Semi-authentic practices for student health interpreters

Ineke Crezee

Abstract


This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave & Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and an example of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.


Keywords


semi-authentic interpreting practices; student health interpreters; shared preprofessional learning

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