The purpose of this paper is to present suggestions on space arrangements with a view to maximise the potential of technological equipment in a classroom for remote interpreter training. This proposal is based on the experience of the SHIFT Summer School of Remote Interpreting, held in Forlì (DIT, University of Bologna) in June 2018 as part of the SHIFT in Orality Erasmus+ project. For this purpose, the basic conditions and pre-requisites needed to create the ‘necessary virtuality’ for this kind of training are presented. When organising a classroom for remote interpreter training, the following questions arise: how to (re)create distance communication and present it to the group of trainees in a way that is as participatory and collaborative as possible between teachers and students? How to set up a classroom that seeks to alternate lecture-style teaching, preparatory activities, interpretation practice and discussion of feedback with the whole group? In order to achieve these goals, and make sure that a single space virtually becomes 'different communicative spaces', ICTs are crucial as they already are part and parcel of the professional practice of remote interpreting. It is for this reason that we will focus here on the presentation of the equipment and tools used as well as on the distribution of space during the Shift Summer School.

La interpretación a distancia y su formación: la experiencia de la Shift Summer School y cómo crear la ‘virtualidad necesaria’ en el aula

gonzalez rodriguez maria jesus
2020

Abstract

The purpose of this paper is to present suggestions on space arrangements with a view to maximise the potential of technological equipment in a classroom for remote interpreter training. This proposal is based on the experience of the SHIFT Summer School of Remote Interpreting, held in Forlì (DIT, University of Bologna) in June 2018 as part of the SHIFT in Orality Erasmus+ project. For this purpose, the basic conditions and pre-requisites needed to create the ‘necessary virtuality’ for this kind of training are presented. When organising a classroom for remote interpreter training, the following questions arise: how to (re)create distance communication and present it to the group of trainees in a way that is as participatory and collaborative as possible between teachers and students? How to set up a classroom that seeks to alternate lecture-style teaching, preparatory activities, interpretation practice and discussion of feedback with the whole group? In order to achieve these goals, and make sure that a single space virtually becomes 'different communicative spaces', ICTs are crucial as they already are part and parcel of the professional practice of remote interpreting. It is for this reason that we will focus here on the presentation of the equipment and tools used as well as on the distribution of space during the Shift Summer School.
gonzalez rodriguez maria jesus
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/778954
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