Mária Bakti: The development of interpreting competence
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4 Interpreter training
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4.1 Interpreter training: An introduction
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4.1.1 The history of interpreter training

4.1.1 The history of interpreter training

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The first interpreter training programs were established as early as the seventeenth century with the principal aim of training mediators or diplomatic interpreters to ease communication with the Ottoman Empire (Sawyer & Roy, 2015). These institutions included the École des jeunes de langues established in 1669, and the Oriental Academy of Vienna, which opened in 1754.

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Modern conference interpreter training programs first opened in the middle of the twentieth century in Europe and North America. Sawyer and Roy (2015) list two key factors contributing to the birth of these programs: (1) the decreasing role of French as a lingua franca in international politics and business and (2) the availability of simultaneous interpreting equipment. The first programs were post-graduate level translation and interpreting programs (Sawyer & Roy, 2015).

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The interpreter training programs launched before the end of the Second World War include the programs in Heidelberg (1933), Geneva (1941), and Vienna (1943). Several interpreter training programs opened shortly after the end of the Second World War, in connection with the peace efforts of the Allied nations (Sawyer & Roy, 2015), including Innsbruck (1945), Graz (1946), Mainz/Germersheim (1947), Saarbrücken (1948), Paris (1948), and Washington (1949) (Sawyer & Roy, 2015).

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In the first training programs, the focus was on spoken language interpreting, in multilingual international settings (Pöchhacker, 2022, p. 200). The trainers in these institutions were practicing interpreters, who used tasks resembling real-life interpreting situations and trained students in the form of “training by apprenticeship” (Pöchhacker, 2022, p. 201). This approach dominated interpreter training for many decades. In the 1980’s, the apprentice approach was gradually replaced by a more scientific approach (Pöchhacker, 2022, p. 201), with foundations in research on component skills, strategies in interpreting, or processing capacity management (Pöchhacker, 2022, p. 201).

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Since then, interpreter training programs have mushroomed, not only in Europe, but in North America and China as well (Sawyer & Roy, 2015). Professional organisations for interpreter training include CIUTI (Conference of University-level Translator and Interpreter Schools), EMCI (European Master’s in Conference Interpreting), and MTI (Master of Translation and Interpretation) in China (Pöchhacker, 2022).
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