Skip navigation

In brief

página de inicio ayuda (guía de consulta) buscar descargar (pdf) imprimir broken link

 

 

cita SPA Didáctica de la interpretación

 

 

origen  origins

This is a recent term, as is the formalization of interpreting as an academic discipline and in professional training. The first experiences of professional training in consecutive interpreting date back to the post-war period after World War I, and those of simultaneous interpreting are closer to WWII. Interpreter education was born in the 1930s and 40s, with the foundation of the first university schools and faculties of translation and interpreting.

 

 otras denominaciones  other names

Although the denominations training and education are not divergent,  the first (training) focuses on the acquisition of specific skills to face a given task, while the second (education), broader and typical of university education, seeks to promote the growth of the individual, developing their cognitive abilities and those attitudes and behaviors that allow them to navigate professional situations (Bernardini 2004; Amato & Mack, forthcoming); although both are mentioned, especially in the sections on historical evolution and pedagogical approaches, this entry focuses mainly on the latter.

 

resumen  abstract

Interpreter education is the process through which interpreting students are guided towards the profession of interpreting by promoting their growth and developing the cognitive abilities, attitudes and behaviors that will allow them to navigate different professional situations and scenarios (see Bernardini 2004 on translation and Amato & Mack, forthcoming, on interpreting). All bilinguals can interpret naturally, but this does not mean that we naturally know how to do it professionally (Muñoz 2011): professional interpreters need to acquire specific skills and competences in order to work in specialised settings and meet quality and ethical standards. Interpreting is an ancient practice. It probably developed spontaneously in parallel with oral communication in points of contact between different languages and cultures. However, the formalization of interpreter education is recent. It started out as professional on-the-job training, and then it gradually moved into the academic arena, where it both grew stronger and gained recognition. As didactic practices became more consolidated, interesting debates have opened up in the academic community on aspects including skills to be developed, candidate aptitude and selection, pedagogical approaches, propaedeutic activities, didactic progression, evaluation and use and impact of technologies. The contribution of research to this field is paramount to evaluate and validate the effectiveness of teaching methods and practices, evaluation, selection and certification procedures, and to explore the interaction of teachers and students with technology, both in the classroom and in distance learning.

 

ficha   record

autor Nicoletta Spinolo
fecha de publicación 2022.
referencia (cómo citar) Spinolo, Nicoletta. 2022. "Interpreter education" @ ENTI (Encyclopedia of translation & interpreting). AIETI.
DOI https://doi.org/10.5281/zenodo.6366310
URL estable https://www.aieti.eu/enti/didactics_interpreting_ENG/