A Practice Report On The Interpreting For The Biography Workshop Held By Chengdu Rose Garden Waldorf School From The Perspective Of Interpretive Theory

In the current era in China,spoon-feeding education has been the mainstream educational mode in many,if not all,schools and it has been a long-standing issue that remains to be solved.Seeing this,scholars and educationists at home have introduced Waldorf Education into China to optimize the status quo,and an increasing number of experienced overseas practitioners have been invited to China to promote Waldorf Education.Chengdu Rose Garden Waldorf School held a three-day biography workshop from October 12 th to October 14 th,2018 in Jinjiang District,Chengdu.The author served as a consecutive interpreter for the two mentors and 15 listeners at this workshop.The present report describes the interpreting practices of the author and summarizes the difficulties encountered during the workshop interpreting.Through the analysis,three difficulties have been found: 1)special terminologies related to anthroposophy,2)mandarin with Dutch accents and 3)expressions that cause difficulties in comprehension.Under the guidance of the Interpretive Theory,this report has also provided three strategies to deal with the foregoing difficulties,namely: 1)amplification,2)anticipation and 3)omission.Apart from the strategies above,the author also did inquiries during interpreting to guarantee the information correctness.Results of this report contribute to the improvement of the author’s interpreting skills and provide references for future classroom instructions and workshop interpreting.The information and materials in the present report may also be of importance to interpreters,scholars and practitioners who are interested in anthroposophy and Waldorf Education in China.