Extract

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...