Review published In: Interpreting
Vol. 9:2 (2007) ► pp.267–274
Book review
. Sign language interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press, 2005. 307 pp. ISBN 0-19-517694-4
Reviewed by
Published online: 13 November 2007
https://doi.org/10.1075/intp.9.2.10sha
https://doi.org/10.1075/intp.9.2.10sha
References (9)
Alexieva, B. (2002). A typology of interpreter-mediated events. (Originally published in 1997 in The Translator 3 (2), 153–174.) In F. Pöchhacker & M. Shlesinger (Eds.), The interpreting studies reader. London/New York: Routledge, 219–233.
Anderson, R. B. W. (2002). Perspectives on the role of interpreter. (Originally published in 1976 in R. W. Brislin (Ed.), Translation: Applications and Research. New York: Gardner Press, 208–228.) In F. Pöchhacker & M. Shlesinger (Eds.), The interpreting studies reader. London/New York: Routledge, 209–217.
Dean, R. K. & Pollard, R. Q. (2001). Application of demand-control theory to sign language interpreting: Implications for stress and interpreter training. Journal of Deaf Studies and Deaf Education 6 (1), 1–14.
Grassi, E., Hanley, D. & Liston, D. (2004). Service-learning: An innovative approach for second language learners. Journal of Experiential Education 27 (1), 87–110.
Hemsley-Brown, J. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education 29 (4), 449–470.
Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn and Bacon.