Interpretation as a job is a very difficult task to develop, to carry it out successfully one must accomplish a series of competences that in a whole will make communication happen, this being the principal aim of the interpretation process. Linguistic competences are fundamental for two reasons: first of all because the interpreter is “someone who knows with complete spontaneity and intuition the languages that he is working with” (Seleskovitch, 1968, p.35), and also because those languages are the ones that serve the interpreter’s main purpose: to communicate the message to those listening to him. The use of simulation exercises in the different interpretation classrooms in the English Language major with French as a second language has proven to be very efficient as a strategy to improve students’ linguistic competences. This article aims at validate the previous statement by presenting the fitting arguments and some examples of those simulation exercises that have become essential in most interpretation classrooms.
