000			04705nam a22005775i 4500
001			978-3-030-68904-9
003			MN-UlMNUE
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007			cr nn 008mamaa
008			210716s2021 sz | s |||| 0|eng d
020			_a9783030689049
024	7		_a10.1007/978-3-030-68904-9 _2doi
040			_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda
041			_aENG
050		4	_aLB1705-2286
072		7	_aJNMT _2bicssc
072		7	_aEDU046000 _2bisacsh
072		7	_aJNMT _2thema
082	0	4	_a370.711 _223
100	1		_aMiner, Annette. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91682
245	1	0	_aSituated Learning in Interpreter Education _h[electronic resource] : _bFrom the Classroom to the Community / _cby Annette Miner, Brenda Nicodemus.
250			_a1st ed. 2021.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2021.
300			_aXV, 207 p. 26 illus., 9 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_a1. Introduction: Grabbing a Cat by the Tail -- 2. What is Situated Learning? -- 3. The Staircase Model for Interpreter Education -- 4. Situated Community Engagement -- 5. Situated Simulated Learning -- 6. Situated Authentic Interpreting -- 7. Mock Interpreting Scenarios -- 8. Partnerships and the Road Ahead.
520			_a“This book bridges the gap between knowledge and real-world work experience by delineating a scaffolded curriculum that supports students’ trajectory toward authentic learning that maximally develops their interpreting skills.” —Kim B. Kurz, Associate Professor, Department of American Sign Language & Interpreter Education, National Institute for the Deaf at the Rochester Institute of Technology, USA “This is a systematic, didactic, very readable handbook on interpreter training. The authors make a good case for situated learning, the underlying principle being the gradual introduction of aspects of authentic situations and challenges of real-life interpreting into the guidance of student interpreters being prepared for work in the field.” —Daniel Gile, Professor Emeritus, Université Paris Sorbonne Nouvelle, France This book provides a theoretical and pragmatic guide to the use of situated learning within structured interpreting programs. Proponents of situated learning theory believe that meaningful learning occurs when students interact with others in the social contexts in which they will be working. With such interactions, students have the opportunity to apply their theoretical knowledge to authentic contexts that they will encounter throughout their professional lives. While a limited number of research articles exist about the use of situated learning in interpreter education, this is the first full book to provide the foundations for situated learning theory, show how to implement situated learning in interpreter education, and offer practical applications for maximizing authenticity in interpreting classrooms. Annette Miner is an interpreter educator, curriculum developer, professional interpreter, and researcher. She has published on the topics of situated and experiential learning in interpreter education, curriculum design, and the role of designated interpreters. Brenda Nicodemus held the position of Professor and Director of the Center for the Advancement of Interpreting and Translation Research at Gallaudet University, USA, until retiring in 2020. Her research focuses on translation asymmetry in bimodal bilinguals, healthcare interpreting, and linguistic analysis of interpretation.
650		0	_aTeachers—Training of. _91408
650		0	_aEducation, Higher.
650		0	_aLanguage and languages—Study and teaching. _91513
650		0	_aTranslating and interpreting. _91683
650		0	_aSign language. _91684
650	1	4	_aTeaching and Teacher Education. _91412
650	2	4	_aHigher Education. _91423
650	2	4	_aLanguage Teaching and Learning.
650	2	4	_aLanguage Translation. _91686
650	2	4	_aSign Languages. _91687
700	1		_aNicodemus, Brenda. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91688
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030689032
776	0	8	_iPrinted edition: _z9783030689056
776	0	8	_iPrinted edition: _z9783030689063
856	4	0	_uhttps://doi.org/10.1007/978-3-030-68904-9
942			_2ddc _cEBOOK
999			_c105293 _d105293