Professional Competence in Simultaneous Interpreting: An Integrative Empirical-Theoretical Analysis

Abstract

Jonida Bushi and Ema Kristo

Professional competence in simultaneous interpreting constitutes a central yet complex research topic within Interpreting Studies. While early approaches tended to conceptualize simultaneous interpreting primarily as a linguistic and technical transfer process, more recent theoretical models emphasize its inherently multidimensional nature. Against this background, the present study examines professional competence in simultaneous interpreting from an integrative perspective, systematically combining linguistic, cognitive, domain-specific, cultural, and technical–situational dimensions.

Methodologically, the study adopts a sequential exploratory mixed-methods design. In a first phase, a semi-structured expert interview with an experienced simultaneous interpreter is qualitatively analyzed in order to identify key competence dimensions from a professional practice perspective. Building on these findings, a quantitative questionnaire survey (N = 96) is conducted among MA students in translation and interpreting, early-career interpreters, and experienced professional interpreters. Statistical analyses include descriptive statistics, reliability testing, and exploratory factor analysis.

The findings demonstrate that professional competence in simultaneous interpreting should be understood as a dynamic and multidimensional construct. Cognitive–strategic competence, domain-specific knowledge, and technical adaptability emerge as particularly influential, whereas cultural competence is shown to be strongly context-dependent. Overall, the study highlights that competence development in simultaneous interpreting is driven less by linguistic proficiency alone and more by professional experience, strategic control, and situational adaptation. Implications for interpreter training and future research are discussed.

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