Logo of the International Journal of Interpreter Education (ā„¢)

Volume 6(1) ~ MayĀ 2014

Creative Commons License - Attribution, Non-Commercial, No-DerivativesISSN # 2150-5772 – All views or conclusions are those of the authors of the articles and not necessarily those of the editorial staff or the publisher. The articles are the intellectual property of the authors and CIT. If you wish to use an article in your teaching or in another format, please credit the authors and the CIT International Journal of Interpreter Education.


Click below for an abstract of the articles included in this volume.


The Evolution of Interpreter Education Research and Dissemination

Jemina Napier, Editor[1]

Heriot-Watt University

Welcome to the first issue of Volume 6 of the International Journal of Interpreter Education. For this editorial, which will be my final editorial as Editor of IJIE, I would like to review the evoluton of interpreter education research and dissemination over the last five volumes of the journal.

We have seen the contributions to the journal shift over time to reflect the way that interpreter education research is evolving as its own subdiscipline of interpreting studies. Franz Pƶchhacker (2010) discusses the importance and the role of research in interpreter education, and the publication of a journal that is specifically focussed on this activity not only gives us the opportunity to disseminate our research and share teaching acitvities, but also provies validation to the scholarly examination and exploration of interpreter education in spoken and signed languages.

In my editorial for Volume 1 of IJIE in 2009, I suggested that there were ā€œburgeoning relationships in interpreter educationā€ and envisaged IJIE playing a significant role in contributing to best practices in interpreter education. I borrowed various metaphors from the interpreting studies literature to emphasize that we need to ā€œmine for diamondsā€ in interpreter education (as per Angelelli, 2004), and to lead interpreting students by the hand and mentor them into the profession. The first volume was dominated by signed language interpreter educator contributors, and although IJIE is published by an American organization that focuses primarily on signed language interpreter education and training (the Conference of Interpreter Trainers [CIT]), we have witnessed a significant increase in the number of contributions to the journal from spoken language interpreter educators. This shift further validates the need for information exchange across languages and modalities, as I addressed in my editorial for Volume 5(1) in 2013.

In addition to several research papers, Volume 2 featured commentary papers in which experienced interpreter educators shared their thoughts, curricula, and perceptions on the application of interpreting theory to interpreter education. IJIE has provided a forum, in addition to the biannual CIT convention, for educators to share their ideas about what works well in the classroom. It was also in Volume 2 that we introduced the Student Section, whereby aspiring interpreter education scholarsā€”graduate students who have completed research projects related to interpreter education and who are experienced interpreter educators but may not have the experience of writing for publicationā€”could submit their written work to the dedicated section in the journal.

Volume 3 concentrated on discussions of broad educational theory in adult and higher education and how it can be applied in interpreter education. This broader discussion of learning and teaching theories has been a common theme in many of the articles in IJIE, and has provided a strong foundation to frame our discussions and considerations. In this volume, we also began to recognize the importance of providing student-centered learning, and empowering students to learn.

In 2012, the journal moved to two issues per year, in order to accommodate an increasing number of submissions. Volume 4(1) included papers that discussed testing of interpreting students, ethics, and technology. Volume 4(2) featured papers on educating interpreters that were presented at the Critical Link: Interpreting in the Community conference in Birmingham, U.K., in July 2010, and my editorial contrasted the emergence of community interpreting and research in the spoken and signed language sectors.

In 2013, Volume 5(1) continued the theme of comparing spoken and signed language interpreter education research by exploring the similarities and differences and intersections of modalities in interpreter education, and Volume 5(2) confirmed the growing trends in interpreter education research, and the importance of evidence-based pedagogy, featuring several papers that were presented at the CIT convention in 2012.

This current issue of IJIE provides insight into the psychological skills that we need to develop in interpreting students (Atkinson & Crezee), the student perspective on interpreter education (Mo & Hale), how interpreter education is evolving in China (Zhan), and an innovative approach to providing an intensive interpreter training experience (Bentley-Sassaman, Houser, & Morrison). We also have two book reviews that are particularly relevant to interpreter educators (Bowen-Bailey and Major).

It is with regret that I have tendered my resignation as IJIE Editor, but I plan to remain on the editorial board. It has been a rewarding experience to see the journal flourish and to see more interaction between spoken and signed language interpreter educators, and new and experienced researchers. CIT has called for expressions of interest for a new editor, and I encourage you to think about it or recommend the opportunity to your colleagues. Furthermore, there is still a rolling call for manuscripts, so do consider submitting something for consideration in the Research or Commentary sections. If you are not sure where your manuscript might fit, do not hesitate to contact the new Editor, or any member of the Editorial Board, for advice.

As with previous volumes, I end my editorial with a quote. This quote I feel encapsulates the ethos that I have tried to embed within IJIE, and the ongoing values that I believe we all wish to see in the further development of the spoken and signed language conference and community interpreting profession.

Education is the passport to the future, for tomorrow belongs to those who prepare for it today (Malcolm X).


Angelelli, C. (2004). Medical interpreting and cross-cultural communication. London, England: Cambridge University Press.

Pƶchhacker, F. (2010). The role of research in interpreter education. The International Journal for Translation & Interpreting Research, 2, 1ā€“10.

[1] Correspondence to: CITjournaleditor@gmail.com

Research Articles

Improving Psychological Skill in Trainee Interpreters

David P. Atkinson and Ineke H. M. Crezee

AUT University, Auckland


The general effects of self-efficacy and explanatory style on performance have been thoroughly researched in the field of psychology. This article is based on Atkinsonā€™s (2012) psychological skill model, which attempts to construct these factors to complement traditional conceptions of interpreter and translator skill, and apply them to interpreter and translator training. The authors discuss psychological skill, including factors of self-efficacy, explanatory style, and locus of control, and outline how self-efficacy and explanatory style can become a focus of interpreter training. Resources to help students conduct self-analysis on their occupational self-efficacy and explanatory style are provided in the appendices, in the form of scales educators can use in their classes. A range of ideas are highlighted to assist students in becoming aware of their psychological skill, and pedagogical suggestions are offered for changing and improving aspects of psychological skill in students.

Key Words: psychological skill, interpreters, self-efficacy, explanatory style, teaching

Translation and Interpreting Education and Training: Student Voices

Yongjun Mo & Sandra Hale[1]

University of New South Wales



The authors present the results of a small-scale study of studentsā€™ perspectives about Translation and Interpreting (T&I) education and training offered in New South Wales, Australia. The study consisted of three phases: (a) the analysis of 13 current T&I education programs offered by five tertiary institutions approved by the National Accreditation Authority for Translators and Interpreters (NAATI); (b) the distribution of an online questionnaire to students of those programs; and (c) face-to-face interviews with a select sample of these student respondents. Overall, the data collected suggested studentsā€™ educational experiences were largely positive. However, there were some differences found in the responses from university students as opposed to vocational college students. The results of the study may help inform the design and improvement of T&I courses in Australia and elsewhere.

Keywords: T&I education and training, student satisfaction, student expectations, T&I theory vs. practice

[1]Correspondence to: s.hale@unsw.edu.au


Professional Interpreter Training in Mainland China: Evolution and Current Trends


Cheng ZHAN[1]
Guangdong University of Foreign Studies



Professional interpreter training in Mainland China has developed tremendously since it was first included in higher education programs. Chinaā€™s unprecedented economic development, coupled with its rising strength in international affairs, have increasingly helped professional interpreter training obtain its academic status. Such a process has not only been rapid, but it has also shown characteristics typical of the higher education context in China. In this article, the author reviews the history and evolution of professional interpreter training in China and analyzes current trends. The author also points out some challenges and problems facing the training of interpreters in academic programs.


Key Words:interpreter training,Mainland China, academic programs, evolution, trends

[1] Correspondence to: jameszc08@yahoo.com

Ā Interpreter Boot Camp: Working Toward Achieving Interpreter Standards

Jessica Bentley-Sassaman [1]
Bloomsburg University of Pennsylvania, USA

Sue Ann Houser
Pennsylvania Training and Technical Assistance Network, USA

Brian Morrison
Community College of Philadelphia, USA


A project was established in the state of Pennsylvania to mentor interpreters who scored between 3.0 and 3.4 on the Educational Interpreter Performance Assessment (EIPA), missing the state minimum standard score of 3.5 or higher. This article serves as a template for interpreter trainers interested in setting up an interpreter ā€œboot campā€ to assist graduates in bridging the gap from an interpreter training program to work in an educational setting. Four mentees and four mentors, two instructors from interpreting programs, and one educational consultant participated in the Pennsylvania Interpreter Boot Camp. Although not all mentees achieved the targeted 3.5 score when they retook the EIPA, all did improve their interpreting skills.

Key Words: boot camp, mentor, mentee, Educational Interpreter Performance Assessment

[1]Correspondence to: jbentley@bloomu.edu

Open Forum

Book Review: Ā Introduction to Healthcare for Interpreters and Translators.

Doug Bowen-Bailey
Digiterp Communications

Crezee, I.Ā  (2013).Ā Introduction to Healthcare for Interpreters and Translators.Ā Ā Amsterdam, the Netherlands:Ā  John Benjamins.

Key Words: healthcare, educators, guidebook

Introduction to Healthcare for Interpreters and TranslatorsĀ (John Benjamins, 2013), by Ineke Crezee, offers a significant contribution that is useful for both interpreter education programs and practitioners with a focus on healthcare. Whereas other works focus more on strategies and programmatic approaches for teaching interpreters about healthcare settings, Crezeeā€™s primary intent is to support practitioners in their work; but its organized and accessible format also makes it an excellent resource that educators can use to help acquaint their students with healthcare settings. Perhaps just as important, it is also a resource that students can continue to use after graduation, making it a worthwhile investment.

CIT members and IJIE subscribers can read the complete review below.

Book Review: Advances in Interpreting Research

George Major
Macquarie University, Sydney

Swabey, L., & Nicodemus, B. (Eds). (2011). Advances in interpreting research. Amsterdam, the Netherlands: John Benjamins.

Advances in Interpreting Research, edited by Laurie Swabey and Brenda Nicodemus, is a welcome book in a field of researchā€”interpreting studiesā€”that is relatively new and arguably lacking in strongly developed methodologies and research-based pedagogies. The book addresses this issue with chapters that tackle an interesting mix of related topics, ranging from discussions of the theoretical underpinnings of interpreting studies, to reporting on methodology in research and initiatives in education, to very practical advice for new researchers in the field. At first glance through the contents and authorship for this book, the reader could easily assume that the book is heavily weighted toward signed language interpreting. Several chapters will appeal most clearly to those with an interest in signed language interpreting; however, the majority of chapters are targeted at, and relevant for, the wider field. The editors explain that they compiled the volume after observing a paradigm shift, in that practitioners and educators want to incorporate more evidence-based research into their practice, but they do not necessarily have the schema to do so. The intended audiences for the book are interpreters, interpreter educators, and aspiring researchers, and I agree that it would be a very relevant resource for all of these groups.

CIT members and IJIE subscribers can read the entire review below. Ā 

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