Conference interpreter (CI) training since the Nuremberg Trials, where simultaneous interpretation was successfully used on a wide scale for the first time, is discussed. The establishment of interpreting schools and development of the CI curriculum and training paradigm are followed through to the present day. Curriculum models are identified and the content of training programmes discussed. The role played by AIIC in establishing the CI training paradigm via symposia, workshops and publications is presented. The increasing importance of theory in CI teaching is considered and doctoral programmes in CI studies are mentioned. The training of CI trainers is identified as a recent development and existing training possibilities reviewed. The paper goes on to discuss courses organised to meet special needs (e.g. new languages in the European Union) and the European Masters programme in CI being developed jointly by the European Union and a consortium of European Universities. It concludes with a brief indication of important issues in CI training for the future.
2023. Discourse-based recall, language anxiety and achievement motive: revisiting interpreting aptitude testing in the Chinese context. The Interpreter and Translator Trainer 17:1 ► pp. 54 ff.
Lu, Xinchao & Xiuling Xu
2023. Testing aptitude for simultaneous interpreting: the predictive validity of recall and lexical-syntactic flexibility test. The Interpreter and Translator Trainer 17:1 ► pp. 97 ff.
Guo, Cong, Cheng-shu Yang, Kunsong Zhang & Ming Kuang
2020. Competence-Oriented Task-Based Learning Approach to Medical Dual-Role Interpreter Training. In Handbook of Research on Medical Interpreting [Advances in Medical Diagnosis, Treatment, and Care, ], ► pp. 333 ff.
Seeber, Kilian G. & Eléonore Arbona
2020. What’s load got to do with it? A cognitive-ergonomic training model of simultaneous interpreting. The Interpreter and Translator Trainer 14:4 ► pp. 369 ff.
2018. The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Factors in Tertiary Interpreting Classrooms. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 147 ff.
2017. Employability in the United Nations: an empirical analysis of interpreter training and the LCE. The Interpreter and Translator Trainer 11:2-3 ► pp. 223 ff.
Korpal, Paweł
2016. Interpreting as a stressful activity: physiological measures of stress in simultaneous interpreting. Poznan Studies in Contemporary Linguistics 52:2
Korpal, Paweł
2021. The Neurocognition of Translation and Interpreting by Adolfo M. García. Interpreting and Society 1:1 ► pp. 107 ff.
Cai, Rendong, Yanping Dong, Nan Zhao & Jiexuan Lin
2015. Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters. The Interpreter and Translator Trainer 9:1 ► pp. 104 ff.
Cavalcanti, Vanessa & Antonio Carlos Silva
2015. Brasil, ¿potencia o aporía del Desarrollo?. Revista de Estudios Brasileños 2:2 ► pp. 80 ff.
2009. Numbers in Simultaneous Interpreting. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 7:2 ► pp. 61 ff.
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