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

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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
Published online: 9 December 2020
DOI logo with link
https://doi.org/10.1075/babel.00198.ego
Abstract
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.
Résumé
Le développement des ressources interactives en ligne, destinées à la formation des interprètes, a été au cœur du programme d’assistance et de collaboration pédagogiques, tant pour les institutions européennes que pour leurs universités partenaires. Les systèmes modernes de vidéoconférence et les technologies d’apprentissage en ligne fournissent une excellente alternative aux cours en face à face, en apportant des solutions au problème de la disponibilité des formateurs et en mobilisant les apprenants dans des activités synchrones et asynchrones, axées sur les tâches.
Dans ce contexte, le projet ERITON, financé par le Parlement européen, a été lancé en 2014, dans le but de faciliter la diffusion de bonnes pratiques et d’améliorer la collaboration entre les universités partenaires de l’UE ou de pays tiers, dans le domaine de la formation des interprètes de conférence. Le noyau stratégique de ce projet a été l’utilisation de méthodes de formation innovantes, telles que les classes virtuelles et les simulations de conférences virtuelles.
Cet article présente le cadre pédagogique des CV et examine les résultats d’une enquête en ligne menée entre 2015 et 2017 auprès d’étudiants ayant participé activement aux classes virtuelles, organisées dans le cadre du projet ERITON. L’objectif de l’enquête était d’obtenir un retour d’information anonyme sur la mise en place technique des CV et sur l’utilité de ce format en ce qui concerne l’acquisition et la progression des compétences. Les résultats montrent que le nouveau média a été bien accueilli et apprécié par les répondants, en particulier parce qu’il leur a donné la possibilité d’interagir d’une manière et avec des personnes qui, autrement, leur auraient été inaccessibles.
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
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