| Title: | Can a Teacher Be an Interpreter? A Question of Identity |
| Author: | Anca-Margareta Bunea |
| Publication: | Language and Literature – European Landmarks of Identity, 15, p. 392 |
| p-ISSN: | 1843-1577 |
| Publisher: | Universitatea din Pitești |
| Place: | Pitești |
| Year: | 2014 |
| Abstract: | It is a truism the fact each teacher knows that students should be seen as a different identity and, as a consequence, we have to adapt different teaching techniques, methods and strategies. Yet, what if a foreign language teacher needs to become an interpreter because in this case, among the first lessons in consecutive interpreting, one learns that the personal pronoun “I” does not reflect any identity being used as a mere tool for the interpreter who becomes all of the sudden a ‘pres-play’ device for interpretation. The present paper deals with the identity aspects causing troubles to a teacher while trying to become an interpreter. In order to find the answer to the question of identity, we will appeal to cultural studies and a trans-disciplinary perspective for the theoretical background of psychology on the on hand and of translation/ interpreting theories on the other hand. Statistically, teachers of foreign languages do not become professional interpreters and that is what the present paper studies: the reasons why only few teachers choose to practice professional interpreting. |
| Key words: | identity, consecutive interpretation, teaching |
| Language: | English |
| Links: |  pdf |
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