Synopses & Reviews
Interpreting in Interaction
provides an account of interpreter-mediated communication, exploring the responsibilities of the interpreter and the expectations of both the interpreter and of other participants involved in the interaction. The book examines ways of understanding the distribution of responsibility of content and the progression of talk in interpreter-mediated institutional face-to-face encounters in the community interpreting context.
Bringing attention to discursive and social practices prominent in modern society but largely unexplored in the existing literature, the book describes and explains real-life interpreter-mediated conversations as documented in various public institutions, such as hospitals and police stations. The data show that the interpreter's prescribed role as a non-participating, non-person does not -and cannot - always hold true.
The book convincingly argues that this in one sense exceptional form of communication can be used as a magnifying glass in the grounded study of face-to-face institutional interaction more generally.
Cecilia Wadensj explains and applies a Bakhtinian dialogic theory of language and mind, and offers an alternative understanding of the interpreter's task, as one consisting of translating and co-ordinating, and of the interpreter as an engaged actor solving problems of translatability and problems of mutual understanding in situated social interactions.
Teachers and students of translation and interpretation studies, including sign language interpreting, applied linguistics and sociolinguistics will welcome this text. Students and professionals within law, medicine and education will also find the study useful to help them understand the role of the interpreter within these frameworks.
The book is aimed at teachers, testers, advanced students and researchers into reading in a second language. It sets the testing and teaching of reading against a theoretical background, discussing research from both Applied Linguistics and Cognitive Psychology. Where possible, it focuses on research into second language readers. The book provides a comprehensive survey of methods both in testing and teaching, with the emphasis on those methods which have been substantiated or supported by research evidence. In the final chapter, it proposes specific research topics, and detailed advice on how to construct EAP tests.