Establishing a sustainable public service interpreting education in Sweden
This article describes the reorganization of the Public Service Interpreting (PSI) education initiated in 2017 at the Institute for Interpreting and Translation Studies at Stockholm University in Sweden. The objective was to establish a sustainable educational infrastructure in order to meet societa...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/65430 |
| Acceso en línea: | http://hdl.handle.net/10017/65430 https://dx.doi.org/10.37536/FITISPos-IJ.2025.12.1.419 |
| Access Level: | acceso abierto |
| Palabra clave: | Sustainable PSI education LLD Connected curriculum Formación sostenible en ISP Minorías lingüísticas Plan educativo cohesivo Philology Filología |
| Sumario: | This article describes the reorganization of the Public Service Interpreting (PSI) education initiated in 2017 at the Institute for Interpreting and Translation Studies at Stockholm University in Sweden. The objective was to establish a sustainable educational infrastructure in order to meet societal needs for interpreting services in languages of lesser diffusion(LLD). The concept of sustainability is discussed in relation to interpreting education. Three particularly important areas are highlighted in relation to this objective. Firstly, is the design of the PSI curriculum and the necessity of meeting the varying needs of working languages. Secondly, is the establishment of an educational infrastructure by creating different trajectories for continued PSI-related education. Thirdly, is the establishment of connecting activities linking the PSI program and related courses and stake holders in society at a number of different levels. The rationale behind the curriculum development and related activities, as well as the journey ahead, are discussed. |
|---|