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

2 Citations (Scopus)

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
Subtitle of host publicationStakeholder Perspectives and Voices
EditorsFrank Austermuhl, Vanessa Enriquez Raido, David B. Sawyer
PublisherJohn Benjamins Publishing Company
Pages393-408
Number of pages16
ISBN (Electronic)9789027262530
DOIs
Publication statusPublished - 2019

Publication series

NameAmerican Translators Association Scholarly Monograph Series
Volume19
ISSN (Print)0890-4111

ASJC Scopus subject areas

  • Education
  • Communication
  • Language and Linguistics
  • Business, Management and Accounting(all)
  • Linguistics and Language

Fingerprint

Dive into the research topics of 'The hidden curriculum revealed in study trip reflective essays'. Together they form a unique fingerprint.

Cite this