Chapter 1 Introducing Basic Concepts of Interpreting and InterpreterTraining
1.1 Background and lead-in
1.2 The etymology and defining features of interpreting
1.3 Categorization of interpreting
1.3.1 Working mode
1.3.2 Institutional categorization
1.3.3 Contexts, settings and other criteria
1.4 A brief review of interpreting training situations in Europe and China
1.5 Interpreting vs. translation
1.5.1 The ABC of interpreting
1.6 Research into interpreting: past and present
Chapter 2 Contemporary Interpreter Training Practices in Europe and China
2.1 Early writings on interpreting
2.2 The interpretive theory of translation (ITT)
2.2.1 ‘Sense’ and ‘vouloir dire’
2.2.2 The triangular model and de-verbalization
2.2.3 The didactic principles of the ITT
2.2.4 Criticism of the Paris School and the ITT
2.3 Reducing interpreting into components: the Chinese practice
2.3.1 Introduction
2.3.2 The XiaDa model for interpreter training
2.3.3 The teaching progression of the XiaDa model
2.3.4 The GDUFS model for interpreter training
2.3.5 Remarks
2.4 The overarching themes in interpreting didactics
2.4.1Interpreting skills and training
2.4.2 Linguistic competence and pedagogy
2.4.3 Interpreting practice and profession
2.5 Conclusion
Chapter 3 Acquiring Interpreting Competence through Training: European and Chinese Training Models Explored
3.1 Interpreting Competence: definitions and expectations
3.2 The major European models of interpreter training
3.2.1 Continental model (undergraduate level)
3.2.2 Mixed Master-level model
3.3.3 ‘Y-shaped’ training model (BA/MA)
3.3.4 European Masters in Conference Interpreting
3.3 The EMCI and ESIT programmes for conference interpretation
3.3.1 Entry requirements
3.3.2 Curriculum design and content
3.3.3 Faculty and evaluation
3.3.4 Summary of the ESIT-associated training model (EMCI)
3.4 The Chinese interpreter training reality
3.4.1 Training types and programmes in a nutshell
3.4.2 The XiaDa interpreter training course
3.4.3.The GDUFS interpreter training programme
3.5 Comparison on training models: reception and adaptation
Chapter 4 Didactic Approaches to Interpreter Training: Contexts, Approaches and Coping Tactics
4.1 Context for interpreter training: a theoretical model
4.2 Macro-historical context
4.3 Micro-linguistic context
4.4 Teaching-Learning context
4.5 Assessing the suitability of the ESIT/AIIC and XiaDa/GDUFS models in the Chinese context
4.6 Evaluating Chinese models of interpreter training
4.5.1Case study: intercultural awareness in liaison interpreting
4.5.2 Strengths and weaknesses of the Chinese models
4.6 Conclusion: A position
Chapter 5 Optimizing Interpreting Education in the Chinese Context: Principles, Curriculum and Pedagogy
5.1 Towards a mentality change to interpreting education: a holistic philosophy
5.2 Empowerment and Re-contextualization: the new curriculum for consecutive interpreting
5.2.1 The ‘task-based’ approach and its application
5.2.2 Principles for a ‘task-based’ interpreting classroom
5.2.3 Stage A: interpreting for passion
5.2.4 Stage B: interpreting for skills-acquisition
5.2.4.1 Material selection and coherence in interpreting
5.2.5 Stage C: interpreting for profession
5.2.6 Stage D: interpreting for social integration
5.3 Pedagogic assessment: the scoring scheme and testing focus
5.4 Discussion on the context of teaching: deconstruction and reconstruction
5.4.1 Linguistic context
5.4.2 Interactive context
5.4.3 Situational context
5.4.4 Cultural context
5.5 Conclusion: realizing an interpreting education
Chapter 6 Towards a Contextual Model for Interpreter Education
6.1 Interpreting education: components and principles
6.2 Reshaping an interpreting educational model
6.3 Limitations and restraints
6.4 Afterword— where do we go from here?
Appendices
I) Course List of Master of Interpreting in China (MTI Education)
II) Leiden Course Units of Consecutive Interpreting (MA/BA4)
References
Index
