Abstract
Although the notion of context is omnipresent in research in interpreting studies (IS), especially in community settings, and defines the ways in which interpreting is being practised, researched and trained, it has not yet been recognized or defined as a topic in its own right, at least not within IS. Starting from some theoretical notions on the concept of context, this article moves on to discuss different levels of context, namely, geographical, socio-institutional and interactional. By means of examples from a variety of settings in community interpreting (CI), it shows how the different levels of context interact, and, in these ways, have an impact on CI practice, research and training.
Highlights
This thematic issue shines the spotlight on the concept of context in interpreting in community or public-service settings
Despite its past connotation associated with ad hoc, unpaid interpreters (Hale, 2007, p. 28), in our view, this term best captures the solid link between the activity and the contexts in which it takes place and is most suited to this thematic issue focusing on context
This thematic issue aims to provide a platform for scientific exchanges between interpreting scholars and trainers investigating interpreting practice in the light of a continuously changing world
Summary
This thematic issue shines the spotlight on the concept of context in interpreting in community or public-service settings. 28), in our view, this term best captures the solid link between the activity and the contexts in which it takes place and is most suited to this thematic issue focusing on context. This term can be applied to non-professional interpreting (NPI) in the community, which has emerged as an important research field in interpreting studies (IS) (Antonini et al, 2017). This is followed by a chronological overview of this thematic issue’s contributions (Section 4) and some concluding remarks (Section 5)
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