Phonological consideration of World Englishes in interpreter training: pedagogical suggestions based on an experimental study of consecutive interpretation

The present study explores incorporation of World Englishes in graduate-level interpreter training courses by investigating the impact of different English varieties on student interpreters’ consecutive interpreting (CI) processes. With the spread of English around the world, non-native speakers of English are increasing rapidly and their unique features distinct from those of native speakers may cause interpreting problems. Reflecting the diversity of unique features across different varieties, the study applies the concept of World Englishes, which can be classified into three circles: the Inner Circle, the Outer Circle and the Expanding Circle. The study takes American English, Indian English (INE) and Chinese English (CHE) to represent each circle. An interpreting experiment was conducted on student interpreters to understand which specific phonological features of World Englishes cause difficulties in students’ performances of CI. The result reveals that unique features of INE and CHE affect the CI performance of student interpreters. In light of the findings, the present study offers suggestions for including elements of World Englishes in interpreter training courses.