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The contribution of institutional recruiters to interpreter training

Getting the balance right
  • Clare Donovan
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The Evolving Curriculum in Interpreter and Translator Education
This chapter is in the book The Evolving Curriculum in Interpreter and Translator Education

Abstract

Conference interpreting has come into its own as a profession since the 1940s, with the emergence of a rich, often multilingual institutional framework as a source of employment and of university-based training programs. Direct recruiters in the major international and regional organizations are usually interpreters. These organizations often engage in training: the two communities overlap to a large extent. From the outset there has been close cooperation which has tended to take on more diversified forms since the 1990s. This model has shaped the profession’s self-perception, structure and management. It has contributed to training autonomy within university structures and has given recruiters a significant role.

Abstract

Conference interpreting has come into its own as a profession since the 1940s, with the emergence of a rich, often multilingual institutional framework as a source of employment and of university-based training programs. Direct recruiters in the major international and regional organizations are usually interpreters. These organizations often engage in training: the two communities overlap to a large extent. From the outset there has been close cooperation which has tended to take on more diversified forms since the 1990s. This model has shaped the profession’s self-perception, structure and management. It has contributed to training autonomy within university structures and has given recruiters a significant role.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
https://doi.org/10.1075/ata.xix.16don

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
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