Re-conceptualising interpreting strategies for teaching interpretation into a B language

Yinyin Wu*, Posen Liao

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)


Despite a cognitive disadvantage when interpreting into one’s B language, strategy use and awareness of norms allow interpreters to be resourceful and efficient in achieving communicative goals. There is a need to incorporate strategy training in interpreter education, especially when teaching into-B interpreting. However, strategy taxonomies proposed by different scholars are incompatible, causing confusion in teaching. Furthermore, strategies are not meaningfully represented in a model that justifies their use. This paper aims to re-conceptualise production-related interpreting strategies for pedagogical purposes, accommodating trainers’ suggestions about into-B interpreting. Taking cognitive and temporal constraints as well as interpreting norms into account, we create a trainee-friendly strategy model and a taxonomy that help students understand how strategies fit into a larger picture. Interpreting strategies are re-categorised into three main types: problem-solving, problem-preventing, and message-enhancing. Strategies are streamlined, adjusted, renamed, and grouped under four catchy principles: BE FLEXIBLE, ONE CHUNK AT A TIME, BE CLEAR, and BE CONCISE. For pedagogical application of this strategy taxonomy, we adopt an instructional framework that activates cognitive, metacognitive, and social-affective aspects of learning.

Original languageEnglish
Pages (from-to)188-206
Number of pages19
JournalInterpreter and Translator Trainer
Issue number2
Publication statusPublished - 2018 Apr 3


  • Retour interpreting
  • directionality in interpreting
  • interpreter training
  • interpreting strategies
  • strategy training
  • the CALLA model

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


Dive into the research topics of 'Re-conceptualising interpreting strategies for teaching interpretation into a B language'. Together they form a unique fingerprint.

Cite this