Is shadowing a course subject?

I am asking the question to readers who might have gone through an interpretation curriculum. Is shadowing a classroom subject and activity? I did offer a course on shadowing a few years ago to students who had no intention whatever to go into interpreting career. They were learning French. It was a Summer course, an activity part of a package fit for Summer. Light stuff, candy bar, French mood  and fancy (a majority of students are female). There was five session which was plenty enough. Some enormously enjoyed it. The room, a language lab with antiquated material, was packed with some 20 students, It was a revelation to them, that forcibly pushing the voice in a foreign language, chasing other people's discourses were both a challenge and an enabling activity, the jogging for voice and prosody. But they could have done it at home. I gave them explanation, the howto rules, including hardware, software and content t suggestion to plunge into for free over the Internet.

Now is the time to reassess the value of shadowing in the classroom. Have you done this classroom style in interpretation schools?