ABSTRACT
This chapter provides an overview of the cognitive models that have shaped the teaching of interpreters, including models that specifically address consecutive interpreting, and discusses the practice of consecutive interpreting, beginning with a historical overview and moving to contemporary use. We also argue for a review of how consecutive interpreting, cognitive models, note-taking and decision-making are taught in order to prepare interpreters for conference and non-conference interpreting. Consecutive interpreting (CI) is defined as the process of interpreting after the speaker or
signer has completed one or more ideas in the source language and then pauses while the interpreter transmits that information (Russell 2005). González et al. ([1991] 2012) states that when using CI in the court setting, the duration of the source language can be anywhere from a few seconds to several minutes. “Long consec” is a phrase used to describe consecutively interpreting a lengthy passage (over several minutes) or possibly an entire speech at a time, usually with the aid of notes, while “short consec” refers to consecutively interpreting a short passage, possibly a word to a few sentences, with or without the aid of notes.
