Workshop Description
In the interpreting profession, there is often a perceived divide between working within a classroom setting with students and working with adults in the community. While there are differences in the settings, this workshop will help us build on the experiences that we have in classrooms to understand how to work effectively in a variety of settings.
In developing a reflective practice, this workshop will build a support network of colleagues to help us in delivering the highest quality service. To do this, we will use the dialogic analysis of the Demand-Control Schema as explained by Robyn Dean and Robert Pollard. Additionally, we will study the concept of role-space for interpreters developed by Robert Lee and Peter Llewellyn-Jones to see how the dynamic nature of interpreting calls on us to find our place in different ways in order to meet the needs of our consumers.
Objectives
- Compare and contrast educational and community settings for interpreting
- Identify the four categories of demands in the Demand Control Schema
- Explain the three dimensions of interpreter role-space
- List at least three activities associated with reflective practice
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