Analisis of organizational and pedagogical features of future translator and interpreter training in the USA: key aspects

Authors

DOI:

https://doi.org/10.15587/2519-4984.2016.87998

Keywords:

translator, interpreter, the USA, organizational and pedagogical features, training program, form of learning, teaching method

Abstract

In the article the organizational and pedagogical features of future translator and interpreter training in the US higher educational institutions have been researched. Educational programs in translation and interpretation are well represented in all states of the country and differ from each other due to the autonomy and independence of educational institutions in developing the training programs. The MA in Translation and Interpretation programs together with the master degree programs in field translation or interpretation prevail in the US colleges and universities. Lectures and class discussion are among the common forms of training. Teaching methods such as: discussion, simulation and immersion are widely used in the process of translator/interpreter training. Students are usually involved in the translation project activities. Training activities mostly include the assignments focused on the translation process, text analysis, development of thoughtful reading skills, formation of text corpora, and development of interpretation strategies according to the ethical code of conduct. The latest computer and information technology are usually used as the instruments both in the learning and teaching processes. The US students have wide choice of online and distance courses

Author Biography

Катерина Миколаївна Скиба, Khmelnytskyi National University Instytutska str., 11, Khmelnitskyi, Ukraine, 29016

PhD, Associate Professor

Department of Translation

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Published

2016-12-28

How to Cite

Скиба, К. М. (2016). Analisis of organizational and pedagogical features of future translator and interpreter training in the USA: key aspects. ScienceRise: Pedagogical Education, (12 (8), 51–58. https://doi.org/10.15587/2519-4984.2016.87998

Issue

No. 12 (8) (2016)

Section

Pedagogical Education

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Copyright (c) 2016 Катерина Миколаївна Скиба

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