Students’ views on the use of film-basedLangPerformcomputer simulations for dialogue interpreting

Abstract

This article describes the results of the pilot testing phase of the first LangPerform dialogue interpreting simulations, which replicated authentic communication situations in a Finnish daycare center and consisted of interpreting and sight translation tasks. Five students with German and three with English as their B-language participated in the pilot testing. Afterwards, they were interviewed about their experience and thoughts about the simulations. They were positively surprised by the authenticity of the simulation and regarded the simulation as an excellent additional training method for self-training and self-evaluation. Negative feedback that drew away from authenticity mainly concerned the predetermined time reserved for interpreting, which resulted in there sometimes being long pauses or, on several occasions, not enough time to interpret.

‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education

“…Videoconferencing platforms have been used for 'virtual classes' in conference interpreter training (Biernacka 2018;Graves 2012), whilst their application in dialogue interpreter training is under-explored. Similarly, computer simulations and 3D virtual worlds, which have supported collaborative learning across many disciplines (Kim, Lee, and Thomas 2012), have rarely been considered in interpreter education (Braun et al 2013;Ritsos et al 2013;Sahin 2013;Vilijanmaa 2018). Our study aimed to fill this gap by focussing on VLEs that support collaborative learning in the context of interpreter education.…”

Tecnologías de interpretación asistida por ordenador y cognición de intérpretes: una perspectiva orientada hacia el producto y el proceso.

“…Hunt-Gómez and Gómez Moreno, 2015;Viljanmaa, 2018). The inclusion of these types of technologies present both pedagogical advantages and drawbacks, and scholars have begun to address the impact these have on learning outcomes and programmatic goals (e.g.,Class and Moser-Mercer, 2013;Kerremans and Stengers, 2017).These types of studies mentioned above lay the foundation for work on the impact interpreting technologies have on interpreter cognition in both professional and educational contexts; however, the influence technology has on cognition remains relatively unexplored.…”