Theatrical training in interpreter education: a study of trainees’ perception

ABSTRACT

The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer’s observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants’ needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters.

KEYWORDS:

• Nonverbal communication
• theatrical training
• public speaking
• stress management
• interpreter education

Author contributions

Although the present paper is the result of a joint effort, Claudio Bendazzoli drafted sections 1, 2, 3.1.2; Jessica Pérez-Luzardo drafted sections 3.1.1, 3.2, 4.1, 4.2. Section 4.3 and the concluding remarks were jointly drafted.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In this respect, Nolan (2005, 8) specifically refers to ‘rehearsal’ as a typical activity among actors also relevant to interpreting trainees.

2. For these students, the BA programme lasts four years and includes interpreting classes in the third and fourth years. Then they may enrol in a master’s program in interpreting and intercultural mediation (fifth year).