The article tackles role-play as a teaching tool in dialogue interpreting, with a focus on the strategic use of omission in student renditions.
Drawing on previous research documenting that non-translating behaviours are usual in this interpreting mode, the knowledge schema and interactive frame constructs (TANNEN & WALLAT 1987) and the concept of interpreting strategy (ABUÍN GONZÁLEZ 2007) are applied to comment on the renditions of two students. The examples provided reveal the need to train learners to adopt a flexible and proactive attitude in using omissions, which means that omissions should be viewed not only as indicators of the textual relationship with source turns, but also as a strategic option affecting the definition and redefinition of interactive frames.
