The Influence of Adult Education Principles on Canadian Spoken-Language Interpreter Training Programs: A Case Study

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dc.contributor.advisorRoy, Sylvie
dc.contributor.authorStaflund, Jeffrey Glen Patrick
dc.contributor.committeememberBhowmik, Subrata Kumar
dc.contributor.committeememberEaton, Sarah Elaine
dc.date2020-02
dc.date.accessioned2019-12-11T20:22:32Z
dc.date.available2019-12-11T20:22:32Z
dc.date.issued2019-12
dc.description.abstractThis thesis reports on a one-year, multi-site case study aimed at characterizing current approaches to interpreter training in Canada and determining the influence of adult education principles on that training. The theoretical framework utilized was Malcolm Knowles’ (Knowles, Holton III, & Swanson, 2015) six assumptions about adult learners and eight andragogical design elements. Data collection was carried out in two stages: a recruitment survey sent to all Canadian interpreter training programs known to the research, followed by an in-depth visit of four programs involving document review, 44 hours of observation and 29 interviews. Findings indicate that Canadian programs are primarily utilizing a master-apprenticeship approach to training, which seems to be working well. The programs observed also appear to be incorporating many adult education principles. Additional contributions from the field of adult education are discussed; it is argued that sharing research and expertise in areas such as confidence and motivation building, content and feedback delivery, facilitation techniques, characteristics of adult learners, the strengths and weaknesses of the apprenticeship model, and the role of learning styles, would be beneficial to interpreter trainers and trainees alike.en_US
dc.identifier.citationStaflund, J. G. P. (2019). The Influence of Adult Education Principles on Canadian Spoken-Language Interpreter Training Programs: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37330
dc.identifier.urihttp://hdl.handle.net/1880/111334
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectinterpreteren_US
dc.subjectpedagogyen_US
dc.subjecttrainingen_US
dc.subjectconferenceen_US
dc.subjectcommunityen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleThe Influence of Adult Education Principles on Canadian Spoken-Language Interpreter Training Programs: A Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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