Bilateral Service: An Analysis of a Direct Service-Learning Project for Healthcare Interpreting Students

Autor/in	Miletich, Marko
Titel	Bilateral Service: An Analysis of a Direct Service-Learning Project for Healthcare Interpreting Students
Quelle	In: Journal of Service-Learning in Higher Education, 11 (2020), S.88-101 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-6685
Schlagwörter	Translation; Health Services; Role Playing; Service Learning; Spanish; Student Attitudes; English (Second Language); Second Language Learning; Learning Processes; Language Usage; College Students; Clinics; Medical Services; Disadvantaged; Bilingualism; Undergraduate Students; Commuting Students; Program Descriptions; Experiential Learning; Texas (Dallas) + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Rollenspiel; Service-Learning; Spanisch; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning process; Lernprozess; Sprachgebrauch; Collegestudent; Arzt; Bilingualismus; Pendler; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students' interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through the experience that was not covered during class lectures and discussions. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01