Mária Bakti: The development of interpreting competence
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2 Interpreting competence
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2.1 Interpreting competence defined

2.1 Interpreting competence defined

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In contrast to translation competence, interpreting competence has received limited research attention, and most of the results have been published in German (Grbić & Pöchhacker, 2015). Interpreting has many forms and varieties based on working mode or setting, which makes modelling interpreting competence even more difficult (see Pöchhacker, 2016, pp. 13–23), as different skills or competences are required for interpreting in different working modes and settings (Csizmazia, 2020; Csörgő, 2020; Eszenyi, 2020; Rohonyi, 2020; Veresné Valentinyi, 2020). Another obstacle one is faced with when defining interpreting competence is that competence itself has several definitions and approaches. In linguistics, its origins can be traced back to Chomsky’s competence-performance dichotomy, while in psychology competence is positioned on a continuum ranging from ability to expertise. In education and training, the aim of attending and teaching courses is for students to gain competence (Grbić & Pöchhacker, 2015). Weinert defines competence as “a roughly specialized system of abilities, proficiencies or skills that are necessary or sufficient to reach a specific goal” (Weinert, 2001, p. 45, quoted in Lesznyák, 2007, p. 168). 

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Before detailing the competence models in interpreting studies, it is important to note that in the literature on competence in Interpreting Studies, there are two terms used, often interchangeably: those of interpreting and interpreter competence. As mentioned earlier, most of the early literature on the topic was written in German, and some authors refer to Dolmetschkompetenz as interpreter competence (Albl-Mikasa, 2013), while others refer to it as interpreting competence (Pöchhacker, 2007). Pöchhacker (2007) differentiates between interpreter and interpreting competences; interpreter competence relates to the interpreter’s professional role, while interpreting competence is made up of transfer, linguistic and cultural competences. (Albl-Mikasa, 2013, p. 19).

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In her model, Albl-Mikasa uses the term interpreter competence, which she equates with Kutz’s Dolmetschkompetenz, and defines it as “a general term for everything an interpreter needs to know and be able to do to perform a professional task. … the notion of ‘interpreting competence’ is used to refer to interpreting proper, that is the interpreting-specific skills involved in the simultaneous and consecutive modes” (Albl-Mikasa, 2013, p. 19). In her model, Kalina (2000) uses the term interpreting competences.

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In this volume, the term interpreting competence will be used (based on Pöchhacker, 2007, p. 14) to refer to everything an interpreter needs to know and be able to do to perform a professional task.
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