Abstract:

The 21st century witnesses technology advance that is reshaping the human life and work.

The education is a bright example of the above argument as ICTs are used at every education stage, from nursery schools to higher education institutions, across national boundaries, despite the fields of training.

Nevertheless computer- assisted interpreter training (CAIT) might be estimated as relatively new phenomenon that has become the subject matter of research in education since late 1990s (Gran et al 2002, Sandrelli et al 2007, Berber 2009, Kalina 2010).
Currently, scholars identify a number of trends to implement CAIT.

First, CAIT might focus on digital speech banks/ repositories that are used for compiling educational aids for classroom activities and self-studies.

Second, CAIT might use dedicated tools with modern applications that combine up-to-date utilities thus increasing interaction between computer and students and putting students in quasi professional learning contexts.

Third, Virtual Learning Environments (i.e. IVY) use technology to create a 3D virtual environment that “supports the acquisition and application of skills required in interpreter-mediated communication” (IVY).

The research hypothesis argues that, as for interpreters’ training, technology use should address the needs within varied educational contexts (higher/vocational education, etc.), within varied professional contexts (conference/consecutive interpreting, etc.), vith respect to various skills.

The research methodology included literature review, comparative analysis of computer tools in current use for interpreter training, pilot training, students’ surveys, data processing. The pilot training was based on the constructivist pedagogy. Students’ surveys included open-ended questionnaires to identify strong and weak points of technology instruments under study taking into account different educational context parameters.

The research results have revealed that a careful selection and integration of CAIT tools are strongly required for successful training as different tools are more or less suitable to train different types of interpreting and different skills. Besides, the professional physiological profiles of students should be taken into account while selecting CAIT tools.

The report will provide recommendations for possible practice training pathways, regarding necessary skills, tools requirements, interpreter training scenario with computer-assisted tools.

References:
[1] Berber D. (2009) Reinforcing intercultural skills: ICT in conference interpreting, Journal of Multicultural Research 1 (1), 71-84.
[2] Gran L., Carabelli A. and Merlini R. (2002) Computer-assisted interpreter training, in G. Garzone and M. Viezzi (eds.) Interpreting in the 21st Century. Challenges and Opportunities. Selected Papers from the 1st Forlì Conference on Interpreting Studies,Amsterdam/Philadelphia, John Benjamins, 277-294.
[3] Kalina S. (2010) New Technologies in Conference Interpreting”, in H. LeeJahnke and E. Prunc (eds.) Am Schnittpunkt von Philologie und Translationswissenschaft. Festschrift zu Ehren von Martin Forstner, Bern, Peter Lang, 79-96
[4] Sandrelli A. and de Manuel Jerez J. (2007) “The impact of information and communication technology on interpretertraining: state-of-theart and future prospects”, The Interpreter and Translator Trainer (ITT), 1 (2), 269-303.
[5] IVY- The Interpreting in Virtual Reality http://www.virtual-interpreting.net/

Keywords:

Interpreter training, ICT for intepreting, CAIT, blended learning.