In lieu of an abstract, here is a brief excerpt of the content:

Carolyn Ball is the Treasurer and former President of the Conference of Interpreter Trainers. P R E F A C E The Conference of Interpreter Trainers and Its Influence on the Past, Present, and Future THE NEED FOR the exchange of information between interpreter trainers is significant. The importance can be seen by learning from the history of interpreter education in the United States. Dating as far back as June 14– 17, 1964, a Workshop on Interpreting for the Deaf was held at Ball State Teachers College in Muncie, Indiana. During this workshop, the participants felt that a workshop for interpreter educators should be held to develop a curriculum for interpreter training programs (ITPs). In response to this need, a second workshop was held in Portland, Maine, on July 7–27, 1965, at the Governor Baxter State School for the Deaf. The need for a curriculum to guide teaching in interpreter training programs continued. Lou Fant, a pioneer in interpreter education, stated that, “knowledge in the form of curriculum materials seems to be the greatest lack in the ITPs” (Fant, 1990, p. 59). Additionally, Fant predicted that interpreter education programs across the nation would increase significantly. Because he felt that interpreter education programs would expand, he felt that a scientific research center in interpreter education needed to be established. This center would help interpreter educators to establish standards regarding curricula, conduct long-term studies regarding interpreter education, and write grants for research funding. Fant’s views that interpreter training programs would increase significantly were accurate. Sadly, his perspective on the need for a research center never became a reality. However, the establishment of the Conference of Interpreter Trainers (CIT) in the United States in 1979 sparked a glimmer of hope for the creation of curriculum and program standards. The mission of CIT as a professional association of interpreter educators is to: (1) Provide opporC A R O L Y N B A L L xi tunities for professional development of interpreter educators; (2) Promote high standards in institutions, faculties, programs, and curricula for the education of interpreters; (3) Advocate for research relevant to the practice and instruction of interpreting; and (4) Encourage collegial relationships with professionals in other related disciplines and organizations. Fant would be pleased that through the continued work of CIT and the commitment of Gallaudet University Press to publish current research, his vision for established standards and information sharing among interpreter educators is stronger than it has ever been. Because of these efforts, CIT is a nationally recognized organization that has begun to attract members from other countries, thus bringing together interpreter trainers from all over the world. The contributors to this volume represent fifteen countries , and their work supports the efforts of CIT to share effective teaching practices and promote high professional standards in their respective countries. The early pioneers of CIT would be pleased to see this international overview of the training and education of interpreters. xii PREFACE ...

Share