Theatrical Training in Interpreter Education: A Study of Trainees' Perception

Autor/inn/en	Bendazzoli, Claudio; Pérez-Luzardo, Jessica
Titel	Theatrical Training in Interpreter Education: A Study of Trainees' Perception
Quelle	In: Interpreter and Translator Trainer, 16 (2022) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Luzardo, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2021.1884425
Schlagwörter	Translation; Theater Arts; Public Speaking; Workshops; Teaching Methods; Theory Practice Relationship; Feedback (Response); Teacher Attitudes; Extracurricular Activities; Stress Variables; Student Attitudes; Educational Experience; Nonverbal Communication; Stress Management; Undergraduate Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Vortrag; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Lehrerverhalten; Außerunterrichtliche Aktivität; Schülerverhalten; Bildungserfahrung; Non-verbal communication; Nonverbale Kommunikation; Stressmanagement; Stressbewältigung; Ausland; Spanien
Abstract	The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer's observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants' needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01