Could text type be used as an important indicator when teaching interpreting?

This paper is based upon the general belief that understanding text type and choosing the appropriate type of texts could play a significant role in teaching and learning interpreting. Compared to translation, however, little study has been carried out as to what should be defined as text type in interpreting due to certain constraints inherent in this domain. Unlike translation, a number of variables await the interpreter. The absence or existence of scripts, improvisation, usage of visual materials are some of the important variables that can determine text type in interpreting. As a result, the definition of source text and its resulting text types can significantly differ from those in translation. The main objective of this paper is to conclude whether text type can be clearly defined and thereby could be used as an effective indicator to guide future interpreters from a pedagogical perspective. To that end, this article shall provide an overview of previous studies in its sister field of translation, examine its implications in the field of interpreting. Such research could serve as a modest step towards encouraging teachers to apply text type as an essential guide when teaching interpreting, enable students to better prepare themselves for the professional stage and enlighten the significance of text type as a parameter in interpreting research.