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.

Autorentext
Jie Liu is currently a Postdoctoral Fellow under the "Postdoctoral International Exchange Program" at Central China Normal University (CCNU) in Wuhan, China. He received his Ph.D. from Utrecht University (2015) and has been a Research Scholar at the University of Florida. Previously, he held an Associate Professorship at the National Huaqiao University, where he also served as Lead Interpreter. His work has been published in several international interpretation and translation journals. Over the past decade or so, Jie Liu has been an active conference interpreter and member of the Translators' Association of China (TAC), and the European Society of Translation Studies (EST).

Inhalt
Chapter 1 Introducing Basic Concepts of Interpreting and InterpreterTraining 1.1 Background and lead-in 1.2 The etymology and defining features of interpreting1.3 Categorization of interpreting 1.3.1 Working mode 1.3.2 Institutional categorization 1.3.3 Contexts, settings and other criteria1.4 A brief review of interpreting training situations in Europe and China1.5 Interpreting vs. translation 1.5.1 The ABC of interpreting1.6 Research into interpreting: past and present Chapter 2 Contemporary Interpreter Training Practices in Europe and China 2.1 Early writings on interpreting 2.2 The interpretive theory of translation (ITT) 2.2.1 'Sense' and 'vouloir dire' 2.2.2 The triangular model and de-verbalization 2.2.3 The didactic principles of the ITT 2.2.4 Criticism of the Paris School and the ITT 2.3 Reducing interpreting into components: the Chinese practice 2.3.1 Introduction 2.3.2 The XiaDa model for interpreter training 2.3.3 The teaching progression of the XiaDa model 2.3.4 The GDUFS model for interpreter training 2.3.5 Remarks 2.4 The overarching themes in interpreting didactics 2.4.1Interpreting skills and training 2.4.2 Linguistic competence and pedagogy 2.4.3 Interpreting practice and profession 2.5 Conclusion Chapter 3 Acquiring Interpreting Competence through Training: European and Chinese Training Models Explored 3.1 Interpreting Competence: definitions and expectations3.2 The major European models of interpreter training 3.2.1 Continental model (undergraduate level) 3.2.2 Mixed Master-level model 3.3.3 'Y-shaped' training model (BA/MA) 3.3.4 European Masters in Conference Interpreting 3.3 The EMCI and ESIT programmes for conference interpretation </div&g...