ABSTRACT
Education and training of interpreters in formal tertiary settings began at the end of WWII. It continues to date, in the light of recognition of interpreting as a profession first in conference and diplomatic settings, and more recently in community settings. Shaped by the requirements of international and domestic industry, interpreter training benefits from the development of educational theories as well as research into interpreting and interpreter training. Initial teacher-focused approaches to training, based on teachers’ personal interpreting and teaching practice, included applying practical experience to training, theorizing training, and evaluating the end product as being fit for the industry needs. Scientific approach to training, in the latter part of the 20th century, was informed by interdisciplinary scholarship and experimental exploration of conference interpreting, especially simultaneous mode. In the 21st century, a greater understanding of the interpreting process shifted the educational focus to a gradual acquisition and improvement of skills, progressive evaluation, and assessment. The introduction of community interpreting training has required the incorporation of new languages and interpreting in domestic settings previously not used in training, as well as the interactive nature of interpreting and ethical challenges. Research into interpreter training continues to provide input into programmes/curricula design, approaches to admission, student-focused pedagogy, and creative forms of assessment to ensure that graduates fulfil the needs of a complex, ever-changing industry.
