The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
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16 The Linguist FEBRUARY/MARCH www.iol.org.uk PRIZEWINNERS 2012 Svetlana Carsten outlines developments in interpreter training via her own professional journey M y language-related career began in the early 1980s, when I found myself interpreting for my compatriots who were expelled by the Soviet Government because of their political dissent. I soon joined the interpreter training team at the University of Bradford, which was among the UK's leading translation and interpreting (T/I) course providers at the time. When its postgraduate T/I provision was shut down in 1995, it caused concern among many international employers, including the UN and EU institutions. A declining trend in language provision set in across the UK and, in 2006, Bradford's School of Modern Languages was shut down completely. I had moved to the University of Leeds in 2001 to launch a multilingual postgraduate programme, offering interpreting training in up to 11 languages. The environment at Leeds' newly established Centre for Translation Studies provided the ideal place for offering high-level professional training for linguists. Leeds already had a successful technology- based translation programme and I worked alongside dedicated and ambitious colleagues. I had the freedom to bring in a team of interpreting tutors who had a tremendous reputation as EU conference interpreters and interpreter trainers, and who helped to establish the reputation of the interpreting course at Leeds. One of the most rewarding experiences over the last 15 years has been close collaboration with employers, who are always on the lookout for talented linguists. Landmark developments In the 2000s there seemed to be a strong consolidation of efforts on the part of In defence of interpreting universities and employers to address the provision of T/I training, as both sides became increasingly concerned about the impact of the decline in language learning in the UK on the availability of English L1 linguists. At the same time, EU language services were predicting the shrinkage of their English L1 workforce due to impending staff retirements (see 'Europe Needs You', TL49,4). The UN and international agencies were also experiencing shortages (and do to this day), especially in certain language combinations with English L1, and were attentive to developments in the UK in T/I training provision. The European Commission's DG Interpretation (SCIC) and the language services of the FCO played a pivotal role in the creation, in 2001, of the UK T/I course providers' association, known as the Professional Languages at Universities (UK) Group (see 'Dealing with the Loss' TL50,4). 'Professional Languages' became a very effective forum, where the standards of training, recruitment, best practices and overall engagement with employers were discussed. In 2003, the School of Modern Languages and Cultures at the University of Leeds provided the platform for an open discussion between course providers and many heads of conference and language services (or their representatives) on the future of the language services workforce. This dialogue continues. In 2006, the Universities Contact Group (UCG) 1 emerged from its previous guise, the Standing Committee, to facilitate cooperation in professional language training between universities around the world and international organisations. UCG is co-chaired by international organisations and universities; until 2011, I co-chaired the group with Helen Campbell, who was the driving force in the activities that the group