Peoples Friendship University of Russia (RUSSIAN FEDERATION)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Pages: 4149-4152
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
The modern Europe witnesses enhancing multlingualism practices, increasing cross cultural collaboration between different ethnic and national communities. The above realities make it of current importance the development of knowledge, skills and abilities related to language and culture mediation in various social settings, translation and interpreting services for the public, that involve various national communities representative. Thus, the public service interpreter and translator (PSIT) training becomes more relevant for multilingual landscape of modern European nations. The above training has long standing experience across the world. For many years the university-based PSIT programs followed the traditional curriculum model, that started with on-site lectures and was followed by small group sessions and tutorials.

The digital age has led to flipped teaching model. According to the traditional teacher-centered model students first listen to the lectures in class, then, in the self-study format they are assigned to study additional sources, perform a number of tasks and discuss them/ deliver reports, etc. at the seminars. In the flipped classroom, the students first study the topic by themselves, typically using video resources compiled by the teacher. Classroom activities are aimed at applying the basic knowledge to solving problems through project- and inquiry- based learning activities (Bergmann, Sams 2012, Lage, Platt, Treglia, 2000).The flipped teaching has been applied mostly by teachers of Science, Engineering, Economics. No paper has been published on possible ways to use flipped classroom for interpreter and translator training. Nevertheless the above model seems to be of current importance for PSIT training as it shifts the focus from the teacher to the students, puts into practice constructivist approach to PSIT training, that is the translator and interpreter training mainstream paradigm.

The article will provide a detailed description of the course components, materials, assignments for university-based public service interpreter and translator training within the flipped classroom model.The course components description will prove that the flipped model makes not only classroom activities but also translator and interpreter self studies much more interactive; the flipped model for PSIT training different trajectories for interaction outside the classroom (between students themselves, each student and the teacher, all the group members and the teacher). The flipped classroom for university-based public service interpreter and translator training creates really multimodal learning environment (on-line, blended, on-site, individual self studies, learning group self studies, classroom activities, lecture watching, project work, problem and case study, etc.), enhances channels and ways of knowledge transmitting, processing, acquisition, and reconstruction. The flipped classroom presumes the integration of a considerable number of video resources for training purposes, that in turn, contributes to visualizing relevant and real world professional setting of public service interpreter and translator. A particular focus will be laid on the flipped classroom specificity for public service interpreter and translator training. The examples will be set to show how the flipped classroom shifts teaching and learning mentality of those involved in the training process.
Flipped classroom, public service interpreter and translator training.