摘要：This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave & Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and an example of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.
其他摘要：This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave & Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and an example of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.
关键词：semi-authentic interpreting practices;student health interpreters;shared preprofessional learning
