Date of Award
Master of Arts in Interpreting Studies
Dr. Elisa Maroney
Dr. Julie Armstrong
Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language while producing the equivalent message with his/her hands in the appropriate signed language. While there are many factors that affect the interpreter, experience and education are two key qualities of successful interpreters. Both interpreter education and the experience of putting that education into practice are vital for future interpreters while they are still students. Experiential learning activities provide this opportunity for interpreting students. According to educational theorist David A. Kolb, “Knowledge results from the combination of grasping and transforming experience"(1984, p. 41). This type of learning involves exercises where students participate in authentic working situations in a safe environment while allowing them the opportunity to openly reflect on those experiences. Experiential learning in the field of signed language interpreting education may include role-playing scenarios, mock interpreting exercises, one-on-one mentorships, and internship participation. These learning activities can provide interpreting students with vital practice and experience before they enter the work force. The goal of this professional project is to design a course in signed language interpreter education based on Kolb's Experiential Learning Theory. This course incorporates experience, reflection and application on critical components of the interpreting profession while gradually exposing students to various problems that they may face in their professional career. The proposed course titled “Experience Interpreting” will allow students to fully experience a variety of interpreting scenarios and equip them with resources for their future work in the interpreting field.
Ruiz, Marisa J., "Professional Project Curriculum Development: Experiential Learning in Interpreter Education Programs" (2013). Master's of Arts in Interpreting Studies (MAIS) Theses. 9.