Review of Abdel Latif (2020): Translator and Interpreter Education Research: Areas, Methods and Trends

Abstract

Reviewed by Rui Du and Heidi Salaets (KU Leuven)The realm of Translator and Interpreter (T&I) education has surfaced as a crucial domain of inquiry, carrying ramifications for both educational strategies and academic exploration. In this vein, the book under review, Translator and Interpreter Education Research: Areas, Methods and Trends in the New Frontiers in Translation Studies series is an encouraging addition to the corpus of T&I education research, as stated by the author: "the first book to provide a comprehensive overview of translator and interpreter education research" (p. vii). Distinguished by its notable emphasis on a broad array of topics and methodologies, this book sets itself apart from others in the field.The book comprises 8 chapters and, in our view, is organized into three parts. Part I (Chapter 1) serves as the conceptual underpinning of the book, elucidating key concepts and historical trajectories of T&I education research. Part II (Chapters 2 to 7) reviews exemplary studies that fall into six distinct areas of T&I education research based on a framework crafted by the author(see Abdel Latif 2018). Part III (Chapter 8) concludes by identifying prevailing research gaps and offering prospective avenues for advancing T&I education research.The introductory chapter begins by distinguishing between T&I training and T&I education, thereby establishing T&I education research as studies that inform the "T&I trainees' difficulties, needs, and experiences, and the components of education programs" (p. 2). This delineation justifies the comprehensive spectrum of topics addressed in this monograph. Based on this definition, the author identifies six areas of T&I education research: training experimentation, learning and teaching practices, assessment, cognitive process, product, and professional experiences and roles. Each subsequent chapter is dedicated to an indepth exploration of one of these thematic areas. When discussing areas, methods and trends, the fields of translation and interpreting are considered collectively and examined comprehensively. However, in certain chapters (e.g., Chapter 5), translation is delineated separately from interpreting. Following this, the author then traces the evolution of T&I education research from its inception in the 1950s to the present day. The historical overview underscores several milestones, including the emergence of a prescriptive trend in the 1960s, the proliferation of