In:Teaching Dialogue Interpreting: Research-based proposals for higher education
Edited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 259–273
Chapter 13Non-verbals in dialogue interpreter education
Improving student interpreters’ visual literacy and raising awareness of its impact on interpreting performance
Published online: 19 October 2017
https://doi.org/10.1075/btl.138.13kry
https://doi.org/10.1075/btl.138.13kry
Dialogue interpreter education has paid little attention to the importance of non-verbal clues in interaction. This paper reports on an experiment at Ghent University where student interpreters were asked to perform a set of activities aiming at raising awareness of the importance of non-verbal behaviour for the co-construction of meaning in interpreter-mediated interaction. At the end of the experiment the students reported that they had become more aware of the impact of their own and others’ non-verbal clues in the co-construction of meaning during interaction.
Keywords: non-verbal, visual literacy, gaze, facial expressions, Dutch/Russian
Article outline
- 1.Introduction
- 2.Incorporating VL into the dialogue interpreter education through the arts
- 3.The experiment
- 3.1Talking art
- 3.2Voice-me-over!
- 3.3Mind the gap!
- 4.Discussion
- 4.1What the students learned from the experiment
- 4.2Implications for educating dialogue interpreters
- 4.3Limitations of the experiment
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