Volume 10, Issue 2
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
Buy:$35.00 + Taxes



This article examines dialogue interpreting in unscripted role-plays in the community interpreting classroom. In 2019, faculty members from several departments at Viterbo University (La Crosse, Wisconsin) coordinated an interprofessional education collaboration via role-playing in the institution’s Clinical Simulation Learning Center. Nursing, social work and pre-medical students were given the health-professional roles of caring for community members with limited English proficiency (who acted as ‘patients’). Interpreting students, both heritage speakers of Spanish and second language learners (L2) of both English and Spanish, facilitated language access for all parties involved. Recordings of these dialogues were then transcribed, annotated, and analyzed via mixed methods. This study examines overall and comparative findings of how heritage speakers and second language learners interpret dialogue, focusing on the textual aspects of their exchanges. While no language profile seemed to perform particularly better overall, certain indicators were more problematic for L2 Spanish speakers and/or heritage speakers. The presentation of these results and conclusions intend to foster improved teaching interventions for classrooms with students of varying English <> Spanish language backgrounds.


Article metrics loading...

Loading full text...

Full text loading...


  1. Arumí, Marta, and Mireia Vargas-Urpi
    2018 “Annotation of Interpreters’ Conversation Management Problems and Strategies in a Corpus of Criminal Proceedings in Spain: The Case of Non-Renditions.” Translation and Interpreting Studies13 (3): 421–441. 10.1075/tis.00023.aru
    https://doi.org/10.1075/tis.00023.aru [Google Scholar]
  2. Carriera, Maria M.
    2016 “A General Framework and Supporting Strategies for Teaching in Mixed Classes.” InAdvances in Spanish as a Heritage Language, ed. byDiego Pascual y Cabo, 159–176. Philadelphia, PA: John Bejamins. 10.1075/sibil.49.09car
    https://doi.org/10.1075/sibil.49.09car [Google Scholar]
  3. Chi, Huidong
    2021 Problemática textual e interaccional de la interpretación judicial entre el español y el chino en asuntos penales: Estudio descriptivo basado en casos reales [Textual and interactional problems of judicial interpreting between Spanish and Chinese in criminal cases: A descriptive study based on real cases]. PhD diss. Universitat Autónoma de Barcelona.
  4. Colina, Sonia, and Claudia V. Angelelli
    2015 “T&I Pedagogy in Dialogue with Other Disciplines.” Translation and Interpreting Studies10 (1): 1–7. 10.1075/tis.10.1.01ang
    https://doi.org/10.1075/tis.10.1.01ang [Google Scholar]
  5. Drew, Paul, and John Heritage
    eds. 1992Talk at work: Interaction in Institutional Settings. New York: Cambridge University Press.
    [Google Scholar]
  6. Mellinger, Christopher D., and Laura Gasca-Jiménez
    2019 “Challenges and Opportunities for Heritage Language Learners in Interpreting Courses in the U.S. Context.” Revista Signos. Estudios de lingüística52 (101): 950–974. 10.4067/S0718‑09342019000300950
    https://doi.org/10.4067/S0718-09342019000300950 [Google Scholar]
  7. Orozco-Jutorán, Mariana
    2019 “A Mixed-Methods Approach to Research in Corpus-Based Interpreting Studies: Quality of Interpreting in Criminal Procedures in Spain.” InResearch Methods in Legal Translation and Interpreting: Crossing Methodological Boundaries, ed. byŁucja Biel, Jan Engberg, Rosario Martín Ruano, and Vilelmini Sosoni, 152–169. London: Routledge. 10.4324/9781351031226‑10
    https://doi.org/10.4324/9781351031226-10 [Google Scholar]
  8. Pöchhacker, Franz
    2016Introducing Interpreting Studies. 2nd ed. London: Routledge. 10.4324/9781315649573
    https://doi.org/10.4324/9781315649573 [Google Scholar]
  9. Potowski, Kim, and Lynch Andrew
    2014 “Perspectivas sobre la enseñanza del español a los hablantes de herencia en los Estados Unidos [Perspectives on teaching Spanish to heritage speakers in the United States].” Journal of Spanish Language Teaching1(2): 154–170. 10.1080/23247797.2014.970360
    https://doi.org/10.1080/23247797.2014.970360 [Google Scholar]
  10. Sacks, Harvey, Emanuel A. Schegloff, and Gail Jefferson
    1974 “A Simplest Systematics for the Organization of Turn-taking for Conversation.” Language50(4): 696–735. 10.1353/lan.1974.0010
    https://doi.org/10.1353/lan.1974.0010 [Google Scholar]
  11. Standardized Patient Program – Perelman School of Medicine – University of Pennsylvania
    Standardized Patient Program – Perelman School of Medicine – University of Pennsylvania. AccessedDecember 2, 2023. https://www.med.upenn.edu/spprogram/what-is-a-standardized-patient.html
  12. Wadensjö, Cecilia
    1998Interpreting as Interaction. Harlow: Longman.
    [Google Scholar]
  13. World Health Organization
    World Health Organization 2010 “Framework for Action on Interprofessional Education & Collaborative Practice.” Health Professional Networks Nursing and Midwifery Human Resources for Health. AccessedOctober 24, 2022. https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?sequence=1
    [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error