Please use this identifier to cite or link to this item: http://hdl.handle.net/10077/31237
Title: La pédagogie du dialogue : une approche phénoménologique pour la gestion des émotions dans l’enseignement en ligne de l’interprétation
Authors: Gattiglia, Nora
Keywords: Interpreter trainingon-line trainingemotionsremote interpretingphenomenology
Issue Date: 2020
Publisher: EUT Edizioni Università di Trieste
Journal: The Interpreters' Newsletter 
Abstract: 
Most interpreting students (and their trainers) face negative emotions during their educational
path. Anxiety and stress are common, and can prevent students from performing
effectively. Yet, interpreter education mainly focuses on language and communication
skills, leaving emotional competence to the student’s personal growth. This article advocates
for a global approach to interpreter education, aiming at legitimating, understanding,
and transforming negative emotions in the educational practice by means of
a dialogic approach, grounded in the fields of Dynamic Phenomenology and Existential
Psychotherapy. While interpreter trainers are and cannot be psychotherapists, they are
communication experts and dialogue analysts who can harness their skills for educational
purposes. In this article, I describe a dialogic approach to on-line Dialogue Interpreting
education, experimented during two blended elective courses in Telephone Medical Interpreting
(2016-17 and 2017-18) and a Dialogue Interpreting course given on-line due to the
CoVid-19 pandemics (2019-20).
Type: Article
URI: http://hdl.handle.net/10077/31237
ISSN: 1591-4127
eISSN: 2421-714X
DOI: 10.13137/2421-714X/31237
Rights: Attribution-NonCommercial-NoDerivatives 4.0 Internazionale
Appears in Collections:The Interpreters' Newsletter n. 25 - 2020

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