About the Journal
Jemina Napier, Macquarie University, Australia
The first issue of the the International Journal of Interpreter Education was published in November 2009. One volume is produced per year. There is a rolling call for manuscripts – which are due March 30 for publication in November of the same year. See Call for Manuscripts for more information. For more information on subscriptions to IJIE, click here.
The International Journal of Interpreter Education (IJIE) is a pioneering journal covering topics of interest to all those researching and working in interpreter education. The Editors welcome material on any aspect of interpreter education theory, policy, application or practice that will advance thinking in the field. IJIE addresses issues of current and future concern to interpreter educators, encouraging interdisciplinary discussion.
Research on interpreting has advanced over many years, involving interdisciplinary input from education, linguistics, sociology, and psychology, with studies of the interpreting process, interpreter-mediated discourse, and the role of the interpreter, to name but a few. With increased understanding of interpreting, comes the need to reflect on how we can most effectively educate and train interpreters to function at the highest level to meet the needs of the clients and consumers who rely on their services.
Interpreter education research is an emerging sub-discipline which crosses over adult education, applied linguistics, educational linguistics, and translation studies. Interpreter education can occur in various milieu, including: ad hoc professional development workshops, formal college and university programs, internships; face-to-face or online. Traditionally signed and spoken language interpreters have been trained separately, with little dialogue or information exchange. Since the seminal work of Cynthia Roy (1989, 2000) and Cecilia Wadensjö (1998), however, an understanding has emerged that spoken and signed language interpreters working in the community experience the same challenges in terms of managing their role and mediating communication. Resulting from this understanding, educators and researchers have recognized the value in collaboration across all languages, including spoken and signed languages. Examples can be seen of research projects, education programs and short training courses worldwide, that seek to explore and enhance the skills and knowledge of all interpreters, regardless of the languages that they interpret between.
The Conference of Interpreter Trainers (CIT) was established in 1979, with the goal of enabling information exchange between signed language interpreter educators and trainers in the United States, facilitated through a biennial convention. In more recent times, CIT has opened its proverbial doors to signed language interpreter educators and trainers from other countries, and spoken language interpreter educators and trainers. With Dr Cynthia Roy as Series Editor, Gallaudet University Press has established the Interpreter Education Series, which features contributions from spoken and signed language interpreters alike. The rich discussions that have transpired from the broader membership of CIT, and the publication of the Interpreter Education Series, have been welcomed by all in the field. Thus the need for a scholarly peer-reviewed journal was pressing – hence the establishment of the International Journal of Interpreter Education (IJIE).
IJIE seeks to achieve a better understanding of the principles that underpin the effective development and delivery of interpreter education. It seeks to understand how policy and practice in the area can be built on sound theoretical or heuristic foundations to achieve a greater impact on educational outcomes and practical application.
Articles based on empirical or action research are welcomed. We also seek submissions which discuss effective teaching practices, and opinion pieces which highlight trends and debates in the interpreter education field.
- Research Articles
Theoretical evidence-based articles that present findings from research on, or related to, interpreter education and training .
Practice-based presentations of reflections on educational practices and teaching activities that provide meaningful advancements in the processes of preparing future interpreters; maintaining the skills of current interpreters, or promoting the professional development of practicing interpreter educators. In this section we also welcome original reviews of books or curriculae that may be of interest to interpreter educators and trainers.
- Open Forum
Publishable interviews with leading scholars, transcripts of debates or presentations of case studies that extend our understanding and analyses of trends in interpreter education and training.
- Student work section
Featuring the work of aspiring interpreter education scholars—graduate students who have completed research projects related to interpreter education, who are experienced interpreter educators but may not have the experience of writing for publication—this section specifically encourages interpreter educators who are studying in Masters or PhD programs to share their work with alongside established scholars in the field.
- Dissertation Abstracts
Abstracts of Masters or PhD dissertations related to interpreter education.
Interpreter Education and Training
Second Language Learning
Programming and Administration
The journal consists of one issue every year. The journal is peer-reviewed.
There is a rolling Call for Manuscripts.
The deadline for Volume 3, to be published at the end of 2011, is 30th March 2011.
See Notes for Authors for specific requirements on submitting a manuscript for publication consideration.
If you have any questions, contact the Editor at CITjournaleditor@gmail.com
Research Article Section
Open Forum Section
Dissertation Abstracts Section
Student Work Section
CIT board liaison
Amy June Rowley
Anna Witter Merithew
Anna Lena Nilsson
Peter Llewellyn Jones
Rachel Locker McKee