Structured literature review on "interpreter skill-gaps, training models and recommendations for Burma's interpreters"
Presentation Type
Abstract
Faculty Advisor
Larissa Goulart da Silva
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
Burma, a linguistically diverse nation, has faced a shortage of structured interpreter training programs despite growing demand since 2012 and 2015. Existing training opportunities are informal and inconsistent, lacking standardization and university-level education. This literature survey sought to examine interpreter skill gaps, training models, and recommendations to improve interpreter education in Burma. This study used Proquest Linguistics Collection and The MLA International Bibliography, curated by the Sprague Library of Montclair State University, and journals relevant to translation and interpreting in Burma—Oxford Tea Circle, CEEOL, and Translation&Interpreting.org—to identify studies from the past 20 years with abstracts and titles showing key terms like interpreter training, didactic training for interpreters, skills and competency frameworks, training success and challenges, and minority languages. After identifying 55 papers, inclusion and exclusion criteria filtered those focused on interpreter training in closer contexts to Burma as opposed to studies focused on written translations or those in distant contexts, yielding 27 papers. These were analyzed across four themes: training needs, curriculum design, instructional methodologies, and training program evaluations. Findings indicate that interpreters in Burma face low pay, challenging working conditions, and a lack of professional development opportunities. While interpreter education exists, Burma lacks standardization and institutionalized training. This review highlights the urgent need for structured interpreter education programs to improve skill development and professionalization. Future studies should focus on developing competency frameworks and refining instructional methodologies that employ professional language service providers with teaching skills.
Structured literature review on "interpreter skill-gaps, training models and recommendations for Burma's interpreters"
Burma, a linguistically diverse nation, has faced a shortage of structured interpreter training programs despite growing demand since 2012 and 2015. Existing training opportunities are informal and inconsistent, lacking standardization and university-level education. This literature survey sought to examine interpreter skill gaps, training models, and recommendations to improve interpreter education in Burma. This study used Proquest Linguistics Collection and The MLA International Bibliography, curated by the Sprague Library of Montclair State University, and journals relevant to translation and interpreting in Burma—Oxford Tea Circle, CEEOL, and Translation&Interpreting.org—to identify studies from the past 20 years with abstracts and titles showing key terms like interpreter training, didactic training for interpreters, skills and competency frameworks, training success and challenges, and minority languages. After identifying 55 papers, inclusion and exclusion criteria filtered those focused on interpreter training in closer contexts to Burma as opposed to studies focused on written translations or those in distant contexts, yielding 27 papers. These were analyzed across four themes: training needs, curriculum design, instructional methodologies, and training program evaluations. Findings indicate that interpreters in Burma face low pay, challenging working conditions, and a lack of professional development opportunities. While interpreter education exists, Burma lacks standardization and institutionalized training. This review highlights the urgent need for structured interpreter education programs to improve skill development and professionalization. Future studies should focus on developing competency frameworks and refining instructional methodologies that employ professional language service providers with teaching skills.
Comments
Poster presentation at the 2025 Student Research Symposium.