Educating Community Interpreters and Translators in Unprecedented Times (Palgrave Studies in Translating and Interpreting)

This edited book features contributions from interpreter and translator educators globally, in which they discuss changes to teaching, assessment and practice as a result of the COVID-19 pandemic. The chapters provide a comprehensive picture of educators’ responses to challenges and opportunities. The book will be of interest to students, researchers and educators, as well as government language policymakers and stakeholders of translation and interpreting agencies. Contents Notes on Contributors Abbreviations and Acronyms List of Figures List of Tables 1 Introduction: Community Translation and Interpreting in Unprecedented Times 1 The COVID-19 Pandemic 2 Context of This Volume Translating and Interpreting Education and Training Technological Turn for Teaching T&I 3 Community Translation and Community Interpreting Community Interpreting Modes of Interpreting Roles of Community Interpreters Community Translation Disseminating Community Translation Roles of Community Translators Credentialling and Training Australia UK 4 Synopsis of Contributed Chapters by Country Chapter on Argentina and Uruguay Chapter on Australia Chapter on Belgium Chapter on Canada Chapter on China Chapter on New Zealand Chapter About Palestine Chapter on South Africa Chapter on South Korea Chapter on Spain Chapter on Turkey Chapter on Ukraine Chapter on USA Chapters on Reflections and Conclusion References 2 Argentina and Uruguay: Translation and Interpreting Across the River Plate in the Times of COVID-19 1 Introduction Development of T&I in Argentina and Uruguay The Impact of COVID-19 2 T&I Training in Argentina Universidad Nacional de Córdoba (UNC) T&I Training During the Pandemic: Undergraduate Program T&I Training During the Pandemic: Postgraduate Diploma Estudio Lucille Barnes T&I Training During the Pandemic: University-Level Certificate 3 T&I Training in Uruguay Universidad de la República (UdelaR) T&I Training at UdelaR During the Pandemic Universidad de Montevideo (UM) T&I Training at UM During the Pandemic 4 Conclusions References 3 Australia: Navigating the Pandemic and Exploring New Pedagogical Horizons 1 Linguistic Context and Overview of T&I Services in Australia Spectrum of Languages 2 T&I Education and Training in Australia Non-Award Training 3 COVID-19 and T&I Education and Training in Australia The RMIT University Experience Student Profile Translation Courses Interpreting Courses Reflective Practice Collaboration with Industry 4 Concluding Remarks References 4 Belgium: The Bright Side of Interpreting Education in Belgium—Changes During the Pandemic and Beyond 1 Introduction and Background 2 Content Development: “First Aid” for Online Training in General Course Design and Management: Manage Learning Outcomes and Assessment Assistance from the ICT Helpdesk Assistance from the Faculty of Arts and the Faculty of Pedagogy 3 A Practical Interpreting Course: Note-Taking Techniques First Two Weeks GoReact: Video Assessment Software GoReact at a Glance GoReact for Note-Taking Techniques Class During Weeks 3 and 5 4 Student Feedback on GoReact 5 Trainer Feedback on GoReact 6 Conclusion References 5 Canada: Canadian Interpreter Education During a Pandemic 1 Canadian Interpreting and Translation Context How the Interpreting Programs Were Affected by COVID-19 2 Literature Review 3 Interpreter Education During a Pandemic Douglas College: Program of Sign Language Interpretation George Brown College: Bachelor of Interpretation 4 Shared Learning Across Both Programs Technical Infrastructure and Educational Technology Implications for Accessible Teaching and Learning in ASL Environments via Technology Learner Expectations and Needs in Response to the Pandemic 5 We Build This Airplane as We Fly It: Adapting Curriculum and Learning Activities Course Design and Management Blended Learning Solutions Interpreting Practices Practicum Experiences Shifting Landscapes—Shifting Relationships Prioritizing Students’ Emotional and Financial Needs Over Academic Needs Implications for Program Stability 6 Serendipity—The Gifts of COVID-19 Unique Aspects of Each Program Outlook for Future Practitioners 7 Conclusion References 6 China: A Survey on Interpreter Training in China During the Pandemic 1 Introduction 2 The Survey 3 Course Design 4 Course Management 5 Assessment 6 Challenges of Online Interpreting Training 7 Prospects of Online Interpreting Training 8 Conclusion Appendix References 7 New Zealand: Teaching Interpreting and Translation Courses at Three New Zealand Universities During the Unexpected Lockdown 1 Introduction and Background 2 Interpreter and Translator Education at Auckland University of Technology Course Design Pre-COVID at AUT Assessment Pre- and Post-COVID at AUT 3 Interpreter and Translator Education at University of Canterbury Course Design Pre-COVID at UC Assessment Pre- and During COVID at UC 4 Interpreter and Translator Education at University of Auckland Course Design Pre-COVID at UoA Assessment Pre- and Post-COVID at UoA 5 Technical Infrastructure, Targeted Learning Outcomes, and Assessment Auckland University of Technology Technical Infrastructure Targeted Learning Outcomes Assessment: Tools, Validity, Reliability, Fairness, and Authenticity University of Canterbury Technical Infrastructure Targeted Learning Outcomes Assessment: Tools, Validity, Reliability, Fairness, and Authenticity—Everything Online University of Auckland Technical Infrastructure Targeted Learning Outcomes Assessment: Tools, Validity, Reliability, Fairness, and Authenticity 6 Discussion: Challenges, Solutions, Outlook for Future Practitioners Auckland University of Technology University of Canterbury University of Auckland 7 Concluding Remarks References 8 Palestine: Challenges Students Faced in a Palestinian Undergraduate Translation Program During the COVID-19 Pandemic 1 Introduction 2 Translation and Interpreting Education in Palestine 3 The Translation and Interpreting Profession in Palestine 4 Higher Education During the COVID-19 Pandemic 5 Measures by the Palestinian Government and Higher Education Institutions 6 Review of Recent Studies 7 The Study Results and Discussion 8 Conclusion and Recommendations References 9 South Africa: Interpreter Training at Stellenbosch University During the Pandemic 1 Introduction 2 Context Higher Education and SU Lockdown Impacts on Learning and Teaching Pre-Pandemic Interpreter Training at SU 3 Interpreting Training at SU During Lockdowns Remote Interpreting Training Reflections on Interpreting Teaching 4 Assessment and Student Self-Reflection 5 Conclusion References 10 South Korea: Community Interpreting in South Korea—A Case Study of Police Interpreting 1 Introduction 2 A Pilot Police Interpreter Training and a Survey of Trainees’ Needs 3 An Overview of the Police Interpreter Training from 2018 to 2020 4 Trainees’ and Trainers’ Feedback on the Online Training Experience 5 Conclusion References 11 Spain: Educating Community Interpreters and Translators in Unprecedented Times—A Spanish Case Study 1 Introduction The Impact of COVID-19 on I&T Services and Education in Spain Community Interpreting and Translation in Spain CIT Training in Spain and the Master’s in Intercultural Communication, Public Service Interpreting and Translation 2 Methods 3 Case Study: CIT Master’s Pre- and During Pandemic Program Structure Learning Outcomes, Content, Instructional Approach, and Assessment Pre-Pandemic During the Pandemic Educational Technology and Specific Measures to Accommodate Learner Needs Technical Infrastructure Specific Measures and Learner Needs During the Pandemic Effects and Perceptions Regarding Adaptations Effects of the Delivery Mode Effects and Perceptions of the Precautionary Measures Used to Meet Students’ Needs 4 Analysis of the Academic Achievement in the CIT Program Academic Achievement by Cohort Individual Comparisons 5 Discussion 6 Conclusion References 12 Turkey: Community Interpreter Training During the COVID-19 Period in Turkey—Practices and Education 1 Introduction 2 Community Interpreting in Turkey 3 Training Community Interpreter: Topics and Skills 4 Study on Distance Education During the Pandemic Systems Used for Teaching Pedagogical Tools and Practices Positives and Negatives of Distance Education 5 Conclusion and Suggestions References 13 Ukraine: Training Interpreters and Translators in Times of Crises: A Case Study of an Ukrainian University Working Through the COVID-19 Pandemic and the Russo-Ukrainian War 1 Introduction and Background Brief Overview of Interpreter and Translator Education in Ukraine in General and at the Ivan Franko National University of Lviv in Particular Course Design Pre-COVID at IFNUL 2 The Impact of COVID-19 on Translator and Interpreter Training at IFNUL Technical Infrastructure and Educational Technology 3 The Impact of the Russo-Ukrainian War on Translator and Interpreter Education at IFNUL Implications of Training Accessibility Assessment 4 Discussion: Challenges—Solutions—Outlook for Future Practitioners 5 Concluding Remarks References 14 USA: Accessibility and Digital Literacy in T&I Training: Lessons Learned from the COVID-19 Pandemic 1 The United States Landscape 2 Accessibility and Limited English Proficiency 3 Digital Literacy Through the Lens of Racial Equity 4 Barriers in Face-to-Face Training Course Delivery 5 Challenges in Online Training Course Delivery 6 Online Training Courses as New Opportunities, Especially for EL or LLD Speakers 7 Professional Identity, Transition, or Permanence References 15 Reflections on Technology: Building Instructional Technology into Community T&I Education 1 Introduction 2 Instructional Technology: A Historical Perspective 3 Distance Education Instructional Media Online Learning Online Learning: Modalities Online Learning: Opportunities and Challenges Learning Management Systems Integration of Technology into Instruction: The ASSURE Model 4 Web 2.0 Technologies Web 2.0 Concepts Collaboration and Social Networking New Learning Opportunities: Virtual Worlds 5 Conclusion References 16 Reflections on Government Responses and Industry Practice with Regards to the COVID-19 Pandemic 1 Introduction 2 Government Responses and Industry Practice Africa Asia Australia and New Zealand Europe and Turkey Turkey Middle East North America South America 3 Discussion 4 Concluding Remarks References 17 Conclusion: Community Interpreting and Translation—Looking to the Future 1 Unprecedented Learning for T&I Trainers Pre-Pandemic Norm Emergency Remote Teaching Technological Turn “Zoom Fatigue” Learner Engagement and Commitment Blurring of Work Boundaries and Impacts on Workload Digital Literacy Visual-Spatial Language-Specific Issues Academic Integrity 2 Silver Lining Improved Access to Education and Training Flexibility and Autonomy of Learning Tapping into an Expanded Virtual Network 3 The Future of Community T&I 4 Conclusion References Index