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E-grāmata: Identity of the Professional Interpreter: How Professional Identities are Constructed in the Classroom

  • Formāts: PDF+DRM
  • Izdošanas datums: 27-Jan-2018
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811078231
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Identity of the Professional Interpreter: How Professional Identities are Constructed in the ClassroomPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 27-Jan-2018
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811078231
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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 (contextualised by examining the curricula of similar institutions worldwide) suggest that interpreter institutions might not be providing students with a clear and comprehensive picture of the interpreter profession, and not responding to its increasingly complex role in today’s society.
1 Researching HE Institutions for Professional Training
1(8)
1.1 Introduction: An Ethnographic and Narrative Approach to Professional Training
1(2)
1.2 Why Interpreting?
3(1)
1.3 Professional Identities
4(1)
1.4 Narrative Research
4(1)
1.5 The Institution
5(2)
1.6 The Researcher and the Research: Auto-ethnography
7(2)
2 Developments in Interpreting
9(10)
2.1 Historical Development of the Interpreter Role in Society
9(2)
2.2 Community Interpreting Versus Conference Interpreting: Different Interpreter Identities
11(1)
2.3 Competing `Discourses' About the Interpreter's Identity
12(3)
2.4 Developments in Interpreting Studies: A General Overview
15(1)
2.5 Developments in Interpreting Studies in Italy
16(3)
3 The Professions and Bourdieusian Theory
19(8)
3.1 Introduction
19(1)
3.2 Historical Approaches to the Term `Profession' in the Social Sciences
19(2)
3.3 Bourdieusian Theory and the Professional Field
21(3)
3.4 The Interpreting `Profession' Today
24(3)
4 Narrative Research
27(18)
4.1 The History of Narrative Research in the Social Sciences
27(2)
4.2 The New Narrative Turn: An Introduction
29(2)
4.3 Big Story and Small Story Research: Narratives as Finished Texts or Discursive Products
31(2)
4.4 (Re)Defining Terms in the New Narrative Turn
33(5)
4.4.1 Narratives, Histories and Stories
33(2)
4.4.2 Identity
35(1)
4.4.3 Identity and Self
36(1)
4.4.4 Bridging the Gap Between Self and Social Identity: Indexicality
37(1)
4.5 A Dialogical Approach to Human Interaction
38(2)
4.5.1 Bakhtinian Theory and Its Relevancy to Narrative
39(1)
4.6 Narrative Positioning Analysis: A Dialogical Approach to Narrative Research
40(3)
4.7 An Ethnographic Approach to Narrative Research
43(2)
5 Ethnography as a Research Method
45(6)
5.1 Introduction to Ethnography
45(1)
5.2 Criticisms of Ethnography: Introduction
46(3)
5.2.1 Ontological and Epistemological Concerns
47(1)
5.2.2 Theoretical and Methodological Concerns
47(2)
5.3 An Ethnographic Study and an Ethnographic Perspective
49(2)
6 Carrying Out Research in the Field
51(20)
6.1 Introduction to the Research
51(1)
6.2 Research Plan and Interview Guide
51(5)
6.3 Research Participants
56(1)
6.4 Ethnographic Methodologies in the Research: Field Notes
57(1)
6.5 An Ethnographic Perspective: The Classroom
58(2)
6.6 Overview of the Narrative Research Data
60(1)
6.7 Analysing Narrative Content and Form: Categorical and Holistic Approaches
61(4)
6.7.1 Holistic-Content Analysis
63(1)
6.7.2 Categorical-Content Analysis
63(1)
6.7.3 Categorical-Form Analysis (An Analysis of Emotive Experience)
64(1)
6.8 Narrative Positioning Analysis---Introduction
65(6)
6.8.1 Historical Development of Narrative Positioning
66(1)
6.8.2 Identity in Narrative Positioning Analysis
67(1)
6.8.3 How Narrative Positioning Analysis is Applied in the Research
68(3)
7 Analysis of the Principal Themes
71(10)
7.1 Introduction
71(1)
7.2 Themes in the Data
72(3)
7.2.1 Teacher Talk About the Professional Interpreter
73(1)
7.2.2 Talk About Language Learning
73(1)
7.2.3 Talk About the Character of the Interpreter-Student in the Institution
74(1)
7.2.4 Talk About Teacher-Student Relations in the Institution
75(1)
7.3 Summary of Quantitative Data
75(4)
7.4 Data Focus
79(2)
8 Data Analysis: Teacher Talk About Interpreting
81(30)
8.1 The Salience of Teacher Talk---Introduction
81(1)
8.2 Narrative About a Teacher: Moscato
81(8)
8.2.1 Level 1: Positioning of Characters in the Narrative Event
83(3)
8.2.2 Level 2: Positioning in the Narrative-Telling Event
86(2)
8.2.3 Level 3: Connecting Levels One and Two to Discourses
88(1)
8.3 The Interpreter as a `Language Expert': Examples Across the Data
89(3)
8.3.1 The Discourse of the Interpreter as a Language Expert: The Institution
91(1)
8.4 The Interpreter as an Individual with `Talent': Wider Implications
92(4)
8.4.1 Higher Education and Neoliberal Discourses
95(1)
8.5 The Interpreter and a Life of `Stress': Teacher Discourses
96(4)
8.6 Initial Conclusions
100(1)
8.7 Alternative Discourses About the Professional Interpreter's Identity
101(7)
8.7.1 Level 1 Analysis: Positioning of Characters in the Narrative Event
103(2)
8.7.2 Level 2 Analysis: Positioning in the Narrative-Telling Event
105(1)
8.7.3 Level 3 Analysis: Connecting Levels One and Two to Discourses
106(2)
8.8 The Discourse of the Interpreter as Being Agentive and Visible
108(1)
8.9 General Conclusions
109(2)
9 Data Analysis: Language Levels and Interpreting
111(28)
9.1 The Interpreter and the Native Speaker---Introduction
111(1)
9.2 Narrative on Becoming as Good as Native Speakers: The `Rutland' Narrative
111(4)
9.2.1 Level 1 Analysis: Positioning of Characters in the Narrative Event
113(1)
9.2.2 Level 2 Analysis: Positioning in the Narrative-Telling Event
114(1)
9.3 Second Occurrence of the Rutland Narrative
115(7)
9.3.1 Level 1 Analysis: Positioning of Characters in the Narrative Event
118(1)
9.3.2 Level 2 Analysis: Positioning in the Narrative-Telling Event
119(1)
9.3.3 Matteo's Embedded Narrative---Level 1 Analysis
120(1)
9.3.4 Matteo's Embedded Narrative---Level 2 Analysis
121(1)
9.4 Level 3 Analysis: The Native Speaker Discourse in the Rutland Narratives
122(1)
9.5 (Re)Positioning Towards Native-Like Models of Speech Across the Data
123(3)
9.6 Language Level Goals Set by the Institution
126(1)
9.7 Competing Discourses on the Native-Speaker Model in Language Teaching and Learning
126(2)
9.8 Initial Conclusions
128(1)
9.9 Acquiring an `Interpreter Level' and the Limitations of Time: Matteo's Narrative
129(2)
9.9.1 Level 1: Positioning of Characters in the Narrative Event
130(1)
9.9.2 Level 2: Positioning in the Narrative-Telling Event
131(1)
9.10 Acquiring an `Interpreter Level' and the Limitations of Time: Rosa's Narrative
131(2)
9.10.1 Level 1: Positioning of Characters in the Narrative Event
132(1)
9.10.2 Level 2: Positioning in the Narrative-Telling Event
133(1)
9.11 Acquiring an `Interpreter Level' and the Limitations of Time: Maria's Narrative
133(2)
9.11.1 Level 1: Positioning of Characters in the Narrative Event
134(1)
9.11.2 Level 2: Positioning in the Narrative-Telling Event
135(1)
9.12 Level 3 Analysis of Discourses
135(2)
9.13 The Effect of Discourses on Student Goals
137(1)
9.14 General Conclusions
138(1)
10 Data Analysis: Students and the Institution
139(22)
10.1 Interpreter-Students in the Institution---Introduction
139(1)
10.2 The Relationship Between Work and Play: Rosa's Narrative
139(3)
10.2.1 Level 1: Positioning of Characters in the Narrative Event
140(1)
10.2.2 Level 2: Positioning in the Narrative-Telling Event
141(1)
10.3 `I'm a Nerd Now': Rosa's Second Narrative
142(2)
10.3.1 Level 1: Positioning of Characters in the Story Event
142(1)
10.3.2 Level 2: Positioning in the Narrative-Telling Event
143(1)
10.3.3 Level 3: Connecting Levels One and Two to Discourses
144(1)
10.4 The Relationship Between Work and Play: Silvia's Narrative
144(1)
10.5 The Relationship Between Work and Play: Maria's Narrative
145(1)
10.6 Initial Conclusions
146(1)
10.7 Students and Competition in the Institution---Introduction
147(1)
10.8 Narrative About Student Competition---The First Group Interview
148(7)
10.8.1 Level 1: Positioning of Characters in the Narrative Event
150(2)
10.8.2 Level 1 Analysis Continued
152(1)
10.8.3 Level 2: Positioning of Characters in the Narrative-Telling Event
153(2)
10.8.4 Level 3: Connecting Levels One and Two to Discourses
155(1)
10.9 Participant (Re-)Positioning in Relation to Competition Across the Data---Introduction
155(4)
10.9.1 Silvia's Positioning in Relation to Competition
156(1)
10.9.2 Maria's Positioning in Relation to Competition
156(1)
10.9.3 Rosa's Positioning in Relation to Competition
157(1)
10.9.4 Matteo's Positioning in Relation to Competition
158(1)
10.9.5 Federico's Positioning in Relation to Competition
159(1)
10.10 General Conclusions
159(2)
11 A Summary of the Principal Findings
161(6)
11.1 General Conclusions---Introduction
161(1)
11.2 Teacher Talk About Interpreters
161(2)
11.3 The Professional Interpreter and the Native Speaker
163(1)
11.4 Interpreter-Student Identities in the Institution
164(3)
12 Improving and Extending Research in the Field
167(12)
12.1 Concluding Summary
167(1)
12.2 The Institution and the Student: Differing Perceptions
168(2)
12.3 Suggestions for Changes to the Institution and Its Curricula
170(1)
12.4 Unanswered Questions: Improving Future Research Methods
171(2)
12.5 The Research as an `Italian' Case Study: Relevancies for Italian Institutions
173(1)
12.6 Global Perspectives on Interpreter Training
173(3)
12.7 Constructing Professional Identities in the Classroom: Suggestions for Further Research
176(3)
References 179
Dr. Alan James Runcieman is currently an adjunct professor at the Department for Interpreters and Translators,University of Bologna, Italy. His principle research interests lie in the fields of narrative research, ethnography, interpreter training, intercultural communication, phonetics and phonology and World Englishes.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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