Issues in Designing a Translation or Interpreting CourseThis set of exigencies has been complemented by an additional set of constraints in recent years (see Setton 1999: 283), which place a severe strain on program resources. These challenges include:

1. The reduction in length of training periods, resulting in the need to streamline2. A rise in quality requirements in all sectors of the language interpreting industry3. An increase in the technicality and specialization of subject matter4. The erosion of working conditions (length of day, number of interpreters)5. Fast and/or recited discourse, together with larger numbers of speakers with little or no training in public speaking6. The concurrent specialization in subdomains of interpreting7. A rise in demand for training in less commonly spoken languages, i.e., emerging conference languages8. The changing role of technology, with hybrid forms of translation and interpretation gaining ground (videoconferencing, voice recognition software, use of superscript, news broadcast interpreting, voice-over-IP [internet protocol]; written text to voice)Issues in Designing a Translation or Interpreting CourseIn addressing the challenges such as those outlined above, interpreter educators inevitably grapple with three areas, which are linked.

(1) Curricula must be designed for new programs. Concurrently, curricula in existing interpreter education programs must be constantly updated. (2) Student performance must be assessed appropriately, meaningfully, and usefully at all stages of the curriculum. (3) Academic environments and instructional settings must be optimized through efficient syllabus design and lesson planning, the use of cutting-edge teaching methodology, innovative technology, proven classroom management techniques, and other pedagogically sound practices.Issues in Designing a Translation or Interpreting CourseB. The integrative role of assessmentHigh quality education is based upon sound assessment. In effective instructional programs, assessment provides convincing evidence to the participants that the curriculum goals and objectives are being met.Gipps (1994) stresses a shift from a testing and examination culture to an assessment cultureIssues in Designing a Translation or Interpreting CourseRelationships between curriculum and assessment