The hidden curriculum revealed in study trip reflective essays

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review

Abstract

This study reports the findings from students’ reflective essays on the hidden curriculum of Chinese/English interpreting training. Grounded theory was used to conduct thematic analysis of 22 reflective essays on the hidden curriculum by trainee interpreters who took study trips to international organizations, where they practiced simultaneous interpreting (SI) in muted interpreting booths and socialized with staff and professional interpreters. Two overarching concepts, the quality of SI and China’s status as the only member state that uses Chinese, were identified, as were four core themes: (1) a lack of interest in the Chinese rendition; (2) English rules; (3) form over substance; and 4) the homogeneity of the members of the Chinese interpreting booth.
Original languageEnglish
Title of host publicationThe Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices
PublisherJohn Benjamins
Pages393-408
DOIs
Publication statusPublished - Jun 2019

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