This article examines the role of theory in interpreter training. It reflects on how the conceptualization
of practice through theory can be an anchor for the professional development
of future interpreters.
The study firstly draws on the Vygotskian notion of praxis, which smooths the way for
the integration of abstract principles with real, practical experience. Based on the sociocultural
theory of learning, although experience is the starting point for all professional
development, practice can only be productive if it is the object of critical reflection and of
systematic examination. In that light, the systematic reflection on one’s own practice is
the link between theoretical concepts and personal experience.
Survey results provide initial data on the need for greater interrelation between theory
and practice, as identified by trainee interpreters and their trainers, and underline the
purpose of theory in eminently practical training. The article makes proposals on how to
work meaningfully with theory, as well as on what theoretical content should be included
in training and how to do so with theory closely linked to practice.
