ABSTRACT
This chapter discusses teacher training for conference interpreting in the spoken languages. The section on historical perspectives begins with the development of conference interpreting training since the mid-20th century, describing the roles of educational institutions, employer organizations, and professional associations. It outlines the profiles of the first conference interpreting instructors and early instructional literature. The development of a consensus regarding a core curriculum serves as a backdrop leading into the discussion of the emergence of dedicated teaching training programmes. The second section addresses approaches to researching interpreting teacher training and presents key conclusions. It examines the role and value of research on and for interpreter education and notes a lack of research dedicated specifically to conference interpreting teacher training. The third section on pedagogic approaches and methods identifies content that programme conveners increasingly expect interpreting teachers to master. An analysis of select contributions to the literature on interpreter education and AIIC’s quality criteria for programmes reveals areas of knowledge and skills expected of effective interpreting teachers. In the concluding section, the chapter identifies possible areas of further research and development.
