Van De Mieroop, D. (2012) The quotative “he/she says” in interpreted doctor-patient interaction. Interpreting 14:1.
This study looks at data from 4 interpreted medical encounters (Dutch/Russian; Dutch was the providers’ native language, while not all the Russian speakers were native speakers), all interpreted by the same interpreter. The author discusses the fact that third person (“he says/she says”) interpreting is frequently attested in the literature and in her data, despite scholarly consensus in re the use of the first person in dialogue interpreting, as well as the injunction to use first person in the Flemish government’s Code of Ethics for interpreters. She points out that use of the third person has been found to serve as a distancing strategy or to mark changes in footing in other settings (such as media interpretation), and seeks to determine what function(s) it serves in medical discourse. Referencing Goffman’s (1981) notion of participation frameworks, she highlights the interpreter’s dual role as listener (within the provider’s framework) and speaker (within the patient’s framework).
Brookhart, S. (2010) How to Assess Higher-Order Thinking Skills in Your Classroom. Alexandria, VA: ASCD.
What is higher-order thinking?
–>Includes transfer, critical thinking, and problem solving
Transfer–requires that students not only remember what they have learned, but also be able to make sense of and use it. (p. 3, quoting Anderson & Krathwohl, 2011)
Transfer is contrasted with recall. It implies making novel (to the learner) use of knowledge and skills.
Critical Thinking–“is reasonable, reflective thinking that is focused on deciding what to believe or do.” (p. 4, quoting Norris & Ennis, 1989)
Requires the student to make a good decision/judgment, or to produced a well-thought out reaction/criticism.
Problem Solving--the student has a problem but does not automatically know how to solve it (ie does not recognize the path or solution s/he needs); must employ higher-order thinking skills to figure out the solution (p. 4, quoting Nitko and Brookhart, 2007)
It’s not a problem if you know the solution right off; not having a memorized or readily apparent answer is implicit in the term. Problems can be closed-ended or open-ended. We want to equip students to recognize problems in the world around them and to be able to work toward solutions. Interesting to note the contrast between problems set for students and problems that students set for themselves.
Jacobsen, B. (2012) The significance of interpreting modes for question-answer dialogues in court interpreting. Interpreting 14:2.
Jacobsen surveyed Danish court interpreters to find out what modes they employ in the courtroom. The article includes an overview of the court-interpreting-scene in Denmark. Of note, court interpreters do not have simul equipment, and the courtrooms are very crowded. Both authorized and unauthorized interpreters work in Danish courts, and the author explains what both of these denominators mean in concrete terms.
Welcome to my reading blog, where I post summaries and notes on books and articles related to interpreting, teaching, and learning.
Here is a quotation from Arnold Schopenhauer that I found while looking for a blog title:
“As the biggest library if it is in disorder is not as useful as a small but well-arranged one, so you may accumulate a vast amount of knowledge but it will be of far less value to you than a much smaller amount if you have not thought it over for yourself; because only through ordering what you know by comparing every truth with every other truth can you take complete possession of your knowledge and get it into your power. You can think about only what you know, so you ought to learn something; on the other hand, you can know only what you have thought about.”