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
2016. Correlation between anxiety and academic self-concept in interpreter trainees. Círculo de Lingüística Aplicada a la Comunicación 67 ► pp. 57 ff.
2015. An evaluation of spoken corpus-based resources in undergraduate interpreter training. International Journal of Applied Linguistics 25:1 ► pp. 23 ff.
Bale, Richard, Manfred Schewe & Susanne Even
2016. Online to On Stage: Towards a performative approach to interpreter education. Scenario: A Journal of Performative Teaching, Learning, Research X:2 ► pp. 8 ff.
Braun, Sabine, Elena Davitti & Catherine Slater
2020. ‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education. The Interpreter and Translator Trainer 14:3 ► pp. 259 ff.
Braun, Sabine & Catherine Slater
2014. Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context. The Interpreter and Translator Trainer 8:3 ► pp. 469 ff.
Burn, Jo Anna
2023. The Use of Self-Reflection to Develop Intercultural and Pragmatic Competence in the Legal Interpreting Classroom. In New Advances in Legal Translation and Interpreting [New Frontiers in Translation Studies, ], ► pp. 197 ff.
Dragsted, Barbara & Inge Gorm Hansen
2009. Exploring Translation and Interpreting Hybrids. The Case of Sight Translation. Meta 54:3 ► pp. 588 ff.
Rajab, Khairan, Mohammed Hamdi, Mana Saleh Al Reshan, Yousef Asiri, Asadullah Shaikh & Adel Rajab
2022. Implementation of Virtual Training: The Example of a Faculty of Computer Science during COVID-19 for Sustainable Development in Engineering Education. Electronics 11:5 ► pp. 694 ff.
Ritsos, Panagiotis D., Robert Gittins, Sabine Braun, Catherine Slater & Jonathan C. Roberts
2013. Training Interpreters Using Virtual Worlds. In Transactions on Computational Science XVIII [Lecture Notes in Computer Science, 7848], ► pp. 21 ff.
Ritsos, Panagiotis D., Robert Gittins, Jonathan C. Roberts, Sabine Braun & Catherine Slater
2012. 2012 International Conference on Cyberworlds, ► pp. 191 ff.
Stone, Maren Dingfelder
2015. Chapter 6: Authenticity, Autonomy, and Automation: Training Conference Interpreters. In Towards Authentic Experiential Learning in Translator Education, ► pp. 113 ff.
Tan, Jun & Weiwei Zhou
2021. A Study of Guide Interpretation of Haihunhou Pavilion in Nanchang in the Age of Artificial Intelligence. In Advances in Intelligent Information Hiding and Multimedia Signal Processing [Smart Innovation, Systems and Technologies, 211], ► pp. 298 ff.
2018. The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Factors in Tertiary Interpreting Classrooms. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 147 ff.
Yan, Jackie Xiu, Jun Pan, Hui Wu & Ying Wang
2013. Mapping interpreting studies: The state of the field based on a database of nine major translation and interpreting journals (2000–2010). Perspectives 21:3 ► pp. 446 ff.
2021. Digital Technology-Based Pedagogy for Interpreting. In Application of Intelligent Systems in Multi-modal Information Analytics [Advances in Intelligent Systems and Computing, 1233], ► pp. 521 ff.
This list is based on CrossRef data as of 22 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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