Marc Orlando looks at the gap between practice and research in Translation & Interpreting Studies and at the way this gap could be bridged. He focuses on the way practice and research can inform each other in the education and training of future translators and interpreters, with the aim of training future professionals both as practitioners and researchers in an educational environment that would marry both vocational and academic elements. It is proposed that promoting the status of practisearchers would help to fill the current gap between practitioners, researchers and Translation & Interpreting educators. Suggestions are made concerning ways of undertaking research and gaining new insights into Translation & Interpreting Studies from professional practice and experience, and of designing new didactic tools for education and training from experiential and theoretical knowledge.

The objective of the present work - undertaken as thesis by publications - is to look at the gap between practice and research in T&I Studies and at the way this gap could be bridged. In particular, the focus is the way practice and research can inform each other in the education and training of future translators and interpreters, with the aim of training future professionals both as practitioners and researchers in an educational environment that would marry both vocational and academic elements. Relations and synergies between professional T&I practice in different contexts, T&I research and T&I curriculum design in the 21st-century are investigated. An attempt is made to define the existing divide between practice and research in T&I as well as its origins, and to identify ways of crossing this divide. Suggestions are made concerning ways of undertaking research and of gaining new insights into T&I Studies from professional practice and experience, as well as designing new didactic tools for T&I education and training following different pedagogical approaches. The role of practisearchers in the field is explored and it is suggested that promoting the training of T&I students as practisearchers would help to fill the current gap between practitioners, researchers and T&I educators. The publications presented provide concrete examples of how the different facets of the field can inform each other in a cyclical manner and how to give more prominence to T&I practitioners who wish to turn their practical and professional observations into research that recognises experiential attributes. Outcomes and findings stemming from the publications are discussed in relation to the contribution of the work to the T&I research field, and recommendations on the recognition of the status of practisearchers and on the need to train T&I trainers and educators as teachers are made. Finally, practice-informed research models applied in other disciplines are presented and discussed. They represent promising approaches that should be embraced by the T&I community of practitioners who wish to see more experiential and practical knowledge turned into T&I research and training outputs.

This volume contains selected papers from the 1st Forle Conference on Interpreting Studies. The papers seek to take stock of the situation, at the turn of the 21st century, in research, training and the profession.

Topics included in this volume are centered around the politics of translator and interpreter education in higher education in the US as well as in Europe and the perceived image of elitism of these disciplines; other essays discuss the tension and disciplinary boundaries between foreign language training and translator and interpreter education. Topics dealing with specific quality control issues in the teaching of interpreting and translation, discussions of innovative approaches to research, e.g., isotopy and translation, and a review of teaching conference interpreting complete this volume.

This volume contains selected papers from the 4th Language International Conference on 'Teaching Translation and Interpreting: Building Bridges' which was held in Shanghai in December 1998. The collection is an excellent source of ideas and information for teachers and students alike. With contributions from five continents, the topics discussed cover a wide range, including the relevance of translation theories, cultural and technical knowledge acquisition, literary translation, translation and interpreting for the media, Internet-related training methods, and tools for student assessment. While complementing the volumes of the previous three conferences in exploring new methods and frontiers, this collection is particularly strong on case studies outside of the European and Anglo-American spheres.

Originating at an international forum held at the University of Vic (Spain), the twelve essays collected here attest to important changes in translation practice and the assumptions which underpin them. Leading theorists respond to the state of Translation Studies today, particularly the epistemological dilemma between theories that are empirically oriented and those that are inspired by developments in Cultural Studies. But the volume is also practical. Experienced instructors survey existing pedagogies at translator/interpreter training programs and explore new techniques that address the technological and global challenges of the new millennium. Among the topics considered are: how to use translation technology in the classroom, how to construct a syllabus for a course in audiovisual translating or in translation theory, and how to develop guidelines for a program for community interpreters or conference interpreters. The contributors all assume that translation, whether written or oral, does not occupy a neutral space. It is a cross-cultural exchange that produces far-reaching social effects. Their essays significantly advance the theoretical and practical understanding of translation along these lines.

Originating at an international forum held at the University of Vic (Spain), the twelve essays collected here attest to important changes in translation practice and the assumptions which underpin them. Leading theorists respond to the state of Translation Studies today, particularly the epistemological dilemma between theories that are empirically oriented and those that are inspired by developments in Cultural Studies. But the volume is also practical. Experienced instructors survey existing pedagogies at translator/interpreter training programs and explore new techniques that address the technological and global challenges of the new millennium. Among the topics considered are: how to use translation technology in the classroom, how to construct a syllabus for a course in audiovisual translating or in translation theory, and how to develop guidelines for a program for community interpreters or conference interpreters. The contributors all assume that translation, whether written or oral, does not occupy a neutral space. It is a cross-cultural exchange that produces far-reaching social effects. Their essays significantly advance the theoretical and practical understanding of translation along these lines.