Teaching interpreting in times of Covid: perspectives, experience and satisfaction

Cristina Castillo-Rodríguez; Cristina Toledo-Báez; Miriam Seghiri

doi:10.4995/rlyla.2023.18747

Authors

Cristina Castillo-Rodríguez Universidad de Málaga https://orcid.org/0000-0002-7200-7442
Cristina Toledo-Báez Universidad de Málaga https://orcid.org/0000-0003-0604-797X
Miriam Seghiri Universidad de Málaga https://orcid.org/0000-0002-6817-6665

DOI:

https://doi.org/10.4995/rlyla.2023.18747

Keywords:

interpreting, teaching experience, teaching satisfaction, online teaching, remote teaching

Abstract

Technological tools have complemented face-to-face instructions at university from the beginning of the 21^st century. However, COVID-19 pandemic forced many faculty members to switch rapidly, and without any specific training, to an emergency remote teaching. The aim of this paper is to analyse the impressions of Spanish faculty members teaching interpreting in an online mode. A total of 65 faculty members answered a semi-structured online survey, covering the 80.8% of all the Spanish universities where interpreting subjects are taught. The results revealed some pitfalls derived mainly from the lack of physical issues (booth, body language evaluation), absence of human contact, lack of suitable technology, more teaching hours, cognitive load, lack of concentration, and students monitoring. However, the benefits detected were more self-practice, more attendance to sessions, and the preparation of students for a remote interpreting, taking into account that this will be the future of professional language interpreting practice.

Downloads

Download data is not yet available.

References

Afolabi, S. & Oyetoyan, O.I. (2021). "Charting a new course for translator and interpreter training in Africa: lessons from the COVID-19 experience in selected countries", Jostrans 36b, 327-350. https://jostrans.org/issue36/art_afolabi.pdf

Ahrens, B. (2005). "Prosodic phenomena in simultaneous interpreting: a conceptual approach and its practical application", Interpreting 7/1, 51-76. https://doi.org/10.1075/intp.7.1.04ahr

Ahrens, B., Beaton-Thome, M. & Rütten, A. (2021). "The pivot to remote online teaching on the MA in Conference Interpreting in Cologne: lessons earned from an unexpected experience", Jostrans 36b, 251-284. https://jostrans.org/issue36/art_ahrens.pdf

AIIC (2019). AIIC Guidelines for distance interpreting (Version 1.0), January 11, 2019. https://aiic.org/document/4418/AIIC%20Guidelines%20for%20Distance%20Interpreting%20(Version%201.0)%20-%20ENG.pdf

Al-Salman, S. & Haider, A.S. (2021). "Jordanian university students' views on emergency online learning during COVID-19", Online learning 251, 286-302. https://doi.org/10.24059/olj.v25i1.2470

Amato, A., Spinolo, N., & González Rodríguez, M.J. (eds.). (2018). Handbook of Remote Interpreting. SHIFT in Orality. University of Bologna. http://doi.org/10.6092/unibo/amsacta/595

Ávila-Muñoz, A.M., Santos-Díaz, I.C. & Trigo-Ibáñez, E. (2020). "Análisis léxico-cognitivo de la influencia de los medios de comunicación en las percepciones de universitarios españoles ante la COVID-19", Círculo de Lingüística Aplicada a la Comunicación 84, 85-95. https://doi.org/10.5209/clac.70701

Baigorri-Jalón, J. (2015). "The history of the interpreting profession", in H. Mikkelson & R. Jourdenais (eds.) The Routledge Handbook of Interpreting. London: Routledge, 11-28.

Braun, S. (2019a). "Technology and Interpreting", in M. O'Hagan (ed.) Routledge Handbook of Translation and Technology. London: Routledge, 352-367. https://doi.org/10.4324/9781315311258-16

Braun, S. (2019b). "Technology, Interpreting", in M. Baker & G. Saldanha (eds.) Routledge Encyclopedia of Translation Studies. London: Routledge, 569-574. https://doi.org/10.4324/9781315678627-121

Cases Silverstone, M. (2020). Guía orientativa: la interpretación simultánea remota. AICE (Asociación de Intérpretes de Conferencia en España. https://www.aice-interpretes.com/isremota/isremota-pdf-4478.pdf

Corpas Pastor, G. & Gaber, M. (2020). "Remote intepreting in public service settings: technology, perceptions", SKASE: Journal of Translation and Interpretation, 13/2, 58-78. http://www.skase.sk/Volumes/JTI19/pdf_doc/04.pdf

Cresswell, J. & Clark, V. P. (2018). Designing and conducting mixed methods research. Sage publications.

Daumiller, M., Rinas, R., Hein, J., Janke,S., Dickhäuser, O. & Dresel, M. (2021). "Shifting from face-to-face to online teaching during COVID-19: the role of university faculty achievement goals for attitudes towards this sudden change, and their rlevance for burnout/engagement and student evaluations of teaching quality", Computers in Human Behavior 118. https://doi.org/10.1016/j.chb.2020.106677

Dave, K., Lawrence, S. and Pennock, D.M. (2003). "Mining the peanut gallery: Opinion extraction and semantic classification of product reviews", in Proceedings of the 12th international conference on World Wide Web, 519-528. https://doi.org/10.1145/775152.775226

Diriker, E. (2015). "Conference Interpreting", in H. Mikkelson & R. Jourdenais (eds.) The Routledge Handbook of Interpreting. London: Routledge, 171-185.

Donovan, C. (2017). "The place of the Interpreter and interpreting in an institutional setting", CLINA 3/2, 91-113. https://doi.org/10.14201/clina20173291113

Fantinuoli, C. (2018). Interpreting and Technology. Berlin: Language Science Press.

Fantinuoli, C. & Prandi, B. (2018). "Teaching information and communication technologies. A proposal for the interpreting classroom", Journal of Translation and Technical Communication Research 11/2, n.p.

Fouz-González, J. (2019). "Podcast-based pronunciation training: Enhancing FL learners' perception and production of fossilised segmental features", ReCALL 31/2, 150-169. https://doi.org/10.1017/S0958344018000174

Gieshoff, A.C. (2018). The impact of audio-visual speech input on work-load in simultaneous interpreting. Mainz: Universität Mainz.

Gorjian, B., Hayati, A. & Pourkhoni, P. (2013). "Using Praat software in teaching prosodic features to EFL learners", Procedia - Social and Behavioural Sciences 84/9, 34-40. https://doi.org/10.1016/j.sbspro.2013.06.505

Headley, M.G. & Clark, V.P. (2020). "Multilevel mixed methods research designs: Advancing a refined definition", Journal of mixed methods research 14/2, 145-163. https://doi.org/10.1177/1558689819844417

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). "The difference between emergency remote teaching and online learning", Educause Review, 27 March. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

ISO 20108 (2017). Simultaneous interpreting - quality and transmission of sound and image input - requirements. Standard. International Organization for Standardization.

Jiménez-Serrano, O. (2019). "Interpreting Technologies. Introduction", Tradumàtica 17, 20-32. https://doi.org/10.5565/rev/tradumatica.240

Le, H.T. & Brook, J. (2011). "Using Praat to teach intonation to ESL students", Hawaii Pacific University TESOL Working Paper Series 9/1,2, 2-15. https://www.hpu.edu/research-publications/tesol-working-papers/2011/9_1-2_Le%20Brook.pdf

Liu, B. (2010). "Handbook Chapter: Sentiment Analysis and Subjectivity", in N. Indurkhya & F.J. Damereu (eds.) Handbook of Natural Language Processing. Boca Raton: Chapman and Hall, 627-666.

Lord, G. (2008). "Podcasting communities and second language pronunciation", Foreign Language Annals 41/2, 364-379. https://doi.org/10.1111/j.1944-9720.2008.tb03297.x

McMillan, J.H. & Schumacher, S. (2006). Investigación educativa. Madrid: Pearson.

Mendoza, A. (2011). "La investigación en didáctica de las primeras lenguas", Educatio Siglo XXI 29/1, 31-80.

Midões, A. (2021). Adapting to Remote Interpreting Training in Times of COVID-19 - An Experimental Study. Porto: Polytechnic of Porto.

Mirek, J. (2021). "Teaching Simultaneous Interpreting during the COVID-19 pandemic: a cae study", New voices in translation studies 24, 94-103

Napier, R., Skinner, S. & Braun, S. (eds). (2018). Here or there: research on interpreting via video link. Washington DC: Gallaudet. https://doi.org/10.2307/j.ctv2rh2bs3

Nieto, P. & Alonso, L. (2008). "El podcasting como herramienta tecnológica aplicada a la docencia universitaria. Evaluación sobre una experiencia docente en interpretación consecutiva". V Congreso Iberoamericano de Docencia Universitaria. Enseñar y aprender en la universidad del siglo XXI: propuestas y condiciones. Universidad Politécnica de Valencia, 29-31 October 2008.

Osatananda, V. & Thinchan, W. (2021). "Using Praat for English Pronunciation Self-practice outside the classroom: strengths, weaknesses, and its application", LEARN Journal 14/2, 372-396. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253273/171964

Perramon, M. (2020). "COVID-19, interpretación remota y tecnología", Tradiling, https://www.tradiling.net/covid-19-interpretacion-remota-y-tecnologia/

Qian, F. (2009). "Podcast in Interpreting Teaching", Journal of Hunan First Normal College 1, 129-131. http://caod.oriprobe.com/articles/15332713/Podcast_in_Interpreting_Teaching.htm

Pole, K. (2009). "Diseño de metodologías mixtas. Una revisión de las estrategias para combinar metodologías cuantitativas y cualitativas", Renglones 60, 37-42. https://rei.iteso.mx/handle/11117/252

Rapanta, C., Botturi, L., Goodyear, P. , Guàrdia, L. and Koole, M. (2020). "Online university teaching during and after the Covid-19 crisis: refocusing teacher presence and learning activity", Postdigital Science and Education 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y

Rojo-López, A., Foulquié-Rubio, A.I., Espín López, L. & Martínez-Sánchez, F. (2021). "Analysis of speech rhythm and heart rate as indicators of stress on student interpreters", Perspectives 29/4, 591-607. https://doi.org/10.1080/0907676X.2021.1900305

Torrado Cespón, M. (2021). "TIC/TAC y COVID-19: uso y necesidades del profesorado de secundaria en Galicia", Digital Education Review 39, 356-373. https://doi.org/10.1344/der.2021.39.356-373

Torras Virgili, M.E. (2021). "Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por COVID-19", Innoeduca. International Journal of Technology and Educational Innovation 7/1, 122-136. https://doi.org/10.24310/innoeduca.2021.v7i1.9079

Trigo Ibáñez, E., Rivera Jurado, P. & Sánchez Rodríguez, S. (2020). "La lectura en voz alta en la formación inicial de los maestros de Educación Infantil de la Universidad de Cádiz", Íkala, Revista de Lenguaje y Cultura 25/3, 605-624. https://doi.org/10.17533/udea.ikala.v25n03a07

Vidyantari, R. (2021). "Online interpreting learning during pandemic from students' perspective", Bahtera: Jornal Pendidikan Bahasa dan Sastra 20/2, 210-215. http://journal.unj.ac.id/unj/index.php/bahtera/article/view/20329/10837 https://doi.org/10.21009/bahtera.202.07

Yu, W. & van Heuven, V. (2017). "Predicting judged fluency of consecutive interpreting from acoustic measures. Potential for automatic assessment and pedagogic implications", Interpreting 19/1, 47-68. https://doi.org/10.1075/intp.19.1.03yu

Xhelili, P., Ibrahimi, E., Rruci, E. & Sheme, K. (2021). "Adaptation and perception of online learning during COVID-19 pandemic by Albanian university students", International Journal on Studies in Education 3/2, 103-111. https://doi.org/10.46328/ijonse.49

Xu, M., Zhao, T. & Deng, J. (2021). "An empirical study on distance interpreter training in China before the COVID-19 pandemic: a mixed-methods approach", in C. Wang & B. Zheng (eds.) Empirical studies of translation and interpreting. The post-structuralist approach. New Yourk: Routledge, 259-279. https://doi.org/10.4324/9781003017400-19

Wulansari, A., Fadhilia Arvianti, G. & Rekha, A. (2021). "Icatforlearning website for teaching", NOBEL: Journal of Literature and Language Teaching 12/1, 15-28. https://doi.org/10.15642/NOBEL.2021.12.1.15-28

Zawacki-Richter, O. (2020). "The current state and impact of Covid-19 on digital higher education in Germany", Human Behaviour & Emerging Technologies 3, 218-226. https://doi.org/10.1002/hbe2.238