AIIC's Survey of Interpreting Schools and Programmes is open to all (excluding commercial) interpreting schools and programmes.
A new edition of the Master of Advanced Studies in Interpreter Training is about to start at the University of Geneva.
Can’t make it to one of our training courses? There may be a talk you can follow on line.
Responding to the United Nations' call to train more specialised linguists in Africa, the Instituto Camões , the Faculty of Arts of Lisbon University and the Universidade Pedagógica of Mozambique came together to set up the first postgraduate training course for conference interpreters in Portuguese-speaking Africa.
A teacher introducing consecutive interpreting grapples with the question of how to help students see the big picture, even while identifying lexical-grammatical elements as they listen and take notes. AIIC’s workshop "Teaching consecutive interpreting: the first six months" broadened the frame of reference to imprint a lasting image of how to confront the challenge.
Conundrum: a body of well-trained professionals collectively ages; the successor generation has potential but lacks training. What can be done? The Institute of Conference Interpreters (ICI) 1 of Nigeria looked to the future of interpreting and embraced the challenge.
On June 30th and July 1st of this year the University of Westminster hosted a conference: the Future of Conference Interpreting: Training, Technology and Research. It was an event that took careful planning and involved lots of people and institutions, including an organising committee [i], the University's Marketing, Events and Press Officers as well as our technician, Barry Sims, so I am pleased to report that it was an unqualified success.
Every three years the AIIC Training Committee (AIIC/TC) conducts a global survey of Conference Interpreter (CI) training programmes. In the spring of 2004, 178 schools worldwide were invited to complete an online questionnaire on the AIIC website. The original deadline was extended to December 2004 to allow ample time to reply. This report is based on the 48 completed questionnaires submitted.
We should never forget that while we may teach the subject of interpreting, in essence we teach students. With that in mind, we can look at the advantages that students gain from working with teachers with experience in the field.