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Each of the learning tasks included in this work is intended to be a
contribution to the pedagogical materials and activities currently used in the
Introduction to Interpreting course at the School of Languages, National University
of Córdoba (U.N.C.). It is worth noting that these materials alre...
Each of the learning tasks included in this work is intended to be a
contribution to the pedagogical materials and activities currently used in the
Introduction to Interpreting course at the School of Languages, National University
of Córdoba (U.N.C.). It is worth noting that these materials already provide
students with ample practice in the various competences needed to engage in
interpreting tasks; however, we believe there is a need for more systematic work
on the development of specific learning strategies that may empower students to
identify their strengths and weaknesses regarding their discourse competence in
interpreting. Thus, it is expected that the students will profit from the class practice
and online activities designed for this pedagogical proposal, which focus on
working on critical thinking skills and raising the interpreters in-training awareness
of particular learning strategies, such as assessing their own performance and the
performance of others in a systematic and guided way. We believe that a
strategies-based teaching approach empowers students to appraise their
performance so as to acquire the self-confidence and monitoring skills needed for
the development of discourse competence, mainly due to the fact that interpreters
in-training tend be over-concerned with minor or slight mistakes, which may
interfere with their performance (Karlina as cited in Choi, 2006). Also, such
approach would not only contribute to the students' autonomy and reflective
learning, but also to more collaborative learning practices in the interpreting class.
