Healthcare Reader: Intro to Interpreting Studies
This course is the first in a series of four linked modules that will help current and aspiring healthcare interpreters to increase their level of knowledge about, and their comfort with, scholarly literature on interpreting in ways that will inform their practice and ongoing skill development.
In this six-week course, participants will:
- reflect on their own experiences,
- complete assigned readings on research and theory in the field of Interpreting Studies, and
- engage with the ideas presented in the reading through activities and discussions that encourage them to examine why and how the key concepts and findings in the literature are relevant to them and their work.
Participants will begin by exploring Interpreting Studies as a field of enquiry and situating themselves within it. The second half of the module explores issues of interlingual and intercultural communication.
Participants should expect to devote approximately 30 hours to reading and completing course activities. Participants are expected to actively engage with their colleagues and the facilitator in the online learning environment.
Dates and Times: October 1-November 14, 2015
Participants will move through the course together, with weekly assignments. Exact times you work on the assignments are up to you. Live meeting times will be offered (but not required) on Saturday 10/17 (morning, CST) and Tuesday 11/3 (evening, CST).
This advanced-level course is appropriate for interpreters with good English reading skills who have completed formal training in interpreting, have at least 1 year of experience as an interpreter, and are interested in entering the healthcare interpreting field or increasing their healthcare interpreting skills.
• Demonstrate comprehension of the concepts in the readings, and
• Demonstrate ability to connect the content of the readings to your professional practice through writings in response to the assigned readings.
To achieve these objectives, you will complete the following assignments:
1. Post your introduction.
2. Read Pochhacker “Introducing Interpreting Studies, Chapter 3 Approaches; and Chapter 4 Paradigms”; Mason “Models and Methods in Dialogue Interpreting Research”; and Pochhacker “Researching Interpreting: Approaches to Inquiry.” Write a post responding to the questions in the module (400 words).
3. Choose three terms from the texts in assignment 1 and write definitions for each in your own words. Post in the Glossary.
4. Write a post responding to the questions in the module (300 words).
5. Read “Making the Effort in Simultaneous Interpreting” by Lorraine Leeson. Write and post a 400 word reflection.
6. Read Wilcox & Shaffer “Towards a Cognitive Model of Interpreting” and Janzen & Shaffer “Intersubjectivity in Interpreted Interactions.” Write a post responding to the questions in the module (500 words).
7. Summarize and post three things most useful to you from the readings.
Assigned readings are provided in the module.
About the Instructor
Rachel Herring holds an M.A. in Translation and Interpreting from the Monterey Institute of International Studies and a Masters of Advanced Studies in Interpreter Training from the University of Geneva, where she is currently a doctoral student. She teaches interpreting at Century College (Minnesota) and is an interpreter at Children’s Hospitals and Clinics of Minnesota. She has presented on interpreting and interpreter training in a variety of venues, and is involved in the National Council on Interpreting in Healthcare’s training-of-trainers webinar series. Her academic work centers on expertise studies, with a focus on cognitive processes and skill acquisition.
St. Catherine University is an approved sponsor for RID CEUs. Participants can earn 1.5 professional studies CEUs for completion of all assignments. This program assumes some prior knowledge of the topic.
Registration is now closed
Registration fee $50
Register by October 1, 2015. Registration will automatically close when filled, or at midnight on October 1.