Crezee, IRemael, ACarroll, M2015-11-022015-11-022015-09-152015-09-15Translation & Interpreting. Vol. 7 (3)https://hdl.handle.net/10292/9174This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave and Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and two examples of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.Semi-authentic interpreting practicesStudent health interpretersShared preprofessional learningJournal ArticleOpenAccess