Abstract
By examining a naturalistic interpreted situation with a number of participants, this paper identifies and considers the distinctiveness of such a context. With an increased number of participants, the interaction becomes highly complex, and an interpreter is required to undertake functions that may be considered additional to or different from an interpreter-mediated interaction with two primary interlocutors. Such additional tasks consist of the management of information, including reporting and summarizing, and monitoring the participants’ information needs. In order to analyze the complex nature of the interaction, the notion of footing is employed as a theoretical framework. These findings have important implications for interpreting pedagogy. Recommendations for interpreter education and training include the promotion of students’ awareness of similarly complex interpreting situations.
Recommended Citation
Takimoto, Masato
(2009)
"Characteristics of an Interpreted Situation with Multiple: Implications for Pedagogy,"
International Journal of Interpreter Education: Vol. 1:
Iss.
1, Article 3.
Available at:
https://open.clemson.edu/ijie/vol1/iss1/3
