Well begun is half done : how to launch simultaneous interpreting training

Abstract

Teaching simultaneous interpreting (SI) to beginners is often regarded as a daunting task. Having taught such courses for several years at the Institute of English, University of Silesia, many a time have I been approached by colleagues asking for some advice. With the growing number of students in our translation and interpreting (T&I) programme, these colleagues were required to start teaching such courses themselves, and I was somewhat surprised to see their reluctance, as, personally, I have always enjoyed initiating novices into the mysteries of the interpreting booth. Considering the limited format of this article, the main focus is on preliminary exercises which are generally considered the most useful by experienced interpreter trainers from a variety of T&I schools and which have proved enjoyable for our students. The discussion will necessarily be brief, but at many points the readers are referred to the bibliography, which can be followed in search of practical examples, more detailed argumentation in favour of or against each type of exercise, empirical research etc. First, let me voice a complaint that our admittance procedures and curriculum are not ideally designed to provide for a successful launch of SI training. We are forced to accept candidates for our 5-year T&I programme exclusively on the basis of their high school results. The first 2 years account for intensive language training and philological education, and, although the students’ linguistic progress is monitored through end-of-year practical English exams, no aptitude test is administered before the start of T&I classes at the beginning of the 3rd year.