Special issue section on Remote Interpreting

Communication technologies such as tele-, web- and videoconferencing have created ample opportunities for distance communication in real time in all sectors of society and has changed the way people meet, communicate and interact in their professional and personal lives. Similarly, these technologies are increasingly used in business settings, by international organisations and local public service providers to optimise access to interpreters. This has led to new modalities of remote interpreting (RI) whereby the interpreters are connected to some or all participants by audio or audiovisual link (Braun 2019). However, there is currently a gap in research that explores the pedagogical implications of research on RI and/or links investigations of RI with pedagogical research on the use of communication technologies in interpreter education. The present special issue fills this gap by presenting original research relating to the pedagogical dimension of RI, with the primary aims of analyzing and highlighting the peculiarities of RI (both via telephone and video link) and virtual learning environments, and of developing practical solutions for interpreter education informed by these insights.