AWEJ for Translation & Literary Studies, Volume 4, Number4. October 2020 Pp.3-16
Students’ Review on Interpreting Teaching in Libya: Challenges and Future Prospects
Mohammed Juma Zagood
College of Humanities and Social Sciences, UAE University
Al Ain, UAE
This empirical study discusses the challenges faced by interpreting students at the Department of Translation and Interpreting Studies at the Libyan Academy in Tripoli. It attempts to answer the following question: what is the students’ perspective on the teaching of interpreting at the Libyan Academy? To answer the aforementioned question, a questionnaire has been designed for the aim of identifying the challenges encountered by students of interpreting courses at the Libyan Academy. The questionnaire that consists of closed statements and open questions was given to twelve students who passed the interpreting courses. The questionnaire is designed to include questions about the course structure; materials; the division between theory, methodology and practice; and speeches and audios interpreted. The open questions allowed students to express their views regarding the challenges they faced and the possible future improvements. The findings showed that there are some challenges of interpreting teaching from the students’ perspectives. These challenges include the way the courses are divided between theory, methodology, and practice; speeches selected for consecutive interpreting practice, recordings selected for simultaneous interpreting practice, shortage of time slots given to students for practice, out-date lab equipment, and lack of real-life situations where students can practice liaison interpreting. At its conclusion, the significance of this study relies in the suggestion of some recommendations to overcome the challenges raised with the aim of improving interpreting teaching at the Libyan Academy in the future.
Keywords: challenges, interpreting teaching, Libyan students, practice, quality assessment
Cite as: Zagood, M. J. (2020). Students’ Review on Interpreting Teaching in Libya: Challenges and Future Prospects. Arab World English Journal for Translation & Literary Studies 4 (4) 3-16.
Baker, M. ed. (2001). Routledge Encyclopedia of Translation Studies. Routledge: London and New York.
Cabrera, T. (2017). The Translation and Interpreting Industry in the United States. Harvard University: Observatorio.
Caminade, M. & Pym, A. (2001). ‘Translator-Training Institutions. In M. Baker (Ed) Routledge Encyclopedia of Translation Studies. 280-286. London and New York: Routledge.
Dong, Y. Li, Y. & Zhao, N. (2019). Acquisition of Interpreting Strategies by Student Interpreters. The Interpreter and Translator Trainer. DOI:10.80/1750399X.2019.1617653.
Giaber, J. (2005). The Increasing Role of Translation in Libyan Politics and Business Activities. In International Journal of Arabic-English Studies (IJAES), 6, 181-188. APETAU.
Giaber, J. M. (2010). Conference Interpreting in Libya after Lockerbie. Faculty of Language’s Journal, 5, 27-33. Tripoli: Tripoli University Press.
Gile, D. (2001). Conference and Simultaneous Interpreting. In M. Baker (Ed), Routledge Encyclopedia of Translation Studies (pp. 40-45). London and New York: Routledge.
Gillies, A. (2013). Conference Interpreting. London and New York: Routledge.
Hale, S. (2007). Community Interpreting. New York: Palgrave Macmillan.
Hun, X. (2013). The Skill-Focused Approach to Interpretation Teaching: An Emperical Exploration. The Open Journal of Modern Linguistics, 3, (2), 161-165.
Jones, R. (1998). Conference Interpreting Explained. Manchester: St. Jerome Publishing.
Linse, A. (2017). Interpreting and Using Student Ratings Data: Guidance for Faculty Serving as Administrators and on Evaluation Committees. Studies on Education Evaluation,54, 94-106.
Morin, I. (2007). Six Phases in Teaching Interpretation as a Subject at Universities and Colleges in Indonesia. Translation Journal. Available at URL: http://translationjournal.net/journal/40interpret.htm. (retrieved in 2/8/2020).
Petrescu, C. (2013). Teaching Interpreting. Paper presents at the 5th World Conference on Educational Sciences- WCES2013. Timisoara: University of Timisoara.
Pochhaker, F. (2004). Introducing Interpreting Studies. London and New York: Routledge.
Takeda, K. (2010). What Interpreting Teachers Can Learn from Students: A Case Study. The International Journal for Translation and Interpreting, 2 (1), 38-49 Trans-int.org.
Taylor-Bouladon, V. (2000). Conference Interpreting: Principles and Practice. Goolwa: Crawford House Publishing.
Tesseur, W. (2018). Researching Translation and Interpreting in Non-Governmental Organisations. Translation Spaces· DOI: 10.1075/ts.00001.tes Available at file:///C:/Users/MJMZAG~1/AppData/Local/Temp/1.TES-s.pdf. (retrieved in 2/8/2020)
Wadensjo, C. (1999). Telephone interpreting and the synchronization of talk in social interaction. The Translator, 5(2), 247-264.
Wadensjo, C. (2001). Community Interpreting’. In M. Baker (Ed), Routledge Encyclopedia of Translation Studies (pp. 33-37). London and New York: Routledge.
Yin, K. Robert (1984). Case Study Research: Design and Methods. Applied Social Research Methods Series, 5. London and New Delhi: Sage Publications.
449total visits,3visits today