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Journal articles on the topic 'Translator and interpreter training'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kościałkowska-Okońska, Ewa. "EU Terminology in Interpreter Training: Selected Problem Areas Connected With EU-Related Texts." Research in Language 9, no. 1 (2011): 111–24. http://dx.doi.org/10.2478/v10015-011-0009-x.

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The presentation refers to the entire area of translating legal terminology, in particular to the translation of EU law-related texts that are especially vital for translating the acquis communautaire. This area of translation (and interpreting) services has been developing rapidly. The language used in documents is specialist and, at the same time, specific, due to the terminology used. Both the translator and the interpreter face the responsibility and the obligation to observe and apply translation strategies, consistently selected and considering the already existing and valid names, terms

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Pan, Jun, Honghua Wang, and Jackie Xiu Yan. "Convergences and divergences between studies on translator training and interpreter training." Target. International Journal of Translation Studies 29, no. 1 (2017): 110–44. http://dx.doi.org/10.1075/target.29.1.05pan.

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Discussion on the convergences and divergences between Translation Studies (TS) and Interpreting Studies (IS) has taken place since the emergence of the latter. The unity and divide between translation and interpreting (T&I) activities are also strongly felt in the field of training. This study adopts a data-driven approach to examine research on translator and interpreter training. Based on an annotated database of T&I journal article entries, it shows the differences and similarities in research on translator training and interpreter training. Findings suggest that research on transl

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Eskelinen, Juha, Minna Ruokonen, Mary Nurminen, et al. "Työelämää simuloivat kurssit ja työelämäyhteistyö yliopistojen käännösalan koulutuksissa." Mikael: Kääntämisen ja tulkkauksen tutkimuksen aikakauslehti 9 (April 1, 2016): 102–18. http://dx.doi.org/10.61200/mikael.129462.

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This article is based on papers presented at the seminar for the teachers’ and researchers’ section of the Finnish Association of Translators and Interpreters in August 2015. The theme of the seminar was courses currently offered within Finnish translator training that involve simulated or authentic aspects of professional business translation or are based on cooperation with the translation industry. After an overview of recent forms of cooperation at the five Finnish universities offering translator training, the article presents examples of courses with relevance for working as professional

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Kurz, Ingrid, Doris Chiba, Vera Medinskaya, and Martina Pastore. "Translators and interpreters: different learning styles?" Across Languages and Cultures 1, no. 1 (2000): 71–83. http://dx.doi.org/10.1556/acr.1.2000.1.6.

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Even though learning styles are not a new research topic, little attention has been paid so far to their potential significance for the training of translators and interpreters. Following a brief review of the literature, the authors present the results of an investigation into learning style preferences of translator and interpreter students by means of the Kolb Learning Style Inventory. Their hypotheses that (a) translator and interpreter students differ in their learning style preferences and (b) interpreter students and professional interpreters show similar learning styles could be confir

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SIERHIEIEVA, O., and Ye SIERHIEIEV. "BASIC PRINCIPLES OF TEACHING PROFESSIONAL DISCIPLINES DURING PROFESSIONAL TRAINING OF INTERPRETERS AND TRANSLATORS." Current issues of linguistics and translations studies, no. 24 (June 30, 2022): 27–31. http://dx.doi.org/10.31891/2415-7929-2022-24-6.

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The article analyzes the problems of modern vocational education. An example of such education is the system of training professional translators and interpreters. The author raises the issue of using the general principles of teaching professional disciplines in the training of translators and interpreters, which contribute to the formation of the competence of the translator and interpreter. The paper analyzes ways to optimally organize the training of translators and interpreters, based on current theoretical and practical principles. The article’s main topic is the structural and functiona

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Galán-Mañas, Anabel, Anna Kuznik, and Christian Olalla-Soler. "Entrepreneurship in translator and interpreter training." HERMES - Journal of Language and Communication in Business 60 (July 8, 2020): 7–11. http://dx.doi.org/10.7146/hjlcb.v60i0.121307.

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van Egdom, Gys-Walt, Winibert Segers, Hendrik Kokaert, and Patrick Cadwell. "Ergonomics in translator and interpreter training." Interpreter and Translator Trainer 12, no. 2 (2018): 252–53. http://dx.doi.org/10.1080/1750399x.2018.1478451.

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Baker, Mona, and Carol Maier. "Ethics in Interpreter & Translator Training." Interpreter and Translator Trainer 5, no. 1 (2011): 1–14. http://dx.doi.org/10.1080/13556509.2011.10798809.

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Kuleli, Mesut, and Didem Tuna. "Critical Thinking as an Integral Outcome in Translator and Interpreter Training." English Studies at NBU 8, no. 1 (2022): 93–116. http://dx.doi.org/10.33919/esnbu.22.1.6.

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The aim of this study is to investigate the critical thinking attitudes of translator and interpreter candidates with a view to coming up with recommendations on curriculum development in Translation and Interpretation undergraduate studies. A "Critical Thinking Skills Scale" was administered to 354 translation and interpretation students from five universities in Turkey. Independent sample t-test, one-way ANOVA and post-hoc Scheffe test were used in data analysis. With the highest and lowest attitudes found for receptiveness and inquiry skills respectively, the total critical thinking attitud

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Hoyte-West, Antony. "Exploring Translator and Interpreter Training in the Trinidad and Tobago Context: An overview." English Studies at NBU 8, no. 1 (2022): 43–52. http://dx.doi.org/10.33919/esnbu.22.1.3.

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This article provides an overview of the current provision of translator and interpreter training in the English-speaking Caribbean nation of Trinidad and Tobago. In contextualising the country's current linguistic and geopolitical situation, including the growing prominence of Spanish in the country's society, present conditions regarding the need for translational services are outlined. The overview adopts a literature-based approach which involves analysing the websites of tertiary institutions in Trinidad and Tobago where translation and interpreting-related training provision is currently

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11

Klimkowski, Konrad. "Entrepreneurial training in translator and interpreter education." Roczniki Humanistyczne 63, no. 11 (2015): 67–83. http://dx.doi.org/10.18290/rh.2015.63.11-5.

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Williams, Rhys. "Towards a national interpreter/translator training plan." Asian Studies Review 19, no. 1 (1995): 39–43. http://dx.doi.org/10.1080/03147539508713041.

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13

Semsch, Marlene. "A Report on the Arctic College Interpreter-Translators Program." section II 38, no. 1 (2002): 96–97. http://dx.doi.org/10.7202/004087ar.

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Abstract This report briefly outlines the historical developments of interpreter I translator training in the Northwest Territories. It describes the origins of the present Arctic College I IT programs at the Thebacha Campus in Fort Smith and Nunatta Campus in Iqaluit and describes their similarities and differences. It outlines admission requirements and course offerings and discusses some of the challenges faced in training aboriginal translators and interpreters.

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Berbel, Elke Cases. "Challenges and difficulties of translation and interpreting in the migration and refugee crisis in Germany." Open Linguistics 6, no. 1 (2020): 162–70. http://dx.doi.org/10.1515/opli-2020-0014.

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AbstractThis article presents a comprehensive analysis of the role that interpreters and translators of the Federal Office for Migration and Refugees (Bundesamt für Migration und Flüchtlinge [Bamf]) played during the 2015–2016 migration crisis in Germany along with the improvements made by the German Ministry of the Interior. To this end, we first investigated all the occasions when a refugee needs interpreting and translation services. We then present the requirements to be a Bamf interpreter/translator as well as their working conditions. In addition, we offer research into all the working t

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Cases, Berbel Elke. "Challenges and difficulties of translation and interpreting in the migration and refugee crisis in Germany." Open Linguistics 6 (June 7, 2020): 162–70. https://doi.org/10.1515/opli-2020-0014.

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This article presents a comprehensive analysis of the role that interpreters and translators of the Federal Office for Migration and Refugees ( Bundesamt für Migration und Flüchtlinge [Bamf]) played during the 2015–2016 migration crisis in Germany along with the improvements made by the German Ministry of the Interior. To this end, we first investigated all the occasions when a refugee needs interpreting and translation services. We then present the requirements to be a Bamf interpreter/translator as well as their working conditions. In addition, we offer research into all the

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Mirzoyeva, Leila, and Oxana Syurmen. "Developing intercultural competence of trainee translators." Global Journal of Foreign Language Teaching 6, no. 3 (2016): 168–75. http://dx.doi.org/10.18844/gjflt.v6i3.1663.

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Intercultural competence is one of the key aspects of a translator / interpreter competence as it contributes to better understanding of the source text and thus, its more ‘ideal’ conveying into the target language. The purpose of this research is to clarify the areas requiring improvement in the process of developing trainee translators’ intercultural competence in the context of Kazakhstani education. Questionnaires for instructors teaching Practical English course and translation courses were used to collect data about the most problematic aspects of to-be translators’ training and cultural

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Tucker, Andrew. "Tool Designed to Streamline the Search for Scholarly Literature Addressing Online Translation and Interpreting Pedagogy." Hikma 22, no. 1 (2023): 189–217. http://dx.doi.org/10.21071/hikma.v22i1.15039.

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Translator and interpreter educators seeking new pedagogical ideas and working in the face-to-face, blended, online, and remote modalities would benefit from reviewing the pedagogies proposed during more than two decades of research into translator and interpreter training and education in virtual environments. This paper contains a description of the methods employed to review scholarly publications addressing online and blended translator and interpreter training and education (1997-2022). The results are used to create an evolving public linear bibliography of scholarly literature named «On

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Cherkashchenko, Olesia M., Tetiana M. Vysotska, Svitlana V. Korotkova, Yuliia O. Savina, and Iryna V. Khurtak. "Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis." International Journal of Higher Education 8, no. 4 (2019): 136. http://dx.doi.org/10.5430/ijhe.v8n4p136.

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The article deals with the analysis of innovations in the content of professional training of interpreters / translators at universities of Europe, the USA and Ukraine. It has been established that at European and American universities the innovation data involves directing professional education of translators and interpreters towards studying CAT-systems within the context of traditional disciplines, specialized disciplines, extracurricular courses, trainings and in the process of students’ translation/interpretation traineeship and study placement. Based on the comparative analysis of the c

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Honová, Zuzana. "Traduction et interprétation juridique. Quelques remarques à propos des langues à faible diffusion." Studia Romanistica 23, no. 2 (2023): 29–38. http://dx.doi.org/10.15452/sr.2023.23.0006.

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The right to the assistance of a translator or interpreter is one of the fundamental rights guaranteed by national and international legislation. Despite the efforts of the European Union to unify the conditions under which these two professions are practised, there are substantial differences in the way legal and court interpreting and translation are practised in some European countries. The main differences are to be found in the conditions under which these professions are pursued, more specifically in terms of the status of translators and interpreters, access to these two professions, tr

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Zatlin, Phyllis, and Peter W. Krawutschke. "Translator and Interpreter Training and Foreign Language Pedagogy." Hispania 73, no. 1 (1990): 109. http://dx.doi.org/10.2307/342989.

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Krause, Maureen T., Peter W. Krawutschke, and Mary Snell-Hornby. "Translator and Interpreter Training and Foreign Language Pedagogy." Modern Language Journal 74, no. 1 (1990): 138. http://dx.doi.org/10.2307/327998.

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22

Leppihalme, Ritva. "Translator and interpreter training: issues, methods and debates." Perspectives 21, no. 1 (2013): 138–40. http://dx.doi.org/10.1080/0907676x.2012.698071.

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23

Makeeva, Elena, Marina Kulinich, and Ekaterina Savitskaya. "Professional Preferences of Translators/Interpreters-to-be: Survey Results." ARPHA Proceedings 3 (November 25, 2020): 1529–45. https://doi.org/10.3897/ap.2.e1529.

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In the former Soviet Union translators/interpreters-to-be were trained only in a few field-specific linguistic (and in a couple of military institutions. Later, in XXI, Russia signed the Bologna Declaration, Russian institutes and universities got an opportunity to choose what they teach, were allowed to provide commercial services and many introduced both short-term training courses for translators/interpreters and long-term BA / MA translator training programs as the social demand for translators increased. This paper discusses various ways and means of translator/interpreter training both i

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Mukhibullaevich, Lutfullayev Pulatkhon. "Translation Systems forTraining Interpreters inEnglish-Speaking andAsian Countries." Current Research Journal of Pedagogics 6, no. 2 (2025): 15–19. https://doi.org/10.37547/pedagogics-crjp-06-02-04.

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In today's era of globalization, the field of translation plays a crucial role in facilitating effective communication between diverse cultures and languages. The system for training translators varies across countries, reflecting their unique economic, social, and linguistic characteristics. This article examines the translator training systems in English-speaking countries, Asian nations, and Uzbekistan, analyzing their similarities and differences. It explores the comprehensive translation education programs developed in higher education institutions in English-speaking countries, the innov

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Carrasco Flores, José Andrés. "Teaching English for Translation and Interpreting: A framework of reference for developing the translator’s bilingual sub-competence." Complutense Journal of English Studies 27 (October 4, 2019): 121–37. http://dx.doi.org/10.5209/cjes.62822.

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Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees’ needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator’s bilingual sub-competence and puts forward a framework of reference for teaching English for Translation

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Cuminatto, Claire, Roger Baines, and Joanna Drugan. "Employability as an ethos in translator and interpreter training." Interpreter and Translator Trainer 11, no. 2-3 (2017): 123–38. http://dx.doi.org/10.1080/1750399x.2017.1350899.

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van Egdom, Gys-Walt, Patrick Cadwell, Hendrik Kockaert, and Winibert Segers. "A turn to ergonomics in translator and interpreter training." Interpreter and Translator Trainer 14, no. 4 (2020): 363–68. http://dx.doi.org/10.1080/1750399x.2020.1846930.

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Dryland, Estelle L. "Comment on “towards a national interpreter/translator training plan”." Asian Studies Review 19, no. 2 (1995): 85–86. http://dx.doi.org/10.1080/03147539508713058.

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Uchiyama, Hiromichi. "Problems Caused by Word Order when Interpreting / Translating from English into Japanese: The Effect of the Use of Inanimate Subjects in English." Meta 36, no. 2-3 (2002): 404–13. http://dx.doi.org/10.7202/004516ar.

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Abstract One of the most significant difficulties facing an English-Japanese interpreter or translator is the use in English of inanimate subjects which perform intentional acts. While this is a fairly common construction in English, the Japanese normally find it difficult to conceive of an inanimate subject performing a conscious act. English-Japanese interpreter/translators therefore need to be able to interpret such English sentences so that they correspond to the Japanese perception. This paper outlines one method of dealing with this problem - the conversion of the inanimate subjects in t

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Baxter, Robert Neal. "Undergraduate Interpreter Training in the Spanish State: An Analytical Comparison." Sendebar 25 (October 13, 2014): 219–46. http://dx.doi.org/10.30827/sendebar.v25i0.651.

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Following a general overview of undergraduate translation and interpreting (T/I) courses in the Spanish State as an indicator of the possibilities available for undergraduate T/I training in general, using data compiled from official sources and directly from universities and staff, this paper goes on to analyse a series of factors in order to compare and assess to what extent undergraduate degrees provide all-round, basic interpreter training, covering such aspects as language offer, core and specialised subjects and basic facilities while examining in particular detail courses offering a spe

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Ruokonen, Minna, Erja Vottonen, and Tiina Kinnunen. "Roolipeliä käännösalan opiskelijoille ja ammattilaisille." Mikael: Kääntämisen ja tulkkauksen tutkimuksen aikakauslehti 11 (April 1, 2018): 62–75. http://dx.doi.org/10.61200/mikael.129396.

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This article reports on our experiences of a role play on challenging situations in translator–client communication, tested with both students and professionals. We first explore role playing as a teaching method and its current applications in translator and interpreter training, also illustrating what kinds of challenging situations T/I professionals encounter with their clients. We then describe how the role play was developed as a collaborative effort, explain its principles and give examples of scenarios. The role play was tested both in translator training (autumn 2016) and at a workshop

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Chernovaty, Leonid. "Technohumanistic problems through the prism of online translator and interpreter training." Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching, no. 100 (December 30, 2024): 142–51. https://doi.org/10.26565/2786-5312-2024-100-15.

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This paper, which is based on the results of experimental studies of online training of Ukrainian philology students, future interpreters and translators, using machine translation as an example, examines the global and topical issue of balanced coexistence of humans and technology in the context of theoretical ideas of technohumanism. This concept postulates the harmonious and complementary development of humanity and technology. The paper aims to determine the degree of independence and autonomy of a human (student) after having transferred part of their own translation competence to machine

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Herring, Rachel, and Marcin Walczyński. "Emotions, stress and related phenomena in public service interpreter and translator education and training." FITISPos International Journal 11, no. 1 (2024): 9–27. http://dx.doi.org/10.37536/fitispos-ij.2024.11.1.394.

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This article introduces the special issue on the topic of emotions, stress, and related phenomena in public service interpreter and translator training. In it, we provide background and context for the special issue, discuss issues of ethics in interpreting research involving learners, examine four dimensions of the psycho-affective that need to be considered in interpreter and translator training, and report on an exploratory classroom activity aimed at helping students to process emotions and stress related to on-site placement.

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Mohammad, Ahmad Thawabteh, and Afifi Ayat. "TRANSLATOR STATUS: A STUDY OF PALESTINIAN TRANSLATORS." Studii de gramatică contrastivă, no. 39 (July 4, 2023): 163–74. https://doi.org/10.5281/zenodo.8112652.

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<em>The present paper discusses the status of translation in Occupied Palestine. The paper first provides a theoretical framework to set and expand the scene of the translation movement in Occupied Palestine. Methodologically, a questionnaire has been properly designed to carefully examine the status of translation, and then it is shared on social media platforms, namely Facebook, Instagram, and Twitter.  The answers (30 in total) are received via Google Forms. The findings of the study reveal that no standards for translation is adopted. The study further shows that it is not an easy tas

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Alekseeva, I. S., and A. M. Antonova. "Innovative Dynamic Matrix-Type Learning Environment Based on the Example of the St. Petersburg School of Conference Interpreting and Translation, Herzen University, Russia." NSU Vestnik. Series: Linguistics and Intercultural Communication 19, no. 4 (2021): 103–16. http://dx.doi.org/10.25205/1818-7935-2021-19-4-103-116.

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The paper examines an innovative cluster-type matrix model for training interpreters and translators, based on recent developments in text and pragmatics theory, as well as on the scenario approach in education. The aim is to create a single, multifaceted space for open interpreter and translator training with an anthropological focus, drawing on the achievements in Russian teaching culture and best world practices, including a system of feedback from employers, to enable a flexible response to the needs of the society. To achieve the aim, an innovative interactive system of intensive interpre

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Park, Ocksue. "What constitutes a translation graduate school in South Korea?" Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 2 (2007): 167–78. http://dx.doi.org/10.1075/babel.53.2.07par.

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South Korea is the first country where the translation education has operated at a postgraduate level in Asia. The first graduate school, the Graduate School of Interpretation and Translation, Hankuk University of Foreign Studies, operated at 1979. As of 2006, there are ten translation and/or interpreting departments at graduate level in South Korea. The curriculum of translation graduate schools in South Korea should be examined from a theoretical standpoint. This article is the answer of what constitutes a translation graduate school in South Korea in terms of its title, its commencement dat

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Neumayer, Dénes. "John Kearns (ed)Translator and Interpreter Training. Issues, Methods, Debates." Across Languages and Cultures 10, no. 1 (2009): 161–64. http://dx.doi.org/10.1556/acr.10.2009.1.11.

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Monzó Nebot, Esther. "Understanding legal interpreter and translator training in times of change." Interpreter and Translator Trainer 9, no. 2 (2015): 129–40. http://dx.doi.org/10.1080/1750399x.2015.1051766.

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Kwieciński, Piotr, and Marcin Feder. "Translator and interpreter training. Curriculum design. New prospects and dilemmas." Glottodidactica. An International Journal of Applied Linguistics 30 (November 1, 2018): 57–67. http://dx.doi.org/10.14746/gl.2005.30.06.

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Kraider, Anastasia V. "Game-based modeling in professional training of interpreter of Chinese language." Yazyk i kul'tura, no. 66 (2024): 217–38. https://doi.org/10.17223/19996195/66/12.

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This article is dedicated to the relevant topic of training interpreters specializing in Chinese. Theoretical and practical research on finding effective methods for training interpreters primarily focuses on three aspects: developing conceptual principles of education in the context of linguistic education that allow achieving a high level of student engagement in the process of acquiring knowledge and skills; systematizing the evaluation of the effectiveness level of the organizational-technical and substantive structure of education; as well as the conditions for implementing educational pr

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Yermolovich, Dmitry, and Pavel Palazhchenko. "The splendor and misery of "Intercultural Communication" teaching modules." English Studies at NBU 2, no. 1 (2016): 5–16. http://dx.doi.org/10.33919/esnbu.16.1.1.

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The paper examines in a critical light the approaches and theoretical grounds of certain educational projects seeking to promote "intercultural competence" in translators, both in Russia, the contributors’ home country, and in Western Europe, as exemplified by a European Union project. Some textbooks as well as teaching material and recommendations are placed under scrutiny for consistency, relevance and value to the training of professional translators/interpreters, especially at postgraduate level. It is shown that some guidelines presented as an improvement on current translation teaching p

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Georgescu, Renata. "The Conference Interpreter Trainee: A Successful Start-up?" Journal of Research in Higher Education 6, no. 2 (2022): 52–69. http://dx.doi.org/10.24193/jrhe.2022.2.3.

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In 2010, Chris Durban and Eugene Seidel published the volume The Prosperous Translator: Advice from Fire Ant and Worker Bee. Doubtless, since translation is at least partly akin to conference interpreting, one might think that the interpreter should also be able to lead a prosperous life. But the reality around us shows that not everyone succeeds in their professional life. Starting from the idea that a company’s recipe for success could be applied to the training process of a successful interpreter, in this article we aim to examine to what extent the skills of the conference interpreting mas

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ERSOY, Hüseyin. "GLOBAL CHANGES IN THE TRANSLATION INDUSTRY AND THEIR REFLECTIONS ON TRANSLATOR AND INTERPRETER TRAINING." Journal Of History School 8, no. XXII (2015): 553–73. http://dx.doi.org/10.14225/joh719.

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Zhang, Xiaochun. "Gamifying Audio Description Training." Journal of Audiovisual Translation 4, no. 1 (2021): 114–36. http://dx.doi.org/10.47476/jat.v4i1.2021.149.

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State-of-the-art training methods for audio description (AD) are essential in preparing future professionals to meet the demand for accessible media content. Gamification, the application of game elements in non-game contexts, has been gaining increasing scholarly attention in the field of teaching and learning over the past few years. It is considered an effective pedagogical approach and has been applied in diverse contexts but not yet in AD training. This paper first provides a brief review of current AD teaching practice before investigating the implementation of gamification strategies in

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Koponen, Maarit, and Minna Ruokonen. "Tekoäly on täällä – mitä tekee kääntäjänkoulutus?" Mikael: Kääntämisen ja tulkkauksen tutkimuksen aikakauslehti 17, no. 1 (2024): 224–29. http://dx.doi.org/10.61200/mikael.138230.

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This article reports on the autumn seminar of the Teachers’ and Researchers’ Section of the Finnish Association of Translators and Interpreters (SKTL), organized in August 2023. The program consisted of presentations and workshop discussions on generative artificial intelligence in translator training, competence descriptors for specialized translation, and literary translators’ technology use and attitudes. The seminar served as a starting point for translator trainers to discuss both the general principles and practical exercises for integrating AI use into translator training.

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Peters, Sarah, Matthew Carwana, and Erin Peebles. "28 Lost in Translation: Canadian Paediatric Resident Education and Practice of Clinical Translation Services." Paediatrics & Child Health 28, Supplement_1 (2023): e13-e13. http://dx.doi.org/10.1093/pch/pxad055.028.

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Abstract Background Canadian paediatric residents provide care to many families with non-English or French language preferences (NEFLP). Lack of communication in a family’s preferred language is inequitable and results in inferior care. Professional medical interpreters offer a route to enhanced understanding and safety. There is no data available about Canadian paediatric residents’ use of interpreters, making it difficult to identify gaps in practice or develop targeted interventions to improve patient experience. Objectives An anonymous, 19-item survey (REDCap) was designed to evaluate: (1)

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de Lunetta e Rodrigues Guerra, Avaetê. "OS DESAFIOS DA FORMAÇÃO PROFISSIONAL DO TRADUTOR/INTÉRPRETE DE LIBRAS NO BRASIL." Revista Científica Semana Acadêmica 01, no. 161 (2019): 1–14. http://dx.doi.org/10.35265/2236-6717-161-07690.

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The article presented shows an analysis based on the perspective of the training of professionals Translators and Interpreters of Libras in Brazil, reporting several aspects, such as: accessibility, inclusion, accredited training institutions, and also the level of performance of current professionals, showing that the educational institutions need suitably qualified people. The main objective of this work is to contribute to the growing demand of professionals who seek to enter the area in question, aiming at a greater engagement of training sources so that the area of translation/interpretat

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Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. "Situated learning in translator and interpreter training: Model United Nations simulations." Dil ve Dilbilimi Çalışmaları Dergisi 15, no. 3 (2019): 914–25. http://dx.doi.org/10.17263/jlls.631533.

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alQinai, Jamal. "John Kearns (ed.): Translator and Interpreter Training: Issues, Methods and Debates." Babel. Revue internationale de la traduction / International Journal of Translation 57, no. 3 (2011): 359–62. http://dx.doi.org/10.1075/babel.57.3.08qin.

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Orlando, Marc. "Training and educating interpreter and translator trainers as practitioners-researchers-teachers." Interpreter and Translator Trainer 13, no. 3 (2019): 216–32. http://dx.doi.org/10.1080/1750399x.2019.1656407.

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