ABSTRACT

As learning and teaching theory experts, university educators are constantly asked to review and reflect on their methodologies and to co-generate them with all members of the educational community. Teachers understand that students constantly shape the object of study, and thus embrace differences among individuals. In this context, a dialogic approach to interpreter education invites educators to promote myriad voices within classrooms. Even though professional interpreter training has been one of the main topics in interpreting studies, there is an imbalance in the way interpreting quality has been addressed. Indeed, it has, for the most part, neglected student perspectives on their own training. Thus, this action research follows a four-stage dialogic methodology based on collective reflection to generate interpreting quality assessment tools. The participants consisted of 17 fourth-year interpreting students enrolled in the English-Spanish Interpreting Programme at the Pontificia Universidad Católica de Valparaíso. Participants provided input to develop three different collectively-generated rating scales, with criteria and weighting factors depending on the type of discourse to be interpreted or the learning result to be achieved.

摘要

作为学习和教学理论专家，大学教育工作者经常被要求审查和反思他们的方法论，并与教育界的所有成员共同创造。教师明白学生不断塑造学习对象，从而接受个体之间的差异。在这种情况下，口译教育的对话方法邀请教育工作者在课堂内促进无数声音。尽管专业口译培训一直是口译研究的主要课题之一，但在解决口译质量的方式上存在不平衡。事实上，它在很大程度上忽视了学生对自己培训的看法。因此，这项行动研究遵循基于集体反思的四阶段对话方法，以生成口译质量评估工具。参与者包括 17 名在瓦尔帕莱索天主教大学参加英语-西班牙语口译项目的四年级口译学生。参与者提供输入以制定三个不同的集体生成的评分量表，标准和权重因素取决于要解释的话语类型或要实现的学习结果。