[Abstract] Until the 1980s, the grammar-translation method was the principal method used in foreign language instruction. This method was often criticized because the goal of text translation focusing on grammar, vocabulary or reading comprehension acquisition did not necessarily help students become better communicators. With the transition to a more communicative approach, educational institutions experienced an increase in the number of courses that promoted active learning, including practical translation courses. This paper focuses on the instruction of audiovisual translation and explores the inclusion of subtitling instruction in the classroom. This method of instruction encourages students to critically think about language and cultural problems that arise during translation, and methods to solve them. Through this process of translation, analysis, reflection and retranslation, students will deepen both their cultural and language proficiency to become better communicators.

[Abstract] While the number of conference interpreters in Japan are not few, the number of interpreters who are members of the International Association of Conference Interpreters (AIIC), the only international professional conference interpreting organization in the world, has historically been low. This study looks into the possible reasons for low AIIC membership of interpreters located in Japan, while taking into consideration the distinct characteristics of the conference interpreting industry and structure of interpreter education in Japan. The study also explores the recent changes in interpreter education, formerly highly dependent on agencies and private schools to train professional interpreters, to one that is making a slow shift towards interpreter training and interpreting studies education at higher education institutions. The study also analyzes the findings from a questionnaire sent to AIIC members located in Japan and presents ideas for further discussion.