The purpose of this paper is to study the role of theory in teaching interpretation and translation to students. With an increasing number of undergraduate universities establishing interpretation courses and programs, it is important for them to realize that though teaching skills is important, students must also be taught the theoretical framework of interpretation and translation. It does not have to be a whole series of courses nor is it recommended because most students who are attracted to schools of interpretation and translation are more concerned about the practical aspects of the profession. Before examining various theories, the role and aims of formal training are discussed. Though natural or "born" interpreters and translators do exist, most students can greatly benefit from attending a school of interpretation and translation.In the theoretical foundations, different positions are examined such as the interpretive theory of Seleskovitch, the cognitive-pragmatic approach of Setton, the linguistic approach of Bell and the concepts and models of Gile.
