Reflective Approach in Teaching Note-Taking
Abstract Interpreter training represents a crucial period for discussing one’s strengths and weaknesses, introducing new skills, and applying those successfully. Assessment of students has already shifted from being the sole privilege of teachers to emphasising the role of peer assessment and also self-assessment, all kinds being crucial not only for the overall performance but also in learning individual skills. This paper focuses on the role of self-assessment and reflective approach in teaching note-taking. The empirical research was carried out over the course of four semesters with four different groups of students, each comprising approximately twenty students with various backgrounds in note-taking (theoretical knowledge, self-taught, or no experience at all). Students started with taking notes using their own style, then followed a short course introducing the theoretical framework and explaining the principles, which were gradually introduced and practised. After each session, the notes were archived and, with active participation of students, analysed in class. After five sessions, students were asked to analyse their own notes and set their goals. This strategy positively affected their motivation and led to better results. After another five sessions, the students once again carried out self-assessment, this time reflecting on their improvement, contrasting their first and last/best notes. This strategy resulted in a boost in motivation and confidence, and overall improvement.
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Postigo Pinazo, E. (2008). Self-Assessment in Teaching Interpreting. TTR: Traduction, terminologie, rédaction, 21. 173. https://doi.org/10.7202/029690ar
Riccardi, A. (2002). Evaluation in Interpretation: Macrocriteria and Microcriteria. In E. Hung, ed., Teaching Translation and Interpreting (pp. 115-126). John Benjamins.
Russo, M. (1995). Self–evaluation: the awareness of one’s own difficulties as a training tool for simultaneous interpretation. Interpreter’s Newsletter 6: 75-84.
Schafer, T. (2011). Developing expertise through a deliberate practice project. International Journal of Interpreter Education, 3, 16-27.
Setton, R. & Dawrant, A. (2016). Conference Interpreting: A Complete Course and Trainer’s Guide (2 vols). Amsterdam: John Benjamins. https://doi.org/10.1075/btl.121
Takeda, K. (2010). What interpreting teachers can learn from students: A case study. The International Journal for Translation & Interpreting Research 2(1), 38-47.
Tipton, R., & Furmanek, O. (2016). Dialogue interpreting: A guide to interpreting in public services and the community. Routledge.
Bancroft, M. A., Garcia Beyaert, S., Allen, K., Carriero-Contreras, G., & Socarras-Estrada, D. (2015). The community interpreter: An international textbook. Culture and Language Press.
Čirvinskienė, J. (2007). Reflective analysis of linguistic and non-linguistic strategies of consecutive interpreting: a sociolinguistic investigation. [Master’s thesis, Šiauliai University] Vilnius University Library. https://epublications.vu.lt/object/elaba:2089231/
Dean, R. K., & Pollard, R. Q. (2013). The demand-control schema: Interpreting as a practice profession. CreateSpace Independent Publishing Platform.
Desjarlais, M. & Smith, P. (2011). A Comparative Analysis of Reflection and Self-Assessment. International Journal of Process Education, 3(1), pp.3-18. https://ijpe.online/2011/reflectionh.pdf
Djovčoš, M., Melicherčíková, M., & Vilímek, V. (2021). Učebnica tlmočenia skúsenosti a dôkazy. Belianum.
Ericsson, K.A. (2000). Expertise in interpreting: An expert-performance perspective. Interpreting, 5(2), 187-220.
Gile, D. (1991). Basic Concepts and Models for Interpreter and Translator Training. John Benjamins Publishing.
Gile, D. (1994). The process-oriented approach in translation training. In C. Dollerup & A. Lindegaard, eds., Teaching Translation and Interpreting 2: Insights, aims, visions (pp. 107-113). John Benjamins Publishing. https://doi.org/10.1075/btl.5.17gil
Gillies, A. (2017). Note-Taking For Consecutive Interpreting: A Short Course. (2nd ed.). Routledge.
Herring, R. E., Swabey, L., Tiselius, E. & Motta, M. (2022). Re-examining «Practice» in Interpreter Education, International Journal of Interpreter Education: Vol. 14: Iss. 1, Article 8. https://doi.org/10.34068/ijie.14.01.08
Kiraly, D. (2000). A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. St. Jerome Publishing.
Kornakov, P. K. (2002). Five Principles and Five Skills for Training Interpreters. Meta: Translators’ Journal, 45, 241-248.
Lee, J. (2018). Feedback on Feedback: Guiding Student Interpreter Performance. Translation & Interpreting, 10(1), 152-170. http://www.trans-int.org/index.php/transint/article/view/640/312
Lee, J. (2022). Comparing Student Self-assessment and Teacher Assessment in Korean-English Consecutive Interpreting: Focus on fidelity and language. INContext: Studies in Translation and Interculturalism, 2. https://doi.org/10.54754/incontext.v2i3.27
Lee, Y. (2011). Comparing Self-assessment and Teacher’s Assessment in Interpreter Training. T&I REVIEW, 1, 87-111. https://doi.org/10.22962/tnirvw.2011.1..004
Lee-Jahnke, H. (2001). Aspects pédagogiques de l’évaluation des traductions. Meta: Translators’ Journal, 46, 258-271.
Miketová, P. (2019). Pedagogické hodnocení, vrstevnické hodnocení a sebehodnocení tlumočnického výkonu: jejich rozdíly a podobnosti a vývoj v průběhu studia. [Master’s thesis, Charles University]. Charles University Digital Repository. https://dspace.cuni.cz/handle/20.500.11956/107336?locale-attribute=en
Milcu, M. (2012). Evaluation and Self-Evaluation in Simultaneous Translation: Assessments Methods. Procedia - Social and Behavioral Sciences, 46, 4253-4257. https://doi.org/10.1016/j.sbspro.2012.06.236
Motta, M. (2013). Evaluating a Blended Tutoring Program for the Acquisition of Interpreting Skills: Implementing the Theory of Deliberate Practice. [Unpublished PhD thesis] Geneva: University of Geneva. https://doi.org/10.13097/archive-ouverte/unige:33840
Mraček, D. & Mračková Vavroušová, P. (2021). Self-Reflection Tools in Interpreter Training. In P. Šveda, ed., Changing Paradigms and Approaches in Interpreter Training (pp. 225-244). Routledge. https://doi.org/10.4324/9781003087977-13
Piotrowska, M. (2013). Action Research in Translation Studies: Self‑reflection in translation research training. Między Oryginałem a Przekładem, 19(1/2(19/20), 155-169. https://doi.org/10.12797/MOaP.19.2013.19-20.11
Postigo Pinazo, E. (2008). Self-Assessment in Teaching Interpreting. TTR: Traduction, terminologie, rédaction, 21. 173. https://doi.org/10.7202/029690ar
Riccardi, A. (2002). Evaluation in Interpretation: Macrocriteria and Microcriteria. In E. Hung, ed., Teaching Translation and Interpreting (pp. 115-126). John Benjamins.
Russo, M. (1995). Self–evaluation: the awareness of one’s own difficulties as a training tool for simultaneous interpretation. Interpreter’s Newsletter 6: 75-84.
Schafer, T. (2011). Developing expertise through a deliberate practice project. International Journal of Interpreter Education, 3, 16-27.
Setton, R. & Dawrant, A. (2016). Conference Interpreting: A Complete Course and Trainer’s Guide (2 vols). Amsterdam: John Benjamins. https://doi.org/10.1075/btl.121
Takeda, K. (2010). What interpreting teachers can learn from students: A case study. The International Journal for Translation & Interpreting Research 2(1), 38-47.
Tipton, R., & Furmanek, O. (2016). Dialogue interpreting: A guide to interpreting in public services and the community. Routledge.
Trlifajová, M. (2023). Reflective Approach in Teaching Note-Taking. CLINA Revista Interdisciplinaria De Traducción Interpretación Y Comunicación Intercultural, 9(2), 161–182. https://doi.org/10.14201/clina202392161182
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