Pedagogía basada en el género discursivo en la escritura de trabajos finales de grado en la formación de intérpretes

Pedro Pavez; Amparo Galdames-Fermandois

doi:10.17533/udea.mut.v15n2a04

Authors

Pedro Pavez Pontifical Catholic University of Valparaíso https://orcid.org/0000-0001-5334-178X
Amparo Galdames-Fermandois Pontifical Catholic University of Valparaíso https://orcid.org/0000-0001-8943-8305

DOI:

https://doi.org/10.17533/udea.mut.v15n2a04

Keywords:

interpreting, interpreter training, undergraduate graduation project, genre-based pedagogy, academic writing

Abstract

In Chile, interpreting programs are job-oriented rather than academic, despite the fact that they require trainee interpreters to complete their training presenting an Undergraduate Graduation Project (UGP), which grants them their undergraduate degree. This demonstrates the importance of research writing in the area. However, there are no studies that describe what this writing process is like in the community, not to mention a teaching proposal. Based on the above, this research aims at establishing the rhetorical-discursive model followed by graduation project works in the Interpreter Training Program at the Pontificia Universidad Católica de Valparaíso. Genre-based pedagogy has been used as a frame of reference as it explores, describes, and analyzes 63 graduation works and their socio-discursive setting, by means of the application of the rhetorical-discursive model of Venegas et al. (2016). The design of a didactic sequence that ensures the production of the genre emerges from the established model. These findings contribute to the development of the discipline, both in the didactic-pedagogical and academic dimensions, since they expand the horizon of trainee interpreters towards a deeper disciplinary knowledge as future researchers.

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Author Biographies

Pedro Pavez, Pontifical Catholic University of Valparaíso

English-Spanish conference interpreter and Master in Education from the Pontificia Universidad Católica de Valparaíso. He has more than 12 years of professional experience as an interpreter for national and international organizations, such as ECLAC, WHO, UNICEF, UNDP, among others. He has also specialized in interpreter training for more than 10 years, specifically in areas such as feedback, quality in interpreting and teaching-learning processes of interpreting strategies. His experience in teaching and research has led him to collaborate in various interpreter training programs both in Chile and abroad.

Amparo Galdames-Fermandois, Pontifical Catholic University of Valparaíso

Spanish teacher, Bachelor in Hispanic Language and Literature, Bachelor in Education, Master in Applied Linguistics from the Pontificia Universidad Católica de Valparaíso; PhD student in Psychology at the Pontificia Universidad Católica de Chile. She has specialized in the area of academic literacy, specifically in the academic writing process. She has 5 years of experience in university teaching, an area in which she has also collaborated in various research projects, in addition to consulting in the development of instruments and institutional materials for the evaluation of academic reading and writing.

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