The silver lining
Technology and self-study in the interpreting classroom
Inge Gorm Hansen | The silver lining Technology and self-study in the interpreting classroom Inge Gorm Hansen and Miriam Shlesinger Copenhagen Business School
Miriam Shlesinger | Copenhagen Business School
In an attempt to offset the negative effects of reduced contact hours, teachers of interpreting are encouraged to take advantage of
cost-effective methods, including technology-assisted self-study sessions and offline practice. This paper describes the use of new
pedagogical tools and equipment (ultra-modern labs, innovative software packages) to support the teaching of (mostly consecutive)
interpreting at the Copenhagen Business School. We report on various interventions that were tried over a period of several years, in the
interest of enhancing student performance. Aside from streamlining the teaching process, the new tools have been found to offset the anxiety
so typical of interpreting students. The different types of materials — including those available on a dedicated e-learning platform —
facilitate self-paced and self-monitored practice, and encourage independent practice among students whose motivation in the conventional
setting had been far more limited. Dramatic improvements in the final exam success rates highlight the effectiveness of the new
approach.
Keywords: video-based dialogues, self-spaced consecutive, sight translation, e-learning, action research, pedagogy of interpreter training, student-centered learning, role-play dialogues
Published online: 01 June 2007
https://doi.org/10.1075/intp.9.1.06gor
https://doi.org/10.1075/intp.9.1.06gor
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