NEW APPROACHES TO INTERPRETER EDUCATION, the third volume of the Interpreter Education Series, captures a broad range of topics and themes representing areas of innovation in the teaching of interpret ing. Much of the writing on interpreter education, one of the main strands of interpreting studies (IS) research, has centered on the micro-level of teaching methodology, as did volumes one and two in this series, with the notable exception of Cokely (2005). Recently, this discussion of classroom strategies has been increasingly comple mented by innovation in research on the macro level of program curricula. This volume reflects this trend. This collection also brings together contributions from both the sign and spoken language interpreting communities and from a vari ety of professional and instructional settings that reflect differing re quirements—graduate, undergraduate, and certificate programs in the United States and Australia; community and healthcare interpreting; blended programs that combine classroom instruction with distance learning; introductory training in languages of limited diffusion; and the development and use of instructional materials (videos) and tech niques (discourse-based instruction). By representing a diverse range of current trends and interests in interpreter education, the collec tion thus contributes to exchange across different paradigms and pro fessional domains which, as Pöchhacker remarks in the foreword to volume two of the series (available at http://gupress.gallaudet.edu/ excerpts/ATSLIforeword.html), adds momentum to the development of interpreter education in general.
