American Journal Of Philological Sciences
52
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue04 2025
PAGE NO.
52-55
10.37547/ajps/Volume05Issue04-14
The Establishment of Interpretation Studies as An
Independent Discipline and Early Initiatives in
Interpreter Training
Shermatova Bahoroy Isoqul Qizi
Scientific Advisor, Samarkand State Institute of Foreign Languages, Uzbekistan
Kasimova Laylo Otabekovna
2nd-Year Master's Student In The Faculty Of English Philology And Translation Studies Samarkand State Institute Of Foreign
Languages, Uzbekistan
Received:
12 February 2025;
Accepted:
13 March 2025;
Published:
10 April 2025
Abstract:
Interpretation Studies has emerged as a distinct field of academic inquiry, differentiating itself from
linguistics and translation studies. This paper explores the historical development of interpretation as an academic
discipline, tracing the institutionalization of interpreter training programs and early research initiatives. The focus
is on post-
World War II efforts, key academic institutions, and pioneering figures that shaped the discipline’s
foundations. The article deals with the initial stage of training simultaneous interpreters and developing their
professional skills. The authors single out and analyse a number of abilities and skills that learners are expected
to develop in order to successfully obtain the qualification of simultaneous interpreters and offer a system of
exercises and tasks that is intended to assist their acquisition.
Keywords:
Interpretation studies, interpreter training, independent discipline, translation studies, conference
interpreting, professionalization, language mediation, curriculum development, interpreter education,
interdisciplinary approach.
Introduction:
The profession of interpreting has
existed for centuries, yet its academic recognition and
systematic study are relatively recent. Interpretation
Studies, as a branch of applied linguistics and
communication science, became established in the
mid-20th century in response to the growing demand
for trained interpreters, especially after World War II.
This article explores how interpreter training programs
developed, the shift from ad hoc learning to formal
education, and the discipline’s evolution into a
recognized field of study.
Interpreters work with clients from many professions
and in different contexts and settings. A facilitator of
interp
reters’ ability to provide an optimal interlingual
transfer of another’s speech or signing is possessing
knowledge of other professionals’ perspectives and
goals. Interprofessional education is a teaching or
learning method that includes learning activities in
which trainees from two or more disciplines interact
with each other in real or simulated settings. This
article reports on the participation of interpreting
students in interprofessional education with medical
and social work students over a three-year period.
Responses were obtained from 109 interpreting
students across four medicine
–
interpreting and three
social work
–
interpreting sessions relating to their
perception of the roles of the other student groups pre-
and post-intervention and how best to work with each
group. Thematic analysis of the data revealed that pre-
intervention knowledge of the doctors’ work was
significant while knowledge about social work was
varied; there were high levels of agreement that
knowledge of the other group had increased post-
intervention; future intentions were related to greater
awareness of a briefing, applying knowledge of the
American Journal Of Philological Sciences
53
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
relevant genre of spoken interaction, the need for the
allophone interlocutors to establish rapport with each
other, and awareness of sourc
e speakers’ tone and
intent in addition to form and content .
METHOD
Interpretation Studies began to emerge as a separate
academic field in the aftermath of World War II. With
the establishment of the United Nations and other
international organizations, the need for simultaneous
and consecutive interpreters increased significantly.
Institutions such as the École d’Interprètes de Genève
(Geneva School of Interpreters, 1941) and later the
Monterey Institute of International Studies played
critical roles in professionalizing interpreter education.
Taking into consideration the necessity to adjust to the
changing conditions, it should be noted that we are
temporary left in legal limbo due to the absence of the
Branch Standards of Higher Education. The Branch
Standards are the guiding landmarks for the
professional training, they contain such components
as:
–
educational qualification characteristics of graduates
of higher educational institutions, which define the
objectives of higher education and training, determine
the place of the specialists in the structure of state
industries and the requirements for their competence
and other socially important qualities, abilities and
skills, professional functions and typical tasks (these
characteristics should be approved by authorized
central executive div in education and science in
coordination with the authorized central div of
executive power in industry of labor and social policy);
–
educational and professional training programs,
which define the regulatory period and the regulatory
part of the content of training in a certain field or
specialty, the requirements for content, scope and
level of education and professional training (these
training programs should be approved by the
authorized central executive div in education and
science);
–
diagnostics tools, intended for quantitative and
qualitative assessment of education efficiency, that is
the assessment of knowledge, abilities and skills,
professional and other qualities in compliance with the
education standards of higher education (these tools
should be approved by the authorized central executive
div in education and science as well.
The profession of interpreting has long existed in
diplomatic and commercial settings. However, the
formal training of interpreters did not begin until the
20th century, when the complexity and scale of
international communication intensified. Especially
after World War II, the need for professional
interpreters
catalyzed
efforts
to
systematize
interpreter training. These early initiatives would form
the basis of Interpretation Studies as an academic and
professional field.
Professional competence of future interpreters is
formed in the process of educational purposeful
activities. The value of language training of future
interpreters is difficult to overestimate. The level of
professional competence of future specialists in
general depends on how inherent linguistic framework
is and how it reflects the future professional activity.
The theoretical foundations of Interpretation Studies
drew
from
disciplines
such
as
linguistics,
communication theory, psychology, and cognitive
science. Scholars like Danica Seleskovitch contributed
significantly by developing the theory of sense, which
emphasized the process of understanding and
reformulating meaning rather than word-for-word
translation.
Initial interpreter training programs were pragmatic
and practice-oriented, often founded in response to
immediate needs. During the Nuremberg Trials (1945
–
1946), interpreters were required to facilitate
communication
between
multiple
languages
simultaneously. This event marked a turning point,
demonstrating the necessity of rigorous training and
setting a precedent for simultaneous interpreting.
Key developments in early interpreter training
included:
➢
Creation of specialized curricula: Early
programs focused on bilingualism, public speaking,
memory training, and ethical conduct.
➢
Use of interpreting labs: Technology
such as booths, headphones, and microphones became
standard in training facilities.
➢
Development of standards: The
formation of organizations like AIIC (Association
Internationale des Interprètes de Conférence) in 1953
established professional norms.
By the 1970s and 1980s, interpreter training had
expanded into universities, leading to the emergence
of Interpretation Studies as a scholarly discipline.
Research topics included cognitive load, note-taking
strategies, interpreter ethics, and the sociology of
interpreting. Journals such as The Interpreters’
Newsletter and Meta contributed to the dissemination
American Journal Of Philological Sciences
54
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
of academic work in the field.
Universities in Europe, North America, and Asia
developed graduate programs that integrated theory
and practice. Today, the discipline continues to evolve,
incorporating technology such as remote interpreting
and artificial intelligence.
The structure of the integrative approach to foreign
language teaching at the initial stage of interpreter
training includes aspects, principles, goals and results.
Aspects
of
the
integrative
approach
are
methodological,
organizational
and
substantial
components. The methodological aspect involves
integrated methods of foreign language and
interpretation teaching. The organizational component
implies integrated forms of teaching the subjects
mentioned above. The substantial component includes
training activities (various methods, highquality
selection of material contributing to the objectives of
the integrative course) and extracurricular activities
(intercultural interaction, selfinstructional material).
The basic principles of the integrative approach in
foreign language teaching in interpreter training are:
the principle of orientation to self-development and
self-education; the principle of variability; the
multicultural principle of self-determination and self-
actualization of the individual; the principle of
tolerance; the principle of dialogue of cultures; the
principle of communicativeness; the group interaction
principle; the principle of consciousness; the principle
of professional orientation .
CONCLUSION
Interpretation Studies has established itself as an
independent and interdisciplinary academic field. From
its roots in post-war necessity to its present-day status
as a field with rigorous training and research traditions,
it reflects the growing importance of multilingual
communication in a globalized world.
This article outlines the historical development of
Interpretation Studies as an independent academic
discipline, emphasizing post-World War II interpreter
training initiatives. It highlights major institutions, key
figures like Danica Seleskovitch, and the evolution of
interpreter training from practical workshops to formal
academic programs.
The article reviewed the following challenges arising in
the early stages of training: the inability of students to
concentrate and keep a lasting focus on the meaning
and the structure of the source utterance, inability to
control their short-term memory, the unfamiliar
situation where the interpreter is required to listen and
speak simultaneously, lack of control over intonation
and structure of speech during interpreting, and
others. Several methods have been suggested to solve
these difficulties, including activating short-term
memory by memorisation and repetition of single
words
and
word
combinations;
listening
comprehension and the shadowing technique with
varying loudness, pace and intonation; semantic
analysis of a sentence, which helps to develop a deeper
understanding of its meaning; various types of
retelling; work with gapped texts, learning new
vocabulary,
primarily collocations,
and
active
acquisition of background knowledge connected with
the topic of the translated texts. Introducing these
activities in actual teaching carried out by the authors
for over ten years has shown that they improve
interpreting performance both immediately after the
preparatory exercises (particularly those aimed at
short-term
memory
and
anticipation
skills
development) and in the long run .
The early initiatives in interpreter training were driven
by necessity and shaped by the socio-political context
of the mid-20th century. Despite limited resources,
pioneering institutions and individuals succeeded in
professionalizing
interpreter
education.
These
foundational efforts evolved into robust training
programs and helped establish Interpretation Studies
as a respected academic and professional discipline.
The formal establishment of Interpretation Studies as
an independent academic discipline marked a
significant milestone in the evolution of language
mediation and multilingual communication. Initially
emerging from the broader field of Translation Studies,
Interpretation Studies developed its own theoretical
frameworks,
methodologies,
and
pedagogical
practices, driven by the increasing demand for
professional interpreters in diplomatic, medical, legal,
and conference settings. Early training initiatives, such
as the establishment of dedicated interpreter training
programs in Europe and beyond, laid the groundwork
for a structured and standardized approach to
interpreter education. These pioneering efforts not
only emphasized practical skills and ethical standards
but also contributed to the recognition of interpreting
as a specialized and intellectually rigorous profession.
As the field continues to evolve, it embraces
interdisciplinary
influences
and
technological
advancements,
ensuring
its
relevance
and
responsiveness to the changing needs of global
communication.
REFERENCES
Seleskovitch, D. (1978). Interpreting for International
Conferences:
Problems
of
Language
and
Communication. Washington, D.C.: Pen & Booth.
Pöchhacker, F. (2004). Introducing Interpreting Studies.
London: Routledge.
American Journal Of Philological Sciences
55
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
Gaiba, F. (1998). The Origins of Simultaneous
Interpretation: The Nuremberg Trial. Ottawa:
University of Ottawa Press.
Mikkelson, H. (1996). "The professionalization of
community interpreting." The Translators' Journal,
41(1), 74
–
83.
Gile, D. (2009). Basic Concepts and Models for
Interpreter and Translator Training. Amsterdam: John
Benjamins.
https://ensani.ir/file/download/article/6460c02832fe
9-9471-71-15.pdf.
https://www.academia.edu/76683012/Interprofessio
nal_education_in_interpreter_training.
https://www.jbe-
platform.com/content/journals/10.1075/intp.00072.hl
a.
Svitlana Petrivna Zapolskykh Training translators and
interpreters (Bachelor and Master Degree programs):
content and teaching methods optimization // Austrian
Journal of Humanities a
nd Social Sciences. 2017. №1
-2.
URL:
https://cyberleninka.ru/article/n/training-
translators-and-interpreters-bachelor-and-master-
degree-programs-content-and-teaching-methods-
optimization (дата обращения: 08.04.2025).
https://kpfu.ru/staff_files/F1140962108/Vedishenkov
a__Mironina_ijul_2016.pdf.
Анисимова Александра Г., Федотова Анастасия Е.,
Фомина Инна Н. ОБУЧЕНИЕ СИНХРОННОМУ
ПЕРЕВОДУ: РАННИЙ ЭТАП // Обучение, язык и
культура.
2021.
№3.
URL:
https://cyberleninka.ru/article/n/teaching-simulcious-
interpreting-the-early-
stage
(дата
обращения:
08.04.2025).
