Angelelli, C., Enright, K., & Valdés, G. (2002). Developing the talents and abilities of linguistically gifted bilingual students: Guidelines for developing curriculum at the high school level (RM02156). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented
Angelelli, Claudia V. & Holly E. Jacobson (eds.) 2009. Testing and Assessment in Translation and Interpreting Studies. A call for dialogue between research and practice. Amsterdam: John Benjamins
Bontempo, Karen Michele & Jemina Napier. 2011. “Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting” Interpreting (International Journal of Research and Practice in Interpreting) 13:1, 85-105
Cabo, Diego Pascual Y., and Jason Rothman. 2012. “The (IL)Logical Problem of Heritage Speaker Bilingualism and Incomplete Acquisition.” Applied Linguistics 33 (4): 450–55. https://doi.org/10.1093/applin/ams037.
Gasca Jiménez, L. (2022). Traducción, competencia plurilingüe y español como lengua de herencia (ELH). Traducción, competencia plurilingüe y español como lengua de herencia (ELH). London and New York: Routledge. https://doi.org/10.4324/9781003081494
Gatti, Alberta, and Syelle Graves. 2020. “Are Heritage Speakers of Spanish Significantly Better at Speaking than at Writing? Results of an Experiment on Writing and Speaking Proficiencies—Actual and Perceived.” Foreign Language Annals 53 (4): 920–41. https://doi.org/10.1111/flan.12499.
Kelly, Dorothy. 2005. A Handbook for Translator Trainers: Manchester: St Jerome.
Martínez-Gómez, A. 2020. Language brokering experience among interpreting students: pedagogical implications for the development of interpreting competence, The Interpreter and Translator Trainer, 14:3, 303-321
Mellinger, C. D., & Gasca-Jiménez, L. (2019). Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context. Revista Signos, 52(101), 950–974. https://doi.org/10.4067/S0718-09342019000300950
Moser-Mercer, Barbara. 2008. “Skill Acquisition in Interpreting. A Human Performance Perspective”. The Interpreter and Translator Trainer (ITT) 2:1, 1-28
Timarová, Sárka & Heidi Salaets. 2011. “Learning styles, motivation and cognitive flexibility in interpreter training. Self-selection and aptitude”. Interpreting (International Journal of Research and Practice in Interpreting) 13:1, 31-52
Weisskirch, Robert S. 2006. “Emotional Aspects of Language Brokering among Mexican American Adults.” Journal of Multilingual & Multicultural Development 27 (4): 332-343.
Weisskirch, Robert S. 2007. “Feelings About Language Brokering and Family Relations among Mexican American Early Adolescents.” Journal of Early Adolescence 27 (4): 545-561
Weisskirch, Robert S. 2005. “The Relationship of Language Brokering to Ethnic Identity for Latino Early Adolescents.” Hispanic Journal of Behavioral Sciences 27 (3): 286-299.
Zyzik, E. (2016). Toward a prototype model of the heritage language learner. Innovative strategies for heritage language teaching: A practical guide for the classroom, 19-38.
This entry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
