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Eva en Mia keren terug naar het dorp waar ze hun moeder hopen te vinden, maar alles lijkt veranderd. De straten liggen er verlaten bij: de ouderen hebben hun toevlucht genomen in het paleis en de kinderen dienen als slaven van een wrede kapitein en zijn soldaat-bewakers. De tweeling meisjes krijgen tijdens hun zoektocht hulp van Joshua, maar hij voegt zich bij de soldaat-bewakers om het vertrouwen van de kapitein te winnen. Misnoegd door dit onverwachte verraad, moeten Eva en Mia zien te ontsnappen. En zoals altijd loert het gevaar om de hoek.

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This paper gives an overview of role play as a didactic method for community interpreter training. Firstly, it provides an extensive report on the interpreting literature, with special interest for community interpreting and its didactics. Secondly, four role plays were developed. Drawing on what was learned from the literature review, the role plays were explicitly designed to be used in a didactic context. The first part of the paper consists of a literature review. In this review, the profession of interpreting and its evolution are described. Interpreting is a fairly young field of study that branches out into several domains. Therefore, the different kinds of interpreting are discussed separately. Most attention is given to community interpreting, the field on which this paper focuses. The profession is narrowed down further to the field of medical interpreting, a specific branch for which the role plays in the second part of this paper can be a training method. For this aim, the literature review discusses a linguistic analysis of the interpreted medical consultation, conducted by Tebble (2014). Another chapter of the literature review tackles the code of ethics of interpreters. The different roles of an interpreter are discussed as well. Especially in a medical context, an interpreter can shape the consultation actively, by interpreting in a more mediating manner. In yet another chapter of the literature review, the didactics of interpreting are discussed. The chapter reports on several teaching methods, including methods that integrate modern technology in the classroom. Finally, enough background was provided to come to the core of this paper: role play. The last chapter of the literature study discusses this method as a didactic tool, the different forms of role play along with its advantages and disadvantages compared to other didactic methods. The theoretical argument of this paper, then, aims to develop four role plays that can be used to teach community interpreting. As every branch of the interpreting profession requires specific didactic methods, and thus a specific kind of role play, one interpreting setting was singled out: the medical setting. Every role play consists of a different medical consultation. All four contain a different medical affection, different roles and different ethical dilemmas for the interpreting student. Which specific ethical difficulties were included, was decided based on the literature review. Although the subjects of the role plays differ, their structure in remains the same. This structure was based on the linguistic analysis of the interpreted medical consultation by Tebble (2014) and on the chapter on role play in the literature review. To maintain medical authenticity, a midwife, an oncological nurse and an occupational therapist assisted in the development of the role plays. In the concluding chapter of this paper, it is suggested how the role plays can be integrated in the context of a classroom. This chapter is supported by the preliminary literature review. Due to a lack of time, the role plays were not tested out in a classroom. This would be a relevant starting point for future research.