@inbook{1726336537a54bb7abe935db44f3ab9e,
title = "The hidden curriculum revealed in study trip reflective essays",
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.",
author = "Cheung, {Andrew K.F.}",
note = "Publisher Copyright: {\textcopyright} 2019 John Benjamins Publishing Company.",
year = "2019",
doi = "10.1075/ata.xix.19che",
language = "English",
series = "American Translators Association Scholarly Monograph Series",
publisher = "John Benjamins Publishing Company",
pages = "393--408",
editor = "Frank Austermuhl and Raido, {Vanessa Enriquez} and Sawyer, {David B.}",
booktitle = "The Evolving Curriculum in Interpreter and Translator Education",
address = "Netherlands",
}