Theory and practice in the teaching of interpreting

Abstract

Using Seleskovitch's three‐phase model of the process of interpreting as its point of departure, the article identifies component features which are important for the skill of interpreting, and discusses the differences between translation and interpreting, the superficial differences between consecutive and simultaneous interpreting. The article stresses the dangers in paying too much attention to consecutive at the beginning of interpreter training programmes, since this may make students consider interpreting a type of translation which does not require analysis. The author discusses other component skills in interpreting and the ways they can be presented to students and concludes that it is pedagogically unsound to put off simultaneous interpreting until an advanced stage: in interpreter training programmes for future conference interpreters, both consecutive and simultaneous interpreting should be taught from the very start. The article is rounded off with a description of exercises meant for practising important component skills in interpreting.