Teaching Dialogue Interpreting

1. Acknowledgments; 2. List of acronyms; 2. Foreword (by Gavioli, Laura); 3. Dialogue interpreting: Research, education and professional practice (by Niemants, Natacha); 4. Part 1. Setting the stage: Theoretical and methodological issues; 4. Dialogue interpreting: Research, education and professional practice (by Niemants, Natacha); 5. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning (by Angelelli, Claudia V.); 6. Chapter 2. It's not about the interpreter: Objectives in dialogue interpreting teaching (by Ozolins, Uldis); 6. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning (by Angelelli, Claudia V.); 7. Chapter 2. It's not about the interpreter: Objectives in dialogue interpreting teaching (by Ozolins, Uldis); 7. Chapter 3. Sign language interpreting education: Reflections on interpersonal skills (by Hammer, Annemiek); 8. Chapter 4. Interpreting and mediation: Raising awareness by training (by Morelli, Mara); 8. Chapter 3. Sign language interpreting education: Reflections on interpersonal skills (by Hammer, Annemiek); 9. Chapter 4. Interpreting and mediation: Raising awareness by training (by Morelli, Mara); 9. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes (by Mead, Peter); 10. Part 2. Specialized interpreting modules for specialized professional settings; 10. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes (by Mead, Peter); 11. Chapter 6. (Role-)playing fair(s): Introducing interpreting students to business negotiations (by Cirillo, Letizia); 12. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals (by Merlini, Raffaela); 13. Chapter 8. Dialogue interpreting on television: How do interpreting students learn to perform? (by Dal Fovo, Eugenia); 13. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals (by Merlini, Raffaela); 14. Chapter 8. Dialogue interpreting on television: How do interpreting students learn to perform? (by Dal Fovo, Eugenia); 14. Chapter 9. Teaching interpreters and translators to work in educational settings: A Chinese-Spanish case study (by Valero-Garces, Carmen); 15. Chapter 10. Teaching legal interpreting at university level: A research-based approach (by Hale, Sandra Beatriz); 15. Chapter 9. Teaching interpreters and translators to work in educational settings: A Chinese-Spanish case study (by Valero-Garces, Carmen); 16. Chapter 10. Teaching legal interpreting at university level: A research-based approach (by Hale, Sandra Beatriz); 16. Chapter 11. Training legal interpreters in an imperfect world (by Preziosi, Isabella); 17. Part 3. Latest trends in dialogue interpreter education; 17. Chapter 11. Training legal interpreters in an imperfect world (by Preziosi, Isabella); 18. Chapter 12. Telephonic dialogue interpreting: A short teaching course (by Gonzalez Rodriguez, Maria Jesus); 19. Chapter 13. Non-verbals in dialogue interpreter education: Improving student interpreters' visual literacy and raising awareness of its impact on interpreting performance (by Krystallidou, Demi); 19. Chapter 12. Telephonic dialogue interpreting: A short teaching course (by Gonzalez Rodriguez, Maria Jesus); 20. Chapter 13. Non-verbals in dialogue interpreter education: Improving student interpreters' visual literacy and raising awareness of its impact on interpreting performance (by Krystallidou, Demi); 20. Chapter 14. Make it different! Teaching interpreting with theatre techniques (by Kadric, Mira); 21. Chapter 15. Using the conversation analytic role-play method in healthcare interpreter education (by Niemants, Natacha); 21. Chapter 14. Make it different! Teaching interpreting with theatre techniques (by Kadric, Mira); 22. Chapter 15. Using the conversation analytic role-play method in healthcare interpreter education (by Niemants, Natacha); 22. Chapter 16. "That we all behave like professionals" - An experiential-dialogic approach to interpreter education and online learning (by Skaaden, Hanne); 23. References; 23. Chapter 16. "That we all behave like professionals" - An experiential-dialogic approach to interpreter education and online learning (by Skaaden, Hanne); 24. Author queries; 25. Authors' bio sketches; 26. Authors' bio sketches