ABSTRACT
Through a historical perspective on the learning and teaching of T/I, this chapter establishes connections among T/I, bilingualism and language acquisition to understand the role that T/I plays in language acquisition and achievement of high levels of bilingualism (and vice versa).
It problematises undisputed beliefs like that translator and interpreter training should be separate from other forms of linguistic training or education, that language acquisition must be complete before the start of translator/interpreter training and that translators/interpreters work better into their native language. It does so to consider alternatives that are (without concrete evidence to the contrary) pertinent to T/I competence acquisition and to the various contexts, formats, purposes and degrees of specialisation in which T/I education and training occur. A critical review of contexts, of research paradigms and of the interaction between academia and industry helps understand the history of the teaching of T/I and how the historical contexts have shaped the teaching of T/I.
