
Contents
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32.1 Introduction 32.1 Introduction
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32.1.1 The origins of interpreter training 32.1.1 The origins of interpreter training
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32.1.2 First steps in conference interpreter training 32.1.2 First steps in conference interpreter training
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32.1.3 The beginnings of community interpreter training 32.1.3 The beginnings of community interpreter training
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32.1.4 Interpreter training today 32.1.4 Interpreter training today
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32.2 Approaches to interpreter training 32.2 Approaches to interpreter training
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32.2.1 Early approaches 32.2.1 Early approaches
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32.2.2 The evolution of interpreter training pedagogy 32.2.2 The evolution of interpreter training pedagogy
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32.2.3 Towards a scientifically verified approach 32.2.3 Towards a scientifically verified approach
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32.2.4 Community interpreting pedagogy 32.2.4 Community interpreting pedagogy
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32.2.5 The literature of interpreter training today 32.2.5 The literature of interpreter training today
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32.3 Selection for admission to interpreter training programmes 32.3 Selection for admission to interpreter training programmes
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32.3.1 Prerequisites for Admission to Conference Interpreting 32.3.1 Prerequisites for Admission to Conference Interpreting
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32.3.2 Aptitude tests 32.3.2 Aptitude tests
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32.3.3 Admission Requirements for Community Interpreting Programmes 32.3.3 Admission Requirements for Community Interpreting Programmes
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32.3.4 Changing Standards 32.3.4 Changing Standards
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32.4 Types of Interpreter Training Programmes 32.4 Types of Interpreter Training Programmes
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32.4.1 The Nature of Programmes 32.4.1 The Nature of Programmes
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32.4.2 Conference Interpreting Programmes 32.4.2 Conference Interpreting Programmes
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32.4.2.1 Undergraduate Programmes 32.4.2.1 Undergraduate Programmes
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32.4.2.2 Graduate Programmes 32.4.2.2 Graduate Programmes
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32.4.2.3 In-house Training of Conference and Court Interpreters 32.4.2.3 In-house Training of Conference and Court Interpreters
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32.4.3 Community Interpreting Programmes 32.4.3 Community Interpreting Programmes
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32.4.3.1 Academic Programmes 32.4.3.1 Academic Programmes
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32.4.3.2 College-type Courses 32.4.3.2 College-type Courses
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32.4.3.3 Courses in ‘rare’ Languages and for Special Projects 32.4.3.3 Courses in ‘rare’ Languages and for Special Projects
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32.5 Curriculum Models 32.5 Curriculum Models
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32.5.1 Conference interpreting curriculum models 32.5.1 Conference interpreting curriculum models
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32.5.2 Community Interpreting Curriculum Models 32.5.2 Community Interpreting Curriculum Models
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32.5.3 Methodology of Interpreter Training 32.5.3 Methodology of Interpreter Training
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32.5.3.1 Translation in Interpreter Training Programmes 32.5.3.1 Translation in Interpreter Training Programmes
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32.5.3.2 Theoretical Components in Interpreter Training Programmes 32.5.3.2 Theoretical Components in Interpreter Training Programmes
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32.5.3.3 From Teacher- to Student-Oriented Methodology 32.5.3.3 From Teacher- to Student-Oriented Methodology
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32.5.3.4 Progression from Mode to Mode and Sequencing of Exercises 32.5.3.4 Progression from Mode to Mode and Sequencing of Exercises
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32.5.3.5 From the Holistic to the Skill-Building Approach 32.5.3.5 From the Holistic to the Skill-Building Approach
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32.5.3.6 Pre-interpreting and skill-building exercises 32.5.3.6 Pre-interpreting and skill-building exercises
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32.5.3.7 Note-Taking Training 32.5.3.7 Note-Taking Training
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32.6 Assessment 32.6 Assessment
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32.6.1 Intermediate Assessment 32.6.1 Intermediate Assessment
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32.6.2 Final Assessment 32.6.2 Final Assessment
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32.6.3 Assessment criteria 32.6.3 Assessment criteria
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32.6.4 Professional Assessments 32.6.4 Professional Assessments
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32.6.4.1 Accreditation of Community and Legal Interpreters 32.6.4.1 Accreditation of Community and Legal Interpreters
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32.6.4.2 Criticism of Accreditation 32.6.4.2 Criticism of Accreditation
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32.7 Educating Interpreter Users 32.7 Educating Interpreter Users
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32.8 Future Directions in Interpreter Training 32.8 Future Directions in Interpreter Training
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Further Reading and Relevant Resources Further Reading and Relevant Resources
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32 Training Interpreters
Get accessLudmila Stern is Associate Professor and Coordinator of the MA in Interpreting and Translation at the University of New South Wales. Her research covers interpreting practices in national and international courts during war crime trials, at the Australian War Crimes Prosecutions, the International Criminal Tribunal for the Former Yugoslavia, and the International Criminal Court. Her historical research includes the monograph Western Intellectuals and the Soviet Union, 1920-40. From Red Square to the Left Bank (Routledge, 2007).
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Published:18 September 2012
Cite
Abstract
The recognition of interpretation as a profession came in the twentieth century. The first interpreter training took place after the First World War. Training in simultaneous interpreting started after the Second World War. By 2000 interpreting was offered as a course at graduate and postgraduate levels. The initial approach to training was practical and based on apprenticeships. In the late 1980s a new paradigm, based on calls for scientific data and verification of teaching methods, took hold. Interpreter training programmes today vary in academic level, format, and duration. However, their aims are the same: to produce interpreters who are able to work immediately and reliably on the market. Assessment is important in training. Assessment aims to evaluate students' competence and provide feedback on progress. To achieve reliable professional standards training should be well planned and innovative, coupled with a flexible approach, and encouraging ongoing professional development.
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