Making a difference: how does an interpreting course contribute to public service interpreters’ professional identity

In Norway, the Interpretation Act (2022) requires that interpreters are qualified before taking on assignments. One way of qualifying is to take a 30 ECTS course in interpreting. This article will explore how such a course contributes to developing the interpreters’ professional identity. Two cohorts of former students who attended such a course at Western Norway University of Applied Sciences in Norway were invited to participate in an electronic questionnaire and individual follow-up interviews. Data was analysed using reflexive thematical analysis, and the results show that the former students describe themselves as more independent and self-confident, and more aware of the importance and the boundaries of their role after completing the course. They also felt the course contributed to improving their interpreting technique. Meeting other public service interpreters also made them feel that they were part of a professional community. This indicates that even short interpreting training courses play a significant part in developing the interpreters’ professional identity.