Abstract:

Current pandemic reality is having adverse effects on many human spheres, so the academic community also has to get a good grasp of the new world message: we have to quickly develop student-friendly online teaching formats and adapt them to university and school programs, and create an enabling learning climate. To escape possible misbalance between class content quality and harmonious psychological climate, professors reorganize their programs, choose appropriate academic platforms for lectures and seminars, analyze probable failures and get constant feedback from our students. One may suppose that traditional teaching formats need no reconsidering as they are full enough and offer a wide range of salient information and need no reforming in terms of brand-new digital background. It is our firm belief that skyrocketing digitalization dictates an overhaul in academic fabric. Firstly, because material delivery is different – it should get more compact; secondly, professor and student collaboration – audiovisual format is not just online teacher and student talks but peculiar cooperation based on topical issue focus via video-work, chats, etc.; thirdly, material perception: rapid information alteration in social nets, picture-based short stories have already brought gross influence on young gadget-loving generations, consequently, we have to inevitably adjust our material delivery to their needs.In the article we would like to share our university experience of remote teaching and highlight the keypoints of its difficulties and strong points. We would also be glad to give a full picture of professor readiness for remote teaching and bring our results. We are ready to offer a range of lifehacks on possible academic challenges our team may face, technical distress issues (sound lagging and picture blurring and freezing, etc.), psychological and physiological problems (headache, eye tension, insomnia, etc.). Translation is technique on the one hand and skillful art of maneuvering between sense and lexical interface of a translated language – on the other. Our translation teaching professor team will focus on evident pluses of remote translation teaching (skyrocketing information exchange, convenient instant interaction with people dotted around the planet, etc.) and possible dark sides of online academic interaction (lack of student pairwork, two gadget balancing while teaching interpreting, etc.) Finally, we will offer our conclusions on specific remote translation teaching and a recommendation list to colleagues and students - would-be translators - worldwide. Moreover, we strongly believe that bringing academic awareness may arm future translators with adequate competence and state-of-the-art equipment using.

Keywords:

Linguistics, student, professor, university, translation, online-teaching, remote learning, remote translation, remote translation teaching, translation teaching.