CFP Vol. 4, no. 1 (2023)

Training Interpreters: Old and New Challenges

Edited by Martin Djovčoš (Matej Bel University, Banská Bystrica), Ondřej Klabal (Palacký University Olomouc) and Pavol Šveda (Comenius University in Bratislava)

The field of interpreter training has experienced an enormous evolution over the last three years. First pandemic of Covid-19 and then an illegal Russian aggression in Ukraine have entirely redefined the status quo and our usual landscape. The situation brought new challenges: the pandemic to everyone, the war mainly to Central Europe.  In addition to these new challenges, the old ones remain, i.e. how to improve note-taking, how to start with simultaneous, but also how to handle the rising demand for digital skills in interpreting. Even though the availability of materials has improved substantially for some modes and levels, for others, suitable materials are still hard to find. Therefore, this issue aims to address open questions and best practices in post-pandemic and war-times interpreter training, hopefully providing some answers or solutions.

The topics that may be addressed by the papers in this issue include, but are not limited to:

  • the balance between the public service interpreting and conference interpreting in the curriculum
  • teaching dialogue (bilateral) interpreting (using role-plays)
  • remote interpreting in the classroom
  • speech selections: what topics and what difficulty
  • the challenges involved in material creation
  • exercises to use in addition to “interpreting proper” exercises
  • giving effective feedback
  • creating crash courses for PSTI interpreters

We welcome full-paper submissions reflecting the abovementioned issues. All articles must be written in English and should not exceed 7,000 words. We also welcome reviews of publications related to the main topic of this issue.

Deadline for submission: 10 May 2023

Your submission should be sent via the journal website after your registration at:

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Publication of this issue is supported by the Scientific Grant Agency of the Ministry of Education of the Slovak Republic and by the Slovak Academy of Sciences under Grant VEGA 1/0202/21 Reflection of Cognitive and Personality Traits in the Interpreting Performance of T&I Students and Professionals in Real and Virtual Environments.



Ahrens, Barbara, Morven Beaton-Thome, and Anja Rütten.  2021. “The pivot to remote online teaching on the MA in Conference Interpreting in Cologne: Lessons learned from an unexpected experience.” Journal of Specialised Translation. Vol. 36b. pp 251-284.

Cirillo, Letizia and Natacha Niemants. 2017. Teaching dialogue interpreting: research-based proposals for higher education. Philadelphia: John Benjamins Publishing Company,

Herring, Rachel E.; Laurie Swabey; Elisabet Tiselius, and Manuela Motta, Manuela. 2022. "Re-examining “Practice”in Interpreter Education," International Journal of Interpreter Education.  Vol 14(1). Pp 82-88.

D’Hayer, Danielle. 2013 “Public Service Interpreter Education. A Multidimensional Approach Aiming at Building a Community of Learners and Professionals.” In Schäffner et al. Interpreting in a Changing Landscape. pp 322–337.

Seeber Kilian G. and Eléonore Arbona. 2020, What’s load got to do with it? A cognitive-ergonomic training model of simultaneous interpreting, The Interpreter and Translator Trainer. Vol. 14 pp 369-385.

Setton, Robin, and Andrew Dawrant. 2016. Conference Interpreting: A Complete Course. Amsterdam: John Benjamins.

Štefková Marketa and Pavol Šveda. 2022. War in Ukraine and public service interpreting in Slovakia: Initial impressions and implications. Bridge. Vol. 3 No. 1. pp 42-57.