Pedagogy for the multilingual classroom: interpreting education

Annette Sachtleben

Abstract


Globalisation has meant that people are moving around the world, and with them their ideas and cultures. New Zealand too is increasingly becoming home to a large number of culturally and linguistically diverse migrants, whilst also attracting international students from a large range of countries. In Auckland, 38.1% of residents were born in other countries (Census, 2013). Thus classes in New Zealand universities are becoming more multicultural and multilingual.  This article examines the innovative way the author uses the many languages in the local community as a resource for the Interpreting students. The lecturing team aims to develop pedagogically appropriate strategies that make possible three teaching dimensions: firstly, that of the classroom structure itself and the dynamic that develops within it; secondly, the academic requirements for rigour and content assessment; and finally, meeting the professional demands that will be put on the graduates on completion of their course.  Research investigating this pedagogical approach, based on a survey of graduates, aims to determine its strengths and weaknesses.


Keywords


Interpreting education; multilingual classroom; collaborative learning

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