Niemants2026
| Niemants2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Niemants2026 |
| Author(s) | Natacha Niemants, Marieke de Koning |
| Title | Preparing Interpreting Students for Healthcare: From CARM to Simulated Multilingual Interactions |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, dialogue interpreting, healthcare, role play, CARM, multimodality, multimodal conversation analysis |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
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| Pages | 327-360 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_14 |
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| Howpublished | |
| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
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Abstract
Interpreting Studies have highlighted specific skills for Dialogue Interpreting (DI), where interpreters coordinate and orally translate bilingual talk between at least two speakers. The variety of settings in which DI takes place can cause professional dilemmas demanding Interactional Competences (ICs) that need to be considered in DI education. This chapter focuses on a healthcare setting and shows how role-playing activities can be used to help MA student-interpreters gradually move from observing to embodying DI in class, thereby preparing them to enter local professional communities while developing ICs. The outcomes of a two-fold training practice will be highlighted through a Multimodal Conversation Analysis (MCA), including verbal and non-verbal semiotic resources as they are used by the trainer and the students. Classroom interactions brought about by two Role-play Methods (RMs) are thus analysed. First, we will show how the Conversation Analytic Role-play Method (CARM) by Stokoe (Developing interactional competences at and for work. Springer, this volume) is adapted to this specific educational context to enable students to discuss and enact authentic healthcare interactions featuring specific communicative, institutional and ethical trainables. Second, analyses of a multilingual triadic role play based on authentic transcripts will focus on students’ ICs and show how they embody translating, coordinating and monitoring activities, as well as different role-identities.
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