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Experiential learning for the remote interpreting classroom

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Re-Thinking Translator Education

Part of the book series: Sprachen lehren – Sprachen lernen ((SLSL))

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Abstract

In the 1990s, our notions about thinking and the very architecture of the mind began to change. A few young scholars welcomed these changes and started to work towards developing situated cognitive models (e.g., Muñoz 1994, Risku 1994, Halverson 1996). At the same time, Gregory M. Shreve organized a conference that paved the way to reconciling cognitive research strands devoted to translation and interpreting and welcomed back researchers from neighboring disciplines (Danks et al. 1997). Nobody, however, expressed the radical change in their views on cognition as clearly as Donald C. Kiraly did, by publishing a book that rejected most of the foundations of his previous book, published just five years earlier.

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Authors
  1. Nicoletta Spinolo
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  2. Ricardo Muñoz Martín
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Editor information

Katja Abels Silvia Hansen-Schirra Katharina Oster Moritz J. Schaeffer Sarah Signer Marcus Wiedmann

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Spinolo, N., Martín, R. (2022). Experiential learning for the remote interpreting classroom. In: Abels, K., Hansen-Schirra, S., Oster, K., Schaeffer, M., Signer, S., Wiedmann, M. (eds) Re-Thinking Translator Education. Sprachen lehren – Sprachen lernen. Frank & Timme, Berlin. https://doi.org/10.57088/978-3-7329-9133-4_13

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