Dr. Claudio Fantinuoli recently argued in an article for the Chartered Institute of Linguists that translation and interpreting education must evolve or risk becoming irrelevant—a point I’ve been making for years. While his focus is likely on conference interpreting curricula and simultaneous mode training, the same—or even greater—urgency applies to community and public-service interpreting, whether simultaneous, consecutive, remote, or in-person.
“It should be quite clear that if we continue along the current trajectory of absence of relevant change, we risk drifting into irrelevance—and this could happen sooner than expected.”
Interpreter Training Must Keep Pace
Public service and community interpreter training in Canada can be traced back to the 1970s, when one of the country’s most robust programs launched in Vancouver, British Columbia. Although other programs followed over the years, most ceased updating their content by the early 2010s. Since then, the profession’s demands, core competencies, ethical guidelines, and standards of practice have shifted dramatically. It’s understandable that many institution-based programs lack the flexibility to adapt—perhaps explaining their decline or demise—but remaining anchored in outdated theories and practices renders their course content irrelevant, and that’s before even considering the profound impact of AI and other emerging technologies.
When curricula ignore modern tools, platforms, and workflows, interpreters miss the chance to learn how to use these innovations effectively—and are left unable to discuss them knowledgeably with clients, further widening the gap between practice and consumer needs.
Of course, a firm grounding in the profession’s foundations—its ethics, principles, and theoretical frameworks—is essential. But training must also meet the expectations of the 21st-century marketplace, equipping students to handle contemporary challenges from day one.
Interpreter Education Through a Real-World Lens
That forward-looking perspective motivated me to spearhead ISO TS 6253:2024, Requirements and recommendations for training programmes in community interpreting. This first ISO publication to address interpreter training in specialized settings marks a significant milestone in the evolution of public-service language services—one I was proud to champion and privileged to lead as project head of the international working group. And because progress is essential to sustain relevance in both education and standards, we’re already revisiting the specification to make it even more accessible and aligned with today’s needs.
Progress Means Letting Go
We need to let go of outdated paradigms and frameworks so that the essential role of interpreting—and interpreters themselves—is genuinely understood and valued. Interpreter education must be dynamic, responsive, and grounded in best ethical practices. Anything less does a disservice to our students and to the broader field of community interpreting. Training programs must be agile and innovative, actively engaging with the marketplace. Change may be difficult, but irrelevance is far worse.
“Let’s not ever forget that amid these challenges lie opportunities. Beyond boldly reforming existing structures – which is admittedly difficult –there is also the possibility of creating something entirely new. Perhaps a new type of institution is needed – one that anticipates future changes rather than merely reacts to them.”
End Note:
I would like to thank Dr. Fantuoli’s for his contributions to our understanding, and I encourage you to read his particular article (linked below) as many very good and insightful points are made.
All quoted content – Claudio Fantinuoli PhD in CIOL (Chartered Institute of Linguists)
https://www.ciol.org.uk/future-translation-interpreting-training?utm_source=pocket_shared