![]() Gile, who takes responsibility for the comments and for any errors introduced by him. Note: the mini-abstracts may be followed by the initials of the contributors who sent in the information, but the text may also be written or adapted from the original text by D. For further information and electronic copies of early issues no longer posted on the CIRIN site, please contact D. It is published twice a year, in January and July. This Bulletin aims at contributing to the dissemination of information on conference interpreting research (CIR) and at providing useful information on CIR worldwide. An effective pedagogy adapted to contemporary and future conditions must (i) reset objectives by 'working back' from a realistic picture of the balance between client expectations, inherent constraints, and the potential of expertise, as derived from research on authentic data and situations (ii) tap rich seams of relevant theory in cognition and communicative interaction that have been relatively neglected in the past and (iii) take the pedagogical challenge seriously, with more attention to such aspects as progression, simulation, usable feedback, consistent and credible evaluation and testing, and putting ourselves in the student's (and later, the client's) place. Changing markets are posing several new challenges to interpreter training: multilingualism, shifts in language demand and distribution (with more demand for work into B), increased pressure to accept fast, 'multimedia', recited and remote input, and the need to rejuvenate an aging profession. Currently, therefore, the most direct route for interpreting research and theory to benefit professional practice is still through training, initial or remedial. However, IR has helped to conceptualise and model interpreting to pedagogical effect. Today, with access to new and larger corpora and advances in analytic techniques, research on authentic data, and in 'ecovalid' conditions, is developing fast, but conclusions will necessarily remain tentative for the foreseeable future, and uptake by professionals indirect at best. Interpreting research (IR) has so far yielded 'no major discoveries or applications' for professional practice (Gile 2001). ![]()
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