Claudia Angelelli
Kerry Enright
Guadalupe Valdés

This monograph contains general suggestions for implementing a curriculum in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families. It includes a brief introductory discussion of the importance of nurturing the abilities of linguistically talented students and presents a brief introduction to the field of interpretation and translation. It includes general suggestions for implementing a curriculum in interpretation and translation as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation.

Reference:

Developing the Talents and Abilities of Linguistically Gifted Bilingual Students: Guidelines for Developing Curriculum at the High School Level
Claudia Angelelli
Kerry Enright
Guadalupe Valdés
 

Recommendations

1. Identification procedures should be aligned with more current definitions of giftedness. They should be broadened to better identify gifted culturally and linguistically diverse students.
2. Students with a unique type of linguistic giftedness, which is needed for translating and interpreting, should be identified among immigrant children.
3. The implementation of a Translation/Interpretation is beneficial in several ways:
   • encourages collaboration among teachers of existing classes (e.g., Foreign Language, Spanish for Native Speakers, and English Language Development)
   • motivates students because they see the long-term relevance of their leaning.
   • Holds students accountable for their learning in many other language-oriented classes.
4. The identification of students with linguistic talent is not simple. Standardized tests are of little use. The most reliable predictor of students’ ability to interpret seems to be their self-identification as experienced interpreters.