Interpreter Training in English Language Education in Japan

Abstract

The aim of this paper is two-fold: first is to argue that interpreting exercises can be regarded as a good example of Task-based Language Teaching (TBLT); second to claim that incorporating interpreting training can be an effective way of facilitating the leaner's active and independent learning both in and outside of language classrooms. It first presents different scenarios of how interpreting, as well as translation, is (or is not) incorporated in language education in Europe on the one hand and in Japan on the other. Next, it describes TBLT and how interpreting can present a good example of TBLT practice. It then discusses if learning interpreting could serve as an effective method for language learning in a university setting. A small study is presented to support the argument.