Teaching and learning community interpreting

Abstract

Community interpreting, or liaison interpreting, takes place within community or public service settings to facilitate communication between public services and members of minority communities who do not have a good command of the dominant language. Community interpreting is mostly performed in short consecutive or dialogue modes, where the interpreter works in at least two directions (in two languages), in close proximity to the speakers, who usually have different backgrounds, levels of expertise and status. Community interpreting is a complex task that requires many skills and competencies. Therefore, teaching such a task is as complex. Although there is a growing body of research on teaching community interpreting, little is known about community interpreting classrooms. This study examines how community interpreting was taught and learnt in one academic year (2013) and one university (Western Sydney University). The study also explores students' and teachers' views and perceptions of the teaching and learning processes. The study also examines the communication between students and teachers. The study is mainly of a qualitative nature: it deployed mainly qualitative data collection and analysis methods. Data elicited via classroom observation and teacher and student interviews is the core of the study. Some non-negligible quantitative data has also been elicited and analysed. The main finding of the study is a wealth of descriptive information of community interpreting classroom activities, dynamics and student-teacher communication. The data of the study also showed a lack of uniformity in the teaching practices and a communication gap between teachers and students. The data indicated a lack of awareness among teachers and students of the growing body of theoretical components and research that can enhance the teaching and learning process, improve both teachers' and students' experience and ultimately improve the outcome of the training or educational process.

Date of Award	2017
Original language	English