Emotional Intelligence (ei) In Interpreter Training In Algeria

Abstract

This pilot study investigates the perceptions and application of Emotional Intelligence (EI) among interpreter educators in Algeria. An online survey was administered to 23 interpreter educators from various higher education institutions during February 2024. The bilingual (English and French) questionnaire comprised nine (09) items—including multiple-choice, Likert scale, and open-ended questions—designed to assess participants’ familiarity with EI, its perceived impact on interpreting training, and its current integration into teaching practices. The survey also gathered participants’ age range but further background details such as professional affiliation and experience have not been required for ethical considerations (data confidentiality). Although the sample is limited, the findings provide preliminary insights and highlight the need for broader investigations in future research.