Teaching World Englishes in an Interpreter Training Course: an Action Research
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The spread of English around the world is affecting the interpreting profession. The challenges of interpreting various World Englishes varieties call for the need to resolve the issue by incorporating World Englishes in interpreter training courses. Building on the pedagogy proposed by Huh (2014), the present study attempts to implement an action research on a B language enhancement course at a graduate school of translation and interpretation in South Korea. A ‘modified Presentation-Practice-Performance (PPP)’ model is applied to the course, with an additional element of reflective practice. Needs analysis was conducted to create a syllabus based on students’ needs. Indian English, Vietnamese English, and French English were covered in the course. Students received form-focused instruction on the features of the three varieties, went through cloze exercises, performed interpreting tasks, and wrote reflective journals. Finally, an end-of-course survey was conducted. The findings of the action research revealed that the ‘modified PPP’ approach was useful, built higher awareness on the target situation involving World Englishes, and developed capabilities for problem analysis and strategy building.
Abstract
The spread of English around the world is affecting the interpreting profession. The challenges of interpreting various World Englishes varieties call for the need to resolve the issue by incorporating World Englishes in interpreter training courses. Building on the pedagogy proposed by Huh (2014), the present study attempts to implement an action research on a B language enhancement course at a graduate school of translation and interpretation in South Korea. A ‘modified Presentation-Practice-Performance (PPP)’ model is applied to the course, with an additional element of reflective practice. Needs analysis was conducted to create a syllabus based on students’ needs. Indian English, Vietnamese English, and French English were covered in the course. Students received form-focused instruction on the features of the three varieties, went through cloze exercises, performed interpreting tasks, and wrote reflective journals. Finally, an end-of-course survey was conducted. The findings of the action research revealed that the ‘modified PPP’ approach was useful, built higher awareness on the target situation involving World Englishes, and developed capabilities for problem analysis and strategy building.
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