Abstract:

In March 2020, the COVID-19 pandemic caused widespread lockdowns around Europe and in Slovakia and the closure of many universities. The resulting transition away from in-person teaching was quite sudden and unorganised, leading Hodges et al. (2020) to designate it “emergency remote teaching”. With the universities suddenly closing, teachers in study programmes focused on training future translators and interpreters were caught unprepared and deprived of standard equipment used for interpretation training. They were thus left to scramble to find ways to effectively train interpreting entirely online as they went during an already ongoing semester. The article analyses how such training can be done, compares asynchronous and synchronous methods of remote interpretation training, and discusses the various technological tools and platforms (such as recording software, Zoom, Discord, etc.) that can be utilised in remote training of interpretation, including their advantages and disadvantages. Due to its greater technological demands, particular focus is placed on the synchronous method of remote training of simultaneous interpretation.

References:
[1] HODGES, Ch., MOORE, S., LOCKEE, B. et al. 2020. The difference between emergency remote teaching and online learning. In: Educause Review. [Cited on 2021-01-12] Available online: <https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning>

Keywords:

Interpreting, translation studies, distance learning, online platforms.