This study reports the findings from students’ reflective essays on the hidden curriculum of Chinese/English interpreting training. Grounded theory was used to conduct thematic analysis of 22 reflective essays on the hidden curriculum by trainee interpreters who took study trips to international organizations, where they practiced simultaneous interpreting (SI) in muted interpreting booths and socialized with staff and professional interpreters. Two overarching concepts, the quality of SI and China’s status as the only member state that uses Chinese, were identified, as were four core themes: (1) a lack of interest in the Chinese rendition; (2) English rules; (3) form over substance; and 4) the homogeneity of the members of the Chinese interpreting booth.
Research on the hidden curriculum
Hidden curriculum in study trips to international organizations
Students’ reflective essays
Lack of interest in the Chinese rendition
Form over substance
Homogeneity of the Chinese booths versus the diversity of other booths
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