Towards a typology of pedagogy-oriented translation and interpreting research

Abstract

There has been a tremendous increase in the number of published pedagogy-oriented translation and interpreting studies. This increase is associated primarily with establishing a number of international specialized journals. Since developing a typology of pedagogy-oriented translation and interpreting research is an important step in identifying what has been done and what still needs to be done in its areas, this paper reports an attempt to categorize the distinct areas of such research. Reviewing 208 studies published in 11 international journals in a 10-year period (2006–2015), the author identified 6 main types or areas of pedagogy-oriented translation and interpreting research: proposed training, training programme evaluation, assessment, translation and interpreting processes, translated and interpreted products, and professionals’ experiences and perceptions. The author highlights the main issues addressed and the ones left unaddressed in each of these 6 pedagogy-oriented research areas. The paper shows distribution differences in the translation versus interpreting studies within some research areas, and it ends with providing suggestions for further reviews of relevant studies.

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