Ha sido reseñado en:
Rodríguez Melchor, María Dolores, Horváth, Ildikó and Ferguson, Kate (eds.), The Role of Technology in Conference Interpreter Training. New York: Peter Lang 2020. 245 pp.
Alireza Jamalimanesh, Mahmoud Afrouz
Estudios de traducción, ISSN 2174-047X, ISSN-e 2254-1756, Nº. 11, 2021, págs. 215-219
Information and communication technologies (ICTs) have radically changed the way we live and work, and the field of interpreting is no exception. Interpreter training today needs to prepare students for this new professional reality and ICTs are increasingly being incorporated into the interpreting classroom, with devices such as the digital pen, double-track recording tools, transcription and annotation software, and speech banks serving as valuable training tools.
With the aim of exploring some of the new developments taking place in the field of conference interpreter training in the digital age, this volume brings together a selection of contributions by experts in the field. They showcase the experiences of various institutional and academic stakeholders, and focus on areas such as remote interpreting and virtual classes, online repositories and resources, virtual learning environments (VLEs), and accessibility issues, among many others.
Survey of the Use ofNew Technologies in Conference Interpreting Courses
Alessandra Riccardi, Ivana Cenková, Malgorzarta Tryuk, Amalija Macek, Alina Pelea
págs. 7-42
The Speech Repository: Challenges and New Projects
págs. 43-58
págs. 59-76
The Collaborative Multilingual Multimedia Project ORCIT (Online Resources in Conference Interpreter Training): Sharing Pedagogical Good Practice and Enhancing Learner Experience
págs. 77-100
Virtual Worlds as a Contribution to Content and Variety in Interpreter Training: The Case of Turkey
Seyda Eraslan Gerçek, Mehmet Sahin, Gazihan Alankus, Ozge Altintas, Damla Kales
págs. 101-128
Simulating Simultaneous Interpreting with Text: From 101 Training Model to Training Module
págs. 129-154
Virtual Classes: Students' and Trainers' Perspectives
págs. 155-178
págs. 179-202
The Impact of ICT on lnterpreting Students' Self-Perceived Learning: A Flipped Learning Experience
págs. 203-220
págs. 221-236
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