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Abstract

The purpose of this case study was to track the progression of a novice interpreter’s use of self-reflective practice while interpreting a series of six University lecture segments, in a controlled environment over a period of three months. It became evident that the novice interpreter in this case study was able to articulate a variety of coping strategies used, and found improvements in her self-reflective practice skills. The results of this study support key suggestions in the literature: that interpreters need to be motivated to aim for expertise by improving their skills through self-reflective practices, via supported environments such as ongoing mentorship, training and professional development.

This longitudinal case study was developed as a multi-methods qualitative study that triangulated three forms of data (quasi-experimental, ethnographic, and retrospective), comparing the novice interpreter’s performance through observations from both the researcher and the participant. A rubric (Appendix 1) was designed based on a variety of assessment tools and taxonomies related to interpreting, and used to track the participant and researcher perceptions each session. This case study has contributed to the field of interpreting in that very few case studies to date have focused on novice interpreters’ self-reflective practices over a period of time.

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