The impact of student self-assessment in learning simultaneous interpreting into the B language
Expertise research in the area of simultaneous interpreting has pinpointed differences between novice and experienced interpreters (Liu 2008, Liu, Schallert and Carroll 2004, Moser-Mercer 2008). Moreover, learning simultaneous interpreting in the B language presents unique challenges as self-monitoring is markedly more difficult without the assistance of a native speaker (Dejean Leféal). Although empirical studies on novice interpreters highlight their use of strategies to overcome these challenges while working into their B language (Bartlomiejczyk 2006, Tommola and Helevä 1998), we know that their ability to handles difficulties is impeded by the concomitant constraints on their limited cognitive resources. (Gile 2009). Self-assessment can be a tool students can use to improve their performance in simultaneous interpreting (Bartlomiejczyk 2007, Moser-Mercer 2008, Russo). In this context, how can regular self-assessments assist students in improving their skills into their B language? What insights can instructors glean from student feedback? Do these self-assessments change over time? We propose to examine these issues in the framework of a case study covering a cohort of French A, English B students who interpreted from their French A into their English B on three different occasions over the course of an academic year and then provided retrospective comments on their performance.
Jeanne Disdero-Lee has worked as a translator and conference interpreter in the cities of Paris and Brussels. She has been teaching consecutive and simultaneous interpretation (French to English, English to French) as part of the Master’s degree program in conference interpretation at ISIT since 2014. She is currently a PhD candidate at ESIT, Paris Sorbonne nouvelle 3, under the supervision of Isabelle Collombat and Camille Collard. Her research project focuses on reflexive analysis in the teaching of simultaneous interpretation into the B language. In addition to interpreter training, Jeanne’s areas of interest include language acquisition, language contact, bilingualism and cognitive approaches in interpretation studies..