ABSTRACT
Chapter 13 contains the Developmental Model of Intercultural Sensitivity (DMIS) adapted for translators and interpreters. There are two main reasons for introducing the model. First, it is a useful way of understanding how beliefs about translation, and comments made by translation scholars themselves, can make more sense once framed in one of the stages. Second, the introduction of culture for translators and interpreters can be more usefully organized in accordance with trainees’ levels of intercultural sensitivity. When the teaching matches these levels, it will be easier for the students to make the cognitive changes necessary for a translator or interpreter to attain intercultural competence, and hence function as a mediator.
