Feedback in conference interpreter education

Abstract

Abstract Feedback is a key part of the teaching and learning process in conference interpreter education. However, there is little research on how feedback should be performed in order to promote learning, or on what trainers and trainees think of its role. This paper, based on a larger PhD research project, seeks to fill this gap by reporting on perceptions and practices in three postgraduate conference interpreter training programs. Data were collected from trainers and trainees through individual interviews, focus groups, and questionnaires, complemented by direct observation of lessons. Content analysis was used to identify points of divergence and convergence between the views of trainers and trainees regarding the usefulness of feedback, preferred practices, and the difficulty of providing feedback. Main findings include that feedback should be honest, concise, and meaningful for the trainees, and provide an analysis of the problems encountered as well as recommend specific strategies for overcoming them.