경찰 통역인 교육 프로그램 운영 경험에 관한 소고: 통역 교수자의 관점에서
An Overview of KNPA Police Interpreter Training Projects: From a Trainer’s Perspective
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This paper examines the Korean National Police Agency-commissioned interpreter training over the past three years (2018-2020) from a trainer’s point of view. Over 1,350 interpreters have received training that ranged from five hours to 14 hours. This paper provides an overview of the training programs and major features, and evaluation of the overall programs from planning to implementation. Trainees’ satisfaction level remained high regardless the mode of training, be it in-person or online. There is a strong consensus among trainees that the training was beneficial preparing them for police interpreting work. Despite some progress over the years, key issues remain to be addressed, such as the lack of police understanding of interpreter training and and communication among police, the agency, and the trainer/researcher who develops the curriculum and teaching materials. This paper argues that to achieve the best outcome, police should take a long-term approach, allow sufficient time from planning to delivery, and select trainees who are ready for interpreting skill training. Given that interpreter skill training is effective when conducted in smaller groups, and only for those who have a certain level of interpreting skills, specialized training tailored to the needs of different groups of interpreter trainees is strongly recommended.
Abstract
This paper examines the Korean National Police Agency-commissioned interpreter training over the past three years (2018-2020) from a trainer’s point of view. Over 1,350 interpreters have received training that ranged from five hours to 14 hours. This paper provides an overview of the training programs and major features, and evaluation of the overall programs from planning to implementation. Trainees’ satisfaction level remained high regardless the mode of training, be it in-person or online. There is a strong consensus among trainees that the training was beneficial preparing them for police interpreting work. Despite some progress over the years, key issues remain to be addressed, such as the lack of police understanding of interpreter training and and communication among police, the agency, and the trainer/researcher who develops the curriculum and teaching materials. This paper argues that to achieve the best outcome, police should take a long-term approach, allow sufficient time from planning to delivery, and select trainees who are ready for interpreting skill training. Given that interpreter skill training is effective when conducted in smaller groups, and only for those who have a certain level of interpreting skills, specialized training tailored to the needs of different groups of interpreter trainees is strongly recommended.
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