This empirical study discusses the challenges faced by interpreting students at the Department of Translation and Interpreting Studies at the Libyan Academy in Tripoli. It attempts to answer the following question: what is the students’ perspective on the teaching of interpreting at the Libyan Academy? To answer the aforementioned question, a questionnaire has been designed for the aim of identifying the challenges encountered by students of interpreting courses at the Libyan Academy. The questionnaire that consists of closed statements and open questions was given to twelve students who passed the interpreting courses. The questionnaire is designed to include questions about the course structure; materials; the division between theory, methodology and practice; and speeches and audios interpreted. The open questions allowed students to express their views regarding the challenges they faced and the possible future improvements. The findings showed that there are some challenges of interpreting teaching from the students’ perspectives. These challenges include the way the courses are divided between theory, methodology, and practice; speeches selected for consecutive interpreting practice, recordings selected for simultaneous interpreting practice, shortage of time slots given to students for practice, out-date lab equipment, and lack of real-life situations where students can practice liaison interpreting. At its conclusion, the significance of this study relies in the suggestion of some recommendations to overcome the challenges raised with the aim of improving interpreting teaching at the Libyan Academy in the future.
Students’ Review on Interpreting Teaching in Libya: Challenges and Future Prospects
