Introduction

The recent advancements in technology have resulted in innovations in the way interpreting is taught as part of the teaching of Chinese as a foreign/second language，including a shift to a situated learning environment that re-defines the role of the interpreter through a student-centered lens.This chapter will discuss how this transition has positively impacted interpreting learning，and how traditional methods of interpreting have been refurbished through an emphasis on a constructivist approach to interpreting teaching.The teaching facilities of the multimedia-based learning environment(hereinafter referred to as the MBL)combine a vast network of rich media resources with comprehensive and innovative teaching activities to simulate authentic interpreting scenarios.As such，the use of class time becomes much more efficient，and the personalized learning methods allow students to learn at their own pace，rendering learning in a much more effective manner.Additionally，on-site monitoring by the teacher provides direction in the form of timely feedback，and an emphasis on tailoring learning to the students’needs allows learners to achieve true independent learning.Though such innovations to interpreting learning do not come without limitations and issues that require attention，the improvements that an MBL has administered to student learning and performance undoubtedly demonstrate its convenience，practicability，and versatility in interpreting learning.