Stratégies pédagogiques pour l’enseignement de l’interprétation

The communication outlines effective pedagogical strategies for teaching interpretation at the University of Mons, drawing from experience instructing liaison, consecutive, and simultaneous interpretation from Danish into French. A central theme is the critical role of note-taking in the interpretation learning process. Consecutive interpretation, fundamental to initial training, requires a complex interplay of skills: proficient source language comprehension, accurate target language reformulation, contextual awareness, discernment of speaker intent and discourse structure, and precise recall. While each skill is vital, note-taking frequently proves to be a stumbling block for many students. Despite its highly individualized nature, the significance of effective note-taking cannot be underestimated. Our teaching methodology begins by demystifying note-taking. We guide students in understanding its purpose, exploring its benefits, addressing whether a universal "right" way exists, identifying helpful strategies, and discussing optimal language and methods for note-taking. The second phase transitions into hands-on practice, with students taking notes on simple speeches in their mother tongue. This allows them to hone note-taking abilities without the added cognitive demand of processing a foreign language. The third phase involves a collaborative review, where students compare their notes and subsequent interpretations. This fosters collective analysis of successful strategies, identifies areas for improvement, and refines techniques. The ultimate stage applies these learned note-taking skills to interpretation exercises from a C language into an A language.