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Article published In:
Babel
Vol. 66:6 (2020) ► pp.950–972

Expertise and resources for interpreter training online

A student survey on pedagogical and technical dimensions of virtual learning environments

| Comillas Pontifical University
| Université de Genève
| Comillas Pontifical University
| Moscow State Linguistic University | Astrakhan State University
| Boğaziçi University
| University of Ljubljana

The development of online interactive resources for interpreter training has been at the centre of the agenda in terms of pedagogical assistance and cooperation both for the European Institutions and for their partner universities. Modern videoconferencing systems and online learning technologies provide an excellent alternative to face-to-face classes, offering solutions to the problem of trainers’ availability and engaging learners in synchronous and asynchronous task-oriented activities.

In this context, the European Parliament-funded ERITON project was launched in 2014 with the aim of facilitating the dissemination of best practices and enhancing collaboration between EU and non-EU partner universities in the field of conference interpreter training. Forming the strategic core of this project was the use of innovative training methodologies, such as virtual classes and virtual mock-conferences.

This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.

Keywords: virtual classes, best practices, conference interpreter training, online resources
Article outline
  • 1.Introduction: Project background
    • 1.1Research objectives
  • 2.Theoretical framework
  • 3.Methodology
  • 4.Results and discussion
    • 4.1Outcomes of the survey on Virtual Classes (VCs)
    • 4.2Outcomes of the survey on mock conferences
    • 4.3Research limitations and implications
  • 5.Conclusions and suggestions for future work
  • Notes
  • References
Published online: 9 December 2020
DOI logo
https://doi.org/10.1075/babel.00198.ego
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