Carlson, E.S. (2022)36
|
4 |
Spanish |
First, second |
1 hour shadowing of professional interpreter |
3 hours of training +
practice |
Alta language services level 2 proficiency+ constructive
feedback from professional interpreters + interpreter training Pre-Test
and Post-Test to assess students’ understanding of ethics and
techniques |
Aitken, G.
(2019)15
|
9
|
Spanish
|
First, second
|
2 hours of pre-assessment + shadowing of professional interpreter
|
3 hours of training + practice
|
Alta language services level 2 proficiency,
4 hours of direct demonstration and final evaluation by
interpreter
|
Vargas Pelaez, A. F. (2018)21
|
8 |
21 languages |
First-Third |
Workshop with case studies |
Role-play, small group
activities |
Constructive feedback + 15-20 hours of interpretation
training; optional certification |
Diaz, J. E. (2016)34
|
6 |
Spanish |
First-Fourth (one
module per year) |
Four modules (Figure B3) |
Scenarios, role-plays,
practise sessions |
No language assessment |
Monroe, A.D.
(2004)35
|
Variable |
Spanish, Portuguese |
Any |
4-6
hours of shadowing professional interpreter, two technical and
cross-cultural seminars |
Observation and assessment by professional
interpreter |
Oral and written examination to become interpreter’s aides
(IAs) + commitment to serve for a minimum of 4 hours/week |