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Translation and Meaning

New Series, Vol. 1


Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.
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L’interprétation à l’ère des tic


Abstract: During the last decade, the use of ICT has expanded enormously. The improved quality of sound, image and internet connection, combined with lighter hardware offers unprecedented opportunities. Interpreters and interpreting agencies alike therefore feel compelled to make use of new technologies.

Incorporating ICT in interpreting training can be challenging though: many institutes still focus on traditional interpreting techniques and enormous budgets are needed. As a result, a gap could emerge between the institutes that pay attention to ICT in interpreting and the ones that do not.

Starting from the actual practice at Ghent University, we construct a framework of the different forms of ICT that ideally should be included in a contemporary interpreter training course. The three pillars are: ICT for research, for education and for a professional context. In that third context, we distinguish software for documentation, terminology management, mobile communication, video conferencing and speech recognition.

Furthermore, on an educational-psychological level we assume that students will need to develop self-efficiency for using ICT. The best framework to develop such a competence seems to be social constructivist.

On the basis of a concrete example of mobile interpreting (bidule interpreting) we will illustrate an exercise with a view to self-efficacy.

Keywords: ICT, digital divide, interpreting, interpreter training, social constructivism, empowerment, self-efficacy, documentation.

Un « tsunami » : telle est la métaphore utilisée par Drechsel (2013b) pour parler de la vague de changements technologiques qui déferle sur...

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