This book addresses an important, yet under-researched domain in
interpreting education: how theoretical training models should be
responsive to context. To do so, it applies the linguistic concept of
'context' to interpreting studies by investigating practices in
representative (conference) interpreting training programmes in Europe
and China. After presenting an overview of interpreter training
programmes, the author describes the need to reassess the applicability
of the well-established and widely accepted model of interpreting from
the Paris School (ESIT/AIIC model) to the Chinese interpreting training
scene.
Building on the theoretical study of context in foreign language
classrooms suggested by linguists like Halliday and Hasan (1993);
Kramsch (1993) and others, the author subsequently constructs a new
curriculum, comprising a four-step approach to consecutive interpreting
courses in the Chinese context. The rationale for such an approach is
justified in accordance with the overall design of context, taking into
account the four dimensions in a teaching-learning environment.
This book is intended for scholars and graduate students who are
interested in translation and interpreting, applied linguistics as well
as foreign language education. It also serves as a practical guide for
developing (university-level) translation and interpreting programmes.
