This study attempted to understand students’ perceptions of the feedback provided by teachers of the sight and bilateral interpreting course online. Using a student-centered perspective, we administered a questionnaire-based survey to 95 undergraduate students. We investigated issues related to the effectiveness of online feedback at the cognitive level (understanding and using the feedback) and psychological level (affective reactions), including challenges associated with the delivery method or the nature of feedback and students’ expectations. Research findings indicated that students have different preferences, needs, and emotional reactions to online feedback. The study recommends teaching remote interpreting to keep pace with the technological requirements and consider the different variables affecting the feedback process. Based on the literature, we proposed a model to develop students’ capacity to understand and act on teacher’s feedback in the interpreting classroom and bridge the gap between teachers’ beliefs and students’ expectations about ‘good feedback.’ The best lesson learned from this study is that online teaching and feedback are valuable and satisfy the emotional needs of some students. Therefore, we suggest using a blended model for interpreting teaching and feedback methods in the near future.
This article attempts to highlight the social, political, and ethical challenges facing the translator when dealing with religious and philosophical texts. Drawing on our experience in translating books related to these fields from Arabic into French and vice versa, we pinpoint examples of untranslatability of some religious and intellectual concepts due to constraints within the target language. Moreover, the question of the translator as cross-cultural mediator capable of achieving acculturation is addressed. The analysis is conducted following two fundamental concepts in the field of translation studies, namely domestication and foreignization, in addition to another view commonly used by the French philosopher Michel Foucault "authority or power of language" which arises through the discourses that we produce, or that others produce. These ideas will give insights into the translators' choices, decisions, and even hesitations when handling terms or expressions connected with religious or intellectual concepts.
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