Interpreter Education And Training In Yemen: A Case Study
| dc.contributor.author | Mohammed Ahmed Barakat, Eman Mohammed | |
| dc.date.accessioned | 2016-07-18T01:48:10Z | |
| dc.date.available | 2016-07-18T01:48:10Z | |
| dc.date.issued | 2015-09 | |
| dc.description.abstract | Education and training are two facets of learning; education is about gaining knowledge and developing intellect, whereas training is undertaken for the purpose of acquiring a specific skill to perform adequately a given task. Education and training are necessary for the professionalisation of translators and interpreters, as it is the case with other disciplines. The aims of interpreter education and training programmes are to develop the skills and knowledge required to interpret, and to develop an awareness of suitable conduct and membership as practitioners of a profession. In Yemen, interpreter education and training is offered as part of translation programmes in the form of two or three courses. There are no programmes designed specifically to train interpreters want-to-be. The aim of this study is to draw a complete picture of interpreter education and training in the Yemeni context which covers major educational issues including curriculum components, teaching and learning practices, and assessment procedures. This broad aim is achieved by conducting a case study of interpreter education and training offered at the University of Science and Technology which is the first university in Yemen to offer interpreter education and training at a bachelor’s degree level. To answer research questions, a mixed-method approach is adopted for the purpose of collecting data from different sources, and converging these data via triangulation. The key finding of this study indicates that the components of interpreter education and training lack in constructive alignment as the teaching practices and assessment procedures do not serve to achieve curriculum intended outcomes. Another significant finding is that interpreter education and training is conducted in a non-standard training environment as there is lack in the pool of candidates and trained, experienced, and professional instructors, in addition to the absence of training facilities. Furthermore, interpreter education and training is not authentic in the sense that it does not reflect real world professional conditions in terms of interpreting mode and direction, type of practice materials and method of input delivery, and interpreting equipment. As a result, most graduates are not well-qualified and are not expected to work as interpreters. The study in hand emphasises the necessity to take an action for the purpose of improving the state of interpreter education and training including reconsidering the components of curriculum and expected learning outcomes. Moreover, establishing a selective separate programme for training interpreters would help to direct efforts to interpreter education and training for those who have the aptitude to develop interpreting competence. Most important of all, the state and needs of interpreting market should be studied, specified, and met in interpreter education and training programmes. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/2233 | |
| dc.subject | Translating and interpreting | en_US |
| dc.title | Interpreter Education And Training In Yemen: A Case Study | en_US |
| dc.type | Thesis | en_US |
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