SCHOOLS OF SIMULTANEOUS INTERPRETATION IN RUSSIA AND ABROAD

Simultaneous interpretation is nowadays getting more and more topical as it helps save considerable time resources and provides for more issues to be settled in the given time. Therefore, the problem of teaching this type of interpretation is given serious focus both in Russia and abroad. Simultaneous interpretation goes back in history to the Nuremberg trial over Nazi war criminals, where this type of interpretation was first widely utilized. Consequently, with the infrastructure of international organizations emerging rapidly, first of all, that of the UN followed by the OSCE, consecutive interpretation was replaced by simultaneous interpretation as the latter provided for less time to be spent on discussing and/or agreeing an issue. Furthermore, this reason was taken by the international business community to introduce the simultaneous interpretation into the setup of their international activities. In our current intervention, we have embarked on analyzing the approaches used by the leading educational establishments in Western Europe and the Russian Federation in the issues related to teaching simultaneous interpretation. In our speech, we provide a certain historical excursion into the problem of simultaneous interpretation culminating with some approaches towards its Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 613 teaching in various simultaneous interpretation schools. The aim of our research was to review the material, available both in hard copy and online, that reflects the history of how both the simultaneous interpretation itself and the methodology of its teaching emerged. The topicality of the research is substantiated by the demand of both simultaneous interpreters and methodology to teach this type of interpretation in certain academic conditions. The novelty of this research consists in attempting to analyze, for the first time in many years, the approaches towards teaching simultaneous interpretation in Russia and abroad. As a result of our review, we have come to a conclusion that the approaches towards teaching simultaneous interpretation in Russia and abroad differ. Nevertheless, it is noteworthy that the Russian academic establishment has been trying to use the best practices offered by both Russian and foreign methodologists in this field.