The Role of Technology in Conference Interpreter Training
Summary
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.
Excerpt
Table Of Contents
- 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
Figure 1.1: Question 10 – If YES, in what way? (multiple answers possible)
Figure 1.2: Question 14 – If YES, which one do you prefer? (multiple answers possible)
Figure 1.3: Question 22 – If NO, please state the reason
Figure 1.4: Question 25 – If YES, which one do you prefer? (multiple answers possible)
Figure 1.5: Question 35 – Use of preferred speech repositories (multiple answers possible)
Figure 1.6: Question 40 – Live speeches: preferred sites (multiple answers possible)
Figure 1.7: Question 41 – Live speeches: preferred use (multiple answers possible)
Figure 3.1: Comparison of traditional and blended-learning interpreter training settings
Figure 4.1: The process of localization of the resources
Table 3.1: Consecutive and simultaneous interpreting techniques Moodle portfolio
Table 3.2: Comparison of live speeches and online materials
Table 5.2: Experiment with students: Speech 1
Table 5.3: Experiment with students: Speech 2
Table 5.4: Evaluation of novice interpreters’ performances
Table 7.2: The main challenges of VCs
Table 7.3: Trainers’ tasks during a VC
Table 7.4: Reasons for preferring face-to-face classes in CI training
Table 8.1: Assigned podcasts and sources
Table 8.2: Main features of the research
Table 9.1: Student perceptions of the FL methodology in the interpreting classroom
María Dolores Rodríguez Melchor, Ildikó Horváth and Kate Ferguson
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.
Details
- Pages
- XII, 250
- Year
- 2020
- ISBN (PDF)
- 9781788744089
- ISBN (ePUB)
- 9781788744096
- ISBN (MOBI)
- 9781788744102
- ISBN (Softcover)
- 9781788744072
- DOI
- 10.3726/b13466
- Language
- English
- Publication date
- 2020 (March)
- Keywords
- conference interpreting (CI) ICTs in CI training interpreter training EMCI Consortium
- Published
- Oxford, Bern, Berlin, Bruxelles, New York, Wien, 2020. XII, 250 pp., 11 fig. b/w, 14 tables
