|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910300610303321 |
|
|
Autore |
Runcieman Alan James |
|
|
Titolo |
The Identity of the Professional Interpreter : How Professional Identities are Constructed in the Classroom / / by Alan James Runcieman |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Edizione |
[1st ed. 2018.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (XVI, 184 p. 2 illus.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Translating and interpreting |
Language and languages—Study and teaching |
Literature—Translations |
Interpreting |
Language Education |
Translation Studies |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references. |
|
|
|
|
|
|
Nota di contenuto |
|
Researching HE Institutions for Professional Training -- The History of Interpreting as a Profession -- Narrative Research and Ethnography -- Carrying out Research in the Field -- Principal Themes -- Data Analysis: Teacher Talk about Interpreting -- Data Analysis: Language Levels and Interpreting -- Data Analysis: Students and the Institution -- A Summary of the Principal Findings -- Improving and Extending Research in the Field. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This monograph examines how higher education(HE) institutions construct ‘professional identities’ in the classroom, specifically how dominant discourses in institutions frame the social role, requisite skills and character required to practice a profession, and how students navigate these along their academic trajectories. This book is based on a longitudinal case study of a prestigious HE institution specialising in training professional interpreters. Adopting an innovative research approach, it investigates a community of aspiring professionals in a HE context by drawing on small story narrative analysis from an ethnographic perspective to provide emic insights into the student community and the development of their social identities. The findings |
|
|
|
|