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The Role of Technology in Conference Interpreter Training

by María Dolores Rodríguez Melchor (Volume editor) Ildikó Horváth (Volume editor) Kate Ferguson (Volume editor)
Edited Collection XII, 250 Pages

Summary

Information and communication technologies (ICTs) have radically changed the way we live and work, and the field of interpreting is no exception. Interpreter training today needs to prepare students for this new professional reality and ICTs are increasingly being incorporated into the interpreting classroom, with devices such as the digital pen, double-track recording tools, transcription and annotation software, and speech banks serving as valuable training tools.
With the aim of exploring some of the new developments taking place in the field of conference interpreter training in the digital age, this volume brings together a selection of contributions by experts in the field. They showcase the experiences of various institutional and academic stakeholders, and focus on areas such as remote interpreting and virtual classes, online repositories and resources, virtual learning environments (VLEs), and accessibility issues, among many others.

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Contents
  • Figures
  • Tables
  • Abbreviations
  • Introduction (María Dolores Rodríguez Melchor, Ildikó Horváth and Kate Ferguson)
  • Part I New Approaches in Interpreter Training Assistance
  • 1 Survey of the Use of New Technologies in Conference Interpreting Courses (Alessandra Riccardi, Ivana Čeňková, Małgorzata Tryuk, Amalija Maček and Alina Pelea)
  • 2 The Speech Repository: Challenges and New Projects (Fernando Leitão)
  • Part II Online Resources and VLEs in Interpreter Training
  • 3 Meeting the Challenge of Adapting Interpreter Training and Assessment to Blended Learning Environments (María Dolores Rodríguez Melchor)
  • 4 The Collaborative Multilingual Multimedia Project ORCIT (Online Resources in Conference Interpreter Training): Sharing Pedagogical Good Practice and Enhancing Learner Experience (Svetlana Carsten, Nijolė Maskaliūnienė and Matthew Perret)
  • 5 Virtual Worlds as a Contribution to Content and Variety in Interpreter Training: The Case of Turkey1 (Şeyda Eraslan, Mehmet Şahin, Gazihan Alankuş, Özge Altıntaş and Damla Kaleş)
  • 6 Simulating Simultaneous Interpreting with Text: From Training Model to Training Module (Kilian G. Seeber and Carmen Delgado Luchner)
  • Part III New Methodologies and Technological Applications in Interpreter Training
  • 7 Virtual Classes: Students’ and Trainers’ Perspectives (Ildikó Horváth and Márta Seresi)
  • 8 Employing Podcasts as a Learning Tool in Interpreter Training: A Case Study (Özüm Arzık Erzurumlu)
  • 9 The Impact of ICT on Interpreting Students’ Self-Perceived Learning: A Flipped Learning Experience (Elena Aguirre Fernández Bravo)
  • 10 New Technologies in Teaching Interpreting to Students with Visual Impairments (Wojciech Figiel)
  • Notes on Contributors
  • Index

María Dolores Rodríguez Melchor, Ildikó Horváth and Kate Ferguson

Introduction

The advent and spread of information and communication technologies (ICTs) have radically changed the way we live and work, and today we have smart watches, smart homes and smart cities that are all driven by new ICTs. The impact of ICTs can be felt in various areas of professional activity, from medicine through agriculture to logistics and beyond. The interpreting profession is no exception to this trend: remote interpreting, computer-assisted interpreting (CAI), the digital booth and interpreting-specific terminology-management software are all gaining ground on the interpretation market. Furthermore, interpreters use ICT tools to help them with the terminological and content preparation for an assignment, while also benefitting from portable electronic devices – laptops, tablets, smartphones, etc. – in the booth during the interpreting process.

There are two main reasons why high-quality conference interpreter training must adapt to these developments and incorporate new technologies into the training content and process. Firstly, training must prepare students for the new professional requirements and ensure that they are market-ready upon graduation. And secondly, in our classrooms today we have ‘digital natives’, students who have grown up using the latest technologies and social media, a factor that cannot be disregarded in training. These two factors have urged trainers to search for and implement new, innovative approaches to interpreter training. As a result, devices such as the digital pen, double-track recording tools, transcription and annotation software, and speech banks for training purposes can serve as valuable tools in the interpreting classroom of today.

This volume explores developments in the field of conference interpreter training in the digital age and attempts to provide an overview of ←1 | 2→the main areas and tools that can be successfully used to make our classrooms as market-oriented as possible. It contains a selection of ten papers, representing a comprehensive spectrum of subjects relevant to conference interpreter training that strive to demonstrate how incorporating new technologies into the training process can enhance the quality of training. Recurrent topics across the papers are e-learning and blended learning, learning management platforms, speech banks and virtual learning environments (VLEs), all of which are examined from the point of view of how they can facilitate asynchronous student-student and student-trainer communication as well as self-study, thus contributing to the development of learner autonomy and lifelong learning. They reflect a profoundly student-centred approach to interpreter training, where meaningful learning in situations close to real life and student motivation take centre stage.

Biographical notes

María Dolores Rodríguez Melchor (Volume editor) Ildikó Horváth (Volume editor) Kate Ferguson (Volume editor)

María Dolores Rodríguez Melchor, PhD, is a researcher and lecturer, accredited conference interpreter for the European Institutions and member of AIIC. She has served as director of the Master’s Degree in Conference Interpreting and is currently the director of the Department of Translation, Interpreting and Multilingual Communication at the University of Comillas, Madrid. Ildikó Horváth, PhD, habil., is Associate Professor and Head of the Department of Translation and Interpreting at ELTE University, Budapest. She is president of the European Masters in Conference Interpreting (EMCI) Consortium and is also an active freelance conference interpreter. Kate Ferguson received an MA in Interpreting and Translation Studies from the University of Leeds. Currently based in Istanbul, she is an interpreter trainer in the Department of Translation and Interpreting Studies at Bog˘aziçi University and co-coordinator of the department’s European Masters in Conference Interpreting (EMCI) programme.

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