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2023 | 22 | 289-304

Article title

About the Effectiveness of an Interpreting Portfolio in Self-Assessment and Quality Management

Content

Title variants

Languages of publication

Abstracts

EN
The paper presents an interpreting portfolio as a tool which facilitates self-development through self-assessment. An interpreting portfolio aids the identification of specific deficits in knowledge and skills as well as an individual diagnosis why certain problems occurred while interpreting and how to tackle them. Target texts become a benchmark against which own competences are evaluated. A 2018 questionnaire conducted among simultaneous interpreting students provides evidence that an interpreting portfolio is an effective self-assessment and a quality management tool designed to monitor the improvement of interpreter skills.

Year

Issue

22

Pages

289-304

Physical description

Dates

published
2024

Contributors

  • Maria Curie-Skłodowska University, Department of Applied Linguistics, Lublin
  • Maria Curie-Skłodowska University, Department of Applied Linguistics, Lublin

References

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  • Dam, Leni (2018) “Learners as Researchers of Their Own Language Learning: Examples from an Autonomy Classroom.” [In:] Studies in Self-Access Learning Journal 9/3; 262–279.
  • Demidov, Mikhail (2022) “Teaching Interpretation: Progress Assessment Tool. A Portfolio-Based Study of the Prototypes of the Peer-Assessment Tool for Interpreter Training.” Doctoral Dissertation. Helsinki: University of Helsinki.
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  • Grucza, Sambor (2012) “Zum Begriff didaktischer Text in der Fachtranslationsdidaktik.” [In:] Magdalena Olpińska-Szkiełko, Sambor Grucza, Zofia Berdychowska, Jerzy Żmudzki (eds.) Der Mensch und seine Sprachen. Festschrift für Professor Franciszek Grucza. Frankfurt am Main: Peter Lang; 258–273.
  • Janicka, Monika (2014) “Ocenianie jako narzędzie w rozwijaniu refleksyjności uczniów.” [In:] Małgorzata Baran-Łucarz (eds.) Refleksja w uczeniu się i nauczaniu języków obcych. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego; 241–251.
  • Johnson, Julie (2003) “Learning Through Portfolios in the Translation Classroom.” [In:] Brian James Baer, Geoffrey S. Koby (eds.) Beyond the Ivory Tower Rethinking Translation Pedagogy. Amsterdam/ Philadelphia: John Benjamins Publishing Company; 97–116.
  • Jürgens, Eiko (2012) “Diagnose und Fördernde Bewertung. Pädagogisch-didaktische Prinzipien der Förderdiagnostik.” [In:] Pädagogik. Vol. 64/ 2; 32–35.
  • Kalina, Sylvia (2002) “Quality in Interpreting and Its Prerequisites – A Framework for a Comprehensive View.” [In:] Giuliana Garzone, Maurizio Viezzi (eds.) Interpreting in the 21st Century. Proceedings of the 1st Conference on Interpreting Studies, Forli, University of Bologna (9–11 November 2000). Amsterdam/ Philadelphia: John Benjamins; 121–130.
  • Kalina, Sylvia (2004) “Zum Qualitätsbegriff beim Dolmetschen” [In:] Lebende Sprachen. 49/1; 2–8.
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  • Klimas Anna (2017) “A Goal-Setting Logbook as an Instrument Fostering Learner Autonomy.” [In:] Mirosław Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak (eds.) Autonomy in Second Language Learning: Managing the Resources. New York: Springer; 21–33.
  • Klimkowski, Konrad (2011) ”Antropocentryczna teoria języków ludzkich jako podstawa dydaktyki translacji (na przykładzie programu studiów kształcących tłumaczy kabinowych).” [In:] Lingwistyka Stosowana/ Applied Linguistics/ Angewandte Linguistik. Vol. 4; 95–110.
  • Klimkowski, Konrad, Katarzyna Klimkowska (2021) “Design Thinking as a Tool for Participatory and Transformative Translator Education.” [In:] Research Language. Vol. 19/2; 155–167.
  • Lockwood, Thomas (2010) Design Thinking: Integrating Innovation, Customer Experience and Brand Value. New York: Allworth Press.
  • Mirek, Joanna (2020) “The Interpreting Portfolio as a Self-Regulation Tool in Interpreter Training: Preliminary Findings From a Pilot Study.” [In:] Roczniki Humanistyczne. Vol. LXVIII/4; 141–153.
  • Moser-Mercer, Barbara (2008) “Skill Acquisition in Interpreting: A Human Performance Perspective.” [In:] The Interpreter and Translator Trainer. Vol. 2/1;1–28.
  • Niemierko, Bolesław (2008) Kształcenie szkolne. Podręcznik skutecznej dydaktyki. Warszawa: Wydawnictwa Akademickie i Profesjonalne.
  • Pędzisz, Joanna (2019) “Kształcenie tłumacza symultanicznego a trening rozwoju osobistego. O portfolio tłumaczeniowym jako narzędziu wspierającym samopoznanie.” [In:] Applied Linguistics Papers. Vol. 26/2;91–102.
  • Pędzisz, Joanna (2023) “Kompetenzportfolio in der Entwicklung der translatorischen Kompetenz: Formen, Funktionen, Effizienz.” [In:] Convivium. Germanistisches Jahrbuch Polen, Vol. 1; 133–144. http://dx.doi.org/10.18778/2196-8403.2023.06 [date of access: 9 September 2024].
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  • Schjoldager, Anne (1996) “Assessment of Simultaneous Interpreting.” [In:] Teaching Translation and Interpreting 3: New Horizons: Papers from the Third Language International Conference, Elsinore, Denmark 9–11 June 1995. Amsterdam/Philadelphia: John Benjamins;187–196.
  • Tiselius, Elisabet (2009) “Revisiting Caroll’s Scales.” [In:] Claudia Angelelli, Holly Jacobson (eds.) Testing and Assessment in Translation and Interpreting Studies. Amsterdam/Philadelphia: John Benjamins; 95–121.
  • Tryuk, Małgorzata (2012) ”Ocena jakości w tłumaczeniu ustnym: konieczny etap kształcenia tłumaczy konferencyjnych.” [In:] Lingwistyka Stosowana/ Applied Linguistics/ Angewandte Linguistik. Vol. 6; 45–55.
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Document Type

Publication order reference

Identifiers

Biblioteka Nauki
58713549

YADDA identifier

bwmeta1.element.ojs-doi-10_34616_ajmp_2024_22_20
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