Courtroom Interpreting

The Routledge Handbook of Translation and Education

“…312-313) as part of a five-year long curriculum (Heidelberg University, Moscow State Pedagogical Institute of Foreign Languages). The masters programmes expected students to develop language skills independently and generally shared their professionally oriented approaches to the curriculum, student admission, and training (Stern 2011). Influenced by AIIC, both undergraduate and graduate programmes built their curricula on the international industry needs and expectations, and trained interpreters in consecutive interpreting (CI) with note taking and simultaneous interpreting (SI) in booths into their L1 -referred to as Language A.…”

“…In the 1980s, the development of interpreting studies research led to calls for a research-based approach to training, based on scientific data and verification of teaching methods. As interpreter education began the process of academization, leading to pedagogical research (Pöchhacker 2011a), departments such as Geneva-based ETI conducted interdisciplinary research into the interpreting process, involving natural/cognitive sciences such as psychology, neuropsychology, and neurolinguistics, often using experimental research methods to inform teaching methods (Stern 2011). Empirical research conducted from the 1990s further focused on the learning process (Gile 1995), leading to the understanding that interpreting expertise needs to be developed gradually, through the identification of the necessary skills and subskills, rather than by training holistically (Dodds et al 1997, p. 93).…”

“…Unlike conference interpreting courses, those in community interpreting prepared interpreters for domestic settings where migrants and refugees interacted with host country professionals -service providers in immigration, welfare, police, courts, and healthcare. Training courses focused on bi-directional dialogue interpreting (short consecutive) and interpreters' professional ethics (Stern 2011). Prior to the creation of community interpreting courses, the languages of migrant communities, with some exceptions such as Spanish, Russian, Chinese, and Arabic, had not been offered in conference interpreting programmes and taught formally.…”

Looking back while going forward: 15 years of legal interpreting in the EU

“…Thus courts were not only the most visible but also the most accessible settings for researchers, and they still are, the 'locale' where the interpreters and their performance can be observed and studied in the least obtrusive way. All this reflected itself in the research on the history of legal interpreting, which tends to focus on courts (Morris 1999), in encyclopedic entries (Stern 2011, Russell 2012 as well as in the literature on interpreting competences and training. Indeed, in many languages one still refers to interpreting in the legal system as 'court' interpreting, for instance, Gerichtsdolmetschen or Gerechtstolken.…”

Language Work at International Criminal Courts

“…Though often invisible in scholarly accounts, language work is central to the life of an international criminal court (rare authors who examine translation and interpretation at international criminal tribunals include Sellers 2005;Karton 2008;Cryer 2009;Stern 2001Stern , 2004Stern , 2011. Examining the complicated and sometimes unexpected tasks of interpreters and language assistants in international courtrooms and investigations, I argue that the project of international justice depends on interpreters like M. who mediate stories of violence and translate the vision of international criminal accountability across linguistic, geographic and social divides.…”