The E-C Consecutive Interpreting Of The Early Childhood Education Program From The Perspective Of Interpretive Theory

With the growing trend of globalization, cooperation projects on education at home and abroad are increasing rapidly. The Jiangsu International Foundation for Educational Excellence training program(JIFFEE), based in Suzhou Hongwen Foreign Language College and jointly held by Jiangsu Provincial Department of Education and Queensland University of Technology(QUT, Australia), was aimed at offering on-the-job training to the preschool teachers of Jiangsu Province by sharing the state-of-the-art educational ideas and teaching methods of QUT. I was privileged to serve as a classroom interpreter participating in the project, shouldering one quarter of the whole interpreting work.This thesis presents a serious and careful reflection on and summary of the author‘s classroom interpretation practice from the perspective of the Interpretive Theory. According to the theory, the process of interpreting can be divided into three phases, i.e.: interpretation, deverbalization and reformulation. As it pays attention to the entire process of interpretation, the theory is applicable to analyzing problems in different phases as well as making more targeted solutions respectively. In this thesis, the author first points out the difficulties in the interpretation task and the causes of the problems; she then reflects upon the on-the-spot coping strategies and analyzes their strength and weaknesses. In doing so, she hopes to draw experience and lessons from the practice, and propose general approaches to problems that may arise in the interpretation process so as to offer practical suggestions for the interpreters who work for tasks of the similar kind.