Designing a pedagogical model for teaching large simultaneous interpreting classes

Abstract EN

This paper aims to provide practical and pedagogical techniques for teaching large simultaneous interpreting (SI) classes.

Shedding light on these educational strategies may help SI lecturers teach and run large classes successfully by suggesting practical guidelines.

In addition, the paper is designing a model by suggesting a number of techniques for training simultaneous interpreters in the classroom.

For this purpose, the Effort Model was used as a theoretical framework and both quantitative and qualitative methods were applied.

Based on the suggested techniques of teaching and a questionnaire, it was concluded that many techniques must be given to students before practicing SI such as knowing types modes of interpreting, parroting, and multitasking.

While doing SI practice, some techniques should be provided to students.

These include making salami, anticipating, practicing reading big numbers, providing individual assessment reports, doing classroom activities aimed to develop students speaking, listening, and retention skills, and building up their glossaries.