Praxeological approaches to consecutive interpreting in the academic environment. Multilingual perspectives

Abstract

The article presents an overview on the practices of consecutive interpreting in the higher-education institutions. It emphasises teaching and learning approaches from a multilingual perspective with an aim to compare the realities in different academic environments and namely Department of Translation, Interpretation and Applied Linguistics from Moldova State University (Republic of Moldova), Department of Foreign Languages and Literatures from “Alexandru Ioan Cuza” University of Iasi (Romania), Institute of Translation Studies (IT) from Charles University in Prague (Czech Republic) and Department of Translation Studies (DT) from “Constantin the Philosopher” University of Nitra (Slovakia), where I carried out research stays for my PhD studies from 2017 to 2019. This is a case-study based on personal reflections and conclusions regarding the educational process. The training practices of future interpreters at the mentioned institutions are described with regard to the curricular contents and teaching strategies used in the organisation of the teaching-learning activity: materials, methods, means, timeline distribution of the stages of the lesson, monitoring of students’ activity, degree of student involvement during the lessons and other resources aimed at achieving the set objectives.