Semi-Authentic Practices for Student Health Interpreters
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Journal Article
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University of Western Sydney
Abstract
This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave and Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and two examples of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.Description
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Translation & Interpreting. Vol. 7 (3)
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