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Teaching and Testing Interpreting and Translating

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Edited By Valerie Pellatt, Kate Griffiths and Shao-Chuan Wu

The book presents a range of theoretical and practical approaches to the teaching of the twin professions of interpreting and translating, covering a variety of language pairs. All aspects of the training process are addressed – from detailed word-level processing to student concerns with their careers, and from the setting of examinations to the standardisation of marking. The articles show very clearly the strengths and needs, the potential and vision of interpreter and translator training as it exists in countries around the world. The experience of the authors, who are all actively engaged in training interpreters and translators, demonstrates the innovative, practical and reflective approaches which are proving invaluable in the formation of the next generation of professional translators and interpreters. While many of them are being trained in universities, they are being prepared for a life in the real world of business and politics through the use of authentic texts and tools and up-to-date methodology.

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Part Five: Interpreter Training 227

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Part Five: Interpreter Training Diana Berber The Use of Pedagogical and Non-pedagogical ICT in Conference Interpreter Training Abstract Globalization brings about uniformity, but are we aware to what extent this is true in conference interpreter training? In reality, how standard is ICT (information and communication technologies) in conference interpreter training in the various regions of the globe? In our descriptive study, a reality-check of the current state of af fairs regarding the use of ICT in conference interpreting educational settings, we look mainly at two purposes of the tools: 1) tools used as a means – pedagogical tools, and 2) tools used as support – without a pedagogical objective but nec- essary in professional life. We also discuss the phase of the simultaneous interpreting process that they are or could be used in: preparation for the conference, in the booth, and post-conference revision. Finally, we look into the ef fort model to identify which ef forts the ICT currently being used can back up. The information presented in this study is based on up-to-date data provided first-hand by institutions which are training conference interpreters at the undergraduate (first 4–5 years of university education) and/or graduate level. These institutions are located in the Americas, Europe, Asia, and Africa, thus giving us an overview of what is occurring in this respect around the world. The aim of this study is to provide trainers with concise up-to-date information that may help them eventually in curriculum development and course design. 230 Diana Berber Background Economics...

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