Abstract
In this commentary, the authors explore “practice” in interpreter education. They outline differences in meaning and usage of the term, including the notions of “reflective practice” and “deliberate practice,” discuss the importance of high-quality skill development-focused practice (SDFP) in skill acquisition, and call for a systematic program of research into SDFP in interpreter education, particularly within the context of dialogue interpreting.
Recommended Citation
Herring, Rachel E.; Swabey, Laurie; Tiselius, Elisabet; and Motta, Manuela
(2022)
"Re-examining “Practice” in Interpreter Education,"
International Journal of Interpreter Education: Vol. 14:
Iss.
1, Article 8.
DOI: https://doi.org/10.34068/ijie.14.01.08
Available at:
https://open.clemson.edu/ijie/vol14/iss1/8
