ABSTRACT
This chapter focuses primarily on applied research in translation and interpreting pedagogy. Since the 1950 pedagogical practices have been used to help Translation and Interpreting Studies (TIS) students acquire in an optimally efficacious and efficient way the skills necessary to perform as translators and interpreters. Pedagogy is intertwined with education. In education in general, and in language or TIS education in particular, pedagogy has evolved from a teacher-centered to a learner-centered model. Here it focuses on those that, from the perspective, have had a greater impact on the field, namely education and educational theories, TIS and second language acquisition and teaching. Until very recently research related to translation and interpreting pedagogy relied almost entirely on anecdotal accounts, case studies at best, detailing how translation interpreting was taught in a particular institution or program. Research may also focus on fine-tuning preparation for more complexly defined translation interpreting tasks.
