Developing Navigation Competence in Interpreter Training: A Proposed Classroom-Based Pedagogical Approach

Abstract

This study investigates the development of navigation competence in interpreter training courses, for which navigation competence is an element of interpreter abilities, and which are all integrated into interpreters’ skill set and all help in further making interpretative tasks more efficient within linguistic capability, cultural competence, and technological literacy via strategic decision-making. Building on the PACTE group translation competence model (2003), this study defines navigation competence as the ability to navigate, assess, and adapt to complex communication, cultural, and technological factors during the process of interpretation. This study recommends an immersive and reflective approach to both practicing and training, as well as immersive and reflective strategies (dual-task activities, memory training, active listening, anticipation, mental agility exercises, simulated conference sessions, cultural immersion, and technology integration) as a possible strategy for the enhancement of cognitive flexibility, real-time processing, and multitasking skills, which is supported by training the interpreter and this will facilitate their development through training.