by Campbell McDermid


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Various models of the interpreting process have been proposed and it has been argued that education programs adopt one for teaching and assessment purposes (Cokely, 1992). This paper will review a framework for pedagogy designed around a model consisting of two levels of meaning; the literal and dynamically equivalent, where the latter will be further operationally defined as enriched and implicature. Reference will be made to the research from linguistics (Grice, 1975; Sperber & Wilson, 1995) as well as translation and interpretation studies (Blum-Kulka, 2000; Klaudy, 1998; Nida, 1964). Having selected a model, the sequencing of lessons will be examined, as will strategies for assessing student interpreters’ work. The concept of “literal” or “dynamically equivalent” target texts and “breaking from form” will be operationally defined.
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Proceedings of the 2018 Biennial Conference

Reaching New Heights in Interpreter Education: Mentoring, Teaching & Leadership