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The purpose of this talk is to focus on the implications of COVID-induced/ accelerated changes on the teaching and training of interpreters. Specifically, this talk will begin with an experiment that investigated how automatic speech recognition (ASR) technologies could help improve simultaneous interpreting (SI) quality. With the increase in the use of English as lingua franca (ELF), interpreters will face speakers with different speech features. Quality of SI may suffer because of source speeches with unfamiliar accents. Understanding accented speech could be cognitively challenging as interpreters need to spend more effort. The increase in cognitive load resulted from trying to comprehend accented speech may lead to omissions, errors and disfluencies in the target language renditions. Experiment results showed that ASR might have the potential to improve the accuracy of SI rendition as the accuracy scores of the captioned segments were higher than those of the non-captioned segments. Because of the speaker’s unfamiliar accent, the participants might have had to exert extra effort to understand what the speaker was saying, which could have led to increased errors and omissions. However, the amount of effort exerted by the interpreter to understand what the speaker said may also be reduced by the use of captions. As a result, the rendition of captioned segments tended to have higher accuracy scores than the rendition of non-captioned segments. Machine-aided interpreting could be realized on platforms that provide RSI also provide caption generated by ASR. Remote simultaneous interpreting (RSI) is likely to stay post COVID. Online conferences may democratize conference attendance of speakers and attendees who might have otherwise not been able to attend some conferences because of various constraints. With wider participation of individuals from different backgrounds, speakers’ accents may be even more diverse. T&I curriculums should introduce machine-aided interpreting subjects to leverage new technologies.

This paper presents Phase III of an 11-year longitudinal study on a Japanese-English interpreter, examining what happens to his Lα (Japanese) and Lβ (English) neuro-linguistically (brain activation and structural change). The theoretical framework for this study is based on the Complex Dynamic Systems Theory (CDST, henceforth), which is a combined transdisciplinary label for the Complexity Theory (Larsen-Freeman, 2017) and the Dynamic Systems Theory (de Bot, Lowie, and Verspoor, 2007) and shares the same view that language progression is adaptive, chaotic, complex, dynamic, non-linear, and variable in nature (Mitchell et al., 2019). In comparing the CDST to a static model of language development, Dornyei (2014) argues the importance of including a time scope. This makes straightforward outcomes among variables in the non-dynamic model rather complex because each variable changes over time, impacting the outcome and resulting in an endless chain reaction. The data collected include fNIRS (functional Near-Infrared Spectroscopy) brain activation data, using a Shimadzu OMM-3000 when the interpreter engaged in a verbal fluency task. The results are presented on whether or not accumulated experiences impacted the existing language connectome in the interpreter's brain.

Today, every translation and interpreting student has a mobile phone with the Google Translate App already downloaded. The App is powerful and is free and therefore poses an existential question: why study translation when there is an App for it? And yet, translation departments continue to flourish, graduating more students and producing research that appears foreign to the needs of both students and the market (Gamal 2019). The paper reflects on the ever-changing digital technology and its impact on translation from pedagogy to practice. One interesting observation is that what a translator could do on their desktop that weighed 14 kilograms is now produced on an iPhone weighing a mere 178 grams. The quality is not only better but versatile and possible to do from anywhere in the world. Digital technology has entirely transformed the translator’s desktop from a mere generation ago: this includes the way translation is produced, researched, accessed and published (Gamal 2020). The resources, now, available to translators were unthinkable in the year 2000. The paper, part of an ongoing research that examines Arabic translation in the digital world, focuses on translation policy but with clear reference to professional practice (Gamal 2021). For too long, academia has shied away from examining translation policy despite its impact on every aspect of the translation industry. Digital technology has created a different framework that now requires both pedagogy and the profession to adapt to a new cultural context where text, image, video are combined to produce content that is accessed online and with a lot shorter duration, simpler complexity and fast delivery. This new context is what provides employment and requires skills. Translation departments need to cater for a new set of skills that focus on digital creativity, audiovisual translation and networking skills.

본 연구는 국내에서 (통)번역을 전공하는 학부생을 대상으로 기계번역(machine translation)과 관련하여 설문조사를 실시하고 그 결과를 학부 번역교육에 반영하고자 한다. 설문은 객관식 문항 36개, 선택형 주관식 문항 3개 그리고 설문 참가자의 프로필을 확인하는 질문 3개를 포 함하여 총 42개의 문항으로 구성되었다. 설문의 주요 내용은 다음과 같이 세 개의 대항목으로 나뉜다. 첫째, 기계번역 사용 맥락에서 학생들이 기계번역을 자신의 학습에 어떻게 사용하고 있는지를 파악하였다. 둘째, 국내 학부 교육의 맥락에서 기계번역과 관련된 교과과정을 어떻게 인식하고 있는지 파악하였다. 셋째, 기계번역으로 변화하는 직업 세계의 맥락에서 학생들이 기 계번역과 관련된 직업, 특히 전문번역사에 대해 어떻게 인식하는지 파악하였다. 이 설문조사는 서울 소재 대학의 (통)번역학과 재학생(1전공생)을 대상으로 설계되었고, 구글폼을 활용하여 온 라인으로 진행되었으며, 총 153명이 참여하였다. 본 설문조사는 학부에서 기계번역을 전문적으 로 교육해야 할 필요성을 시사한다. 따라서 설문 결과는 만약 학부 커리큘럼에서 기계번역 수 업을 강화할 때 어떻게 운영할지 판단하는 기초 자료로 활용 가능하다. 또 기계번역 활용에 거부감을 갖는 교강사들에게 현실을 일깨워 주고, 기계번역 관련 수업에서 학생들이 과연 무 엇을 배우고 싶어하는지를 확인할 수 있는 근거 자료로 활용할 수 있다. 마지막으로 본 설문 은 번역전공생을 대상으로 하였지만, 설문 결과는 기계번역에 의존해서 특수 외국어를 학습하 는 외국어 학습자들에게도 적용할 수 있는 의미 있는 결과라고 생각한다.

In this study, we conducted a questionnaire survey asking undergraduate students majoring in translation about their perceptions of machine translation (MT). The questionnaire contained 42 items—thirty-six closed-ended questions, three open-ended questions, and three demographic questions. The respondents were 153 students in the Department of English for International Conferences and Communication at Hankuk University of Foreign Studies in Seoul, South Korea. The questionnaire consisted of three sections. First, it asked how the students had used free online machine translations to further their learning of translation and English (B Language). Second, it asked what they thought about their curriculum in general and MT courses in particular. Third, it asked what expectations they had of their future career and the status of professional translators in an era of MT. The findings of this survey could be used as reference material to improve the country’s curricular programs for undergraduate students who major in translation or lesser known foreign languages.

The purpose of this research is to create an effective evaluation system that can be proven to aptly respond to on and off line needs, thereby overcoming the limits found in Learning Service Providers(LSP) of higher education institutions and remote conference apps, such as Zoom, used for on-line interpretation and translation education. With the foresaid in mind, the study takes off with discussing the creation of a translation platform, followed by perfecting the platform by remedying its shortcoming through professor-learner trials. Lastly, it proceeds to discussing the possibility of expanding the range of said evaluation platform to cover interpretation education. The translation platform consists of displaying an general-purpose machine translation program integrating a CAT tool format. It displays the original text on the left and the translated text on the right, which setting is familiar to both professors and learners. Learners would receive an original text as an assignment to translate. After completing and entering their translations, they would press the "SUBMIT" button to hand their assignments over to the professor. The professor would then evaluate the handed in translations, comparing it with the original text. Evaluations are made to appear in the form of blocks, on both the original text and translated text, following designation. It also displays in real time the professor's evaluations on set categories in the form of a graph, which appears as evaluations for the designated category are entered. Evaluation categories can be selected through drop-down or by directly entering the category's name. Learners can see the general review on their translations, once the professor presses the "COMPLETE" button. The arrow buttons can be used to observe and compare evaluations on the learner's translation in consecutive order. A total of 14 professors and 8 learners were recruited to test out the above mentioned platform. Learners completed and sent AB and BA translations pertaining to the field of technology and literature within 60 minutes, which was then evaluated by professors using the platform. Trial results showed that both professors and learners found the platform to be objective and easy to use, with noted compliments on the convenience of having both the task of "submitting" and "evaluating" assignments in one platform, as well as on the fact of being able to see individual translation tendencies through the visual and graphic display evaluation results. Professors found it useful for delivering quantitative feedbacks following translation evaluations, which tend to be explained during class, adding that it would greatly save time once that one gets used to it. Nevertheless, they pointed out that the "scroll" and "correct" functions needed to be improved, which flaws were inevitably present in the pilot version of said platform, and that it was difficult to select the adequate evaluation category via drop-down, for the presented category names were somewhat confusing. Learners stated that feedbacks sorted in categories were of great help, showing a high level of satisfaction. However, professors were concerned by the possibility that the use of said platform could lead learners into a habit of over relying on 1 to 1 translation correspondence. Future tasks for the developing of the platform would involve the review of evaluation category selection, free input of category name, improvement of platform functions, incorporation of "peer-review" options, and follow up trials to enhance user friendliness. This platform could be further developed into an interpretation platform, once that certain functions, such as "voice data upload" and "transcription for interpretation performance", become available.

This study explores the feasibility of a CAT tool, especially MemoQ, being incorporated into the subtitling process as part of an audiovisual translation education course. This study is based on project-based, learner-oriented translation activities. This covers 20 students at the departmet of interpretation and translation at graduate school, and the experiment lasted for a semester. The design of the experiment is as follows: I grouped students into 10 teams with each team consisting of two students. Students were taught how to use MemoQ and how to do audiovisual translation (AV norms were taught). Then they were instructed to use a speech-to-text tool to create a time-stamped English script and they learned how to create a termbase and import it into the CAT tool. Each team was given a 40-minute-long lecture with a transcript (provided by the lecturer). They created a time-stamped script (xml fomat) and imported it into MemoQ and transalted it. Then they reviewed the translation results together and exported the translation outcome in an xml format and combined it with the lecture video. They reviewed the subtitles together and made additional revisions including timing, etc. This study reveals several strengths and weaknesses of using technology for subtitling. Regarding strenghs, students learned how the translation is done in the real world; they realized what kinds of problems can occur in which process and figured out how to resolve them; they were able to picture what the final product would look like; and they improved the competence of using CAT tool and other related tools. With respect to weaknesses, students found that CAT tool and the speech-to-text tool were sometimes in the way – they added workload; MemoQ’s termbase did not work in a cloud-based envrionment; and the speech-to-text tool was not accurate.

This proposal is aimed at the presentation of a paper for the "21st Interpreting and Translation Research Institute International Conference: ‘Interpreter and Translator Education in an Ever-changing World’": it is focused on the analysis of the concept of “fictional world” and the application of this notion to the teaching of translation processes. During this paper, the translation of the basic components of fictional worlds built in video games and how this information can be applied to translator training will be analyzed. The studied fictional worlds pertain mostly to the science fiction and fantasy genres, due to the fact that these fields establish a notable distance between the imaginary universes that they show to the recipients and the real world. Several examples can be cited: the cases of well-known sagas such as the Final Fantasy, BioShock or Borderlands games or the recently rebooted DOOM or God of War series include a great amount of innovative concepts and novel ideas that produce that those gamers that delve into these new universes will experience a completely new reality, one that shows few bonds to the external world and that causes awe and fascination and the will to explore every detail of a cosmos of this kind. In this paper, concepts such as "fictional world", "world-building", the construction of narratives and conceptual worlds within the video game sphere, the structure of imaginary universes in science fiction and fantasy and in video games as a whole and by which means they can be transferred between languages will be explained. In order to do so, several interactive works from these genres will be employed, from which suitable examples that will enable to understand the influence of translation on the transference of key concepts that make the rebuilding of a fictional world in a new sociocultural context possible will be extracted.

This presentation describes efforts made by an instructor and his students to track student T&I progress in a fourth-year undergraduate course titled T&I Practicum during the fall semester of 2021. As is mostly the case, unfortunately, students who have gone through the same program do not make similar improvements; some excel and others less so. Through a fourth and final year course, it was deemed significant to provide a platform where students can examine their T&I competences and explore ways for improvement during their final year (that hopefully lays the basis for continuous development after graduation, leading to some form of lifelong learning). The underlying assumption is that feedback is more powerful and effective when customized and targeted towards certain individual student needs (enabling a more focused corrective feedback). For this, efforts to better understand students were taken. Having a clearer understanding of the process of each students’ interpreting ("what goes through their minds when interpreting") is key. The basic modes for communicating with students were: - student journals (Google doc): students analyze their T&I performances and identify the most important area that requires improvement and draft plans for future studies. - Interviews with students Taking a process-oriented approach (from cognitivism and assuming that identifying the cause(s) of errors is the first step of making improvements), this study examines the endeavors of 5 students (as well as the instructor). This presentation illustrates the efforts made to: - identify the strengths of individual students - point out area(s) of improvement - suggest ways for improvement (study methods, tasks).

Notetaking is a useful skill that assists an interpreter with their memory in consecutive interpreting. However, the useful tool may pose a major obstacle to interpreter trainees. There is a considerable amount of research available that provides general knowledge and specific examples of what and how to note (Lee 2013, Gillies 2017). Yet, the research does not seem to provide enough resources in support of notetaking; and some researchers even suggest employing the task is mostly personal preference (Choi 1998/2004: 91, Jones 1998/2002). This noticeable divide in perspective and lack of explicit illustrations posit a need for additional exploration on the topic. Particularly, meaning – not words – is paramount in taking notes (Choi 1998/2004: 82), which should be specifically presented in a systematic manner. Systemic Functional Linguistics (SFL) prioritizes “meaning” in analyzing language. The purpose for this study is to provide trainees with a method of notetaking using SFL. The study has two parts: one is to create a notetaking strategy employing SFL’s meaning-based classification of verbs; the second part is to validate the theory by analyzing trainees’ test results. In SFL, verbs are considered the key constituent in a clause (Butt et al. 2000) and, in English, they are categorized into six groups (Halliday & Matthiessen 2014). These six groups are the basis from which the criteria and guidelines for writing verbs are derived. Part one of this study explores using SFL’s verb classification in notetaking.

Due to the constant changes occurring in the requirements of the translation industry, translator training (TT) curricula need to be continuously developed to produce professional translators qualified for the job market. That is, these curricula need to more specifically incorporate the translation competences (TCs) currently required in the job market (Kelly, 2005). As Kiraly (1995) states that the optimal goal of TT programmes at the university level should be equipping translation students with the competences they need to be professionals. Therefore, this study aimed to investigate the TCs final-year students have acquired, as they perceived, from their undergraduate Arabic/English TT programmes at four Saudi universities, and the TCs currently required in the Saudi translation market as perceived by 1) translator trainers working at the four universities and 2) professional translators working in Saudi Arabia (SA) to ascertain whether these programmes help students acquire such TCs; then, they must be developed accordingly. To this end, three relevant online self-developed questionnaires were sent to three sets of stakeholders, namely final-year translation students, translator trainers and professional translators. Each questionnaire comprised 27 sub-competences based on the PACTE’s (2003) model of TC. 100 students, 42 trainers and 127 translators participated in the questionnaires. This study found that most of the student participants perceived that they have acquired 21 out of 27 sub-competences listed in the questionnaire, which were related to the PACTE’s sub-competences, including bilingual, extra-linguistic, knowledge of translation, instrumental and strategic sub-competences, as well as psycho-physiological components (PACTE, 2017). The exceptions were six sub-competences related to extra-linguistic, knowledge of translation and instrumental sub-competences, besides psycho-physiological components, toward which they took a neutral position. On the other hand, the majority of the trainer and translator participants perceived that all the 27 sub-competences are currently required in the Saudi translation market, except one sub-competence related to knowledge of translation, toward which translator participants took a neutral position. These findings indicate the need to strongly emphasise developing all these TCs in students as they are currently required in the job market to be more qualified for it. It is hoped that this study will contribute to the development of the curricula of Saudi TT programmes to meet current market demands, which in turn will improve the quality of their graduates, producing qualified, professional translators.

Despite the fact that subtitling is the most prominent form of audiovisual translation (AVT) in the Arab world, the number of training centers and academic institutions that prepare subtitlers for the industry is very scarce. The present paper sheds light on one of the thorny issues that Arab student subtitlers often encounter, namely translating metaphorical expressions into English. In particular, it investigates how ten students enrolled in the MA program in Audiovisual Translation at Hamad Bin Khalifa University dealt with Arabic metaphors in their subtitling tasks. The students were asked to subtitle two extracts from the famous Syrian series Maraya and write a commentary on the most problematic issues they have encountered during the process. The analysis reveals that the students resorted to four strategies when dealing with metaphors: converting metaphor to sense, reproducing the same image in the TL, replacing the image in the SL with standard TL image and literal translation. It is also noted that some students faced issues with the Syrian dialect spoken by the original characters of the series, and thus have resulted in an inaccurate or, even in some instances, wrong translation. It is recommended that students should be exposed to more audiovisual materials that contain challenging metaphorical expressions during their training and encourage them to research and read relevant literature on the topic. This will qualify them to become professional subtitlers in the industry with strong academic background and will certainly improve the quality of their subtitles.

The purpose of this research is to suggest types of interpreters’ roles and the boundary of the roles, which is required for business interpretation. In business interpretation, both interpreters and their users are active regarding their roles as cultural mediators. However, there hasn’t been an answer for the roles of interpreters who are not biased but reliable. This suggests that interpreters and their users are exposed to the conflicts on their roles. To resolve this problem, this research conducts theoretical reviews and surveys in parallel. By studying types of interpretation and theories related to interpreters’ roles in various perspectives, the study is able to draw core standards of types of interpretation, which helps establish the analysis framework of this study. Surveys for this study were conducted to see the interpreters’ perception on their roles as cultural mediators in business interpretation and the expectation of users. First, a survey reviewed interpreters’ own perception on their roles. By combining the survey results with implications from prior research, the study selected a few interpreters who can discuss different perceptions of different interpreters’ roles as they have experience as both freelancers and in-house interpreters. Another survey was conducted to collect answers from users of interpreters: these users have experience of using interpretation service for cultural and linguistic communications where global business happens. Thus, such users were able to share their thoughts regarding the roles of business interpreters. With the mentioned methods, this research confirms that interpreters are implementing their roles going over the boundary of various roles of theirs in the grey area of business interpretation where clear boundarys of roles can’t be expected despite a little clue. The research also confirms that the users of interpreters assign interpreters with the expected roles as cultural mediators based on their ideas that the users are only able to have smooth communications through the cultural coordination of interpreters during the intercultural business communications. This means that it is necessary for business interpreters to be aware of their roles as cultural mediators and for users to understand and have empathy for interpreters’ roles. To that end, professional organizations for interpreting education need to deliver the relevant knowledge by reflecting what happens on site of business interpretation so that interpreters-to-be can realize the ideal roles that users expect and implement what they learn on site. A guideline for the roles of interpreters will be handy to elicit collaboration with interpreters by making users understood with the interpretation process and roles of interpreters. (Ewha Womans University, Korea)

In a world where countless companies seize the opportunity of selling or buying abroad, or of finding strategic partners no matter the nation, business internationalization represents a key pillar for the economy. This transnational connection not only pertains to the economic field, but also to the language one, as internationalized businesses, to a greater or lesser degree, require language and cultural mediation for commercial relations to be built with partners and customers in and from different parts of the world. Companies are known to lose business opportunities due to the lack of language skills and intercultural competence, and having in-house personnel with language skills –or outsourcing translation and interpreting services– has been reported to be undoubtedly linked to successful international business performance. This has subsequently boosted the demand for language services in the business sector both face-to-face and remotely, especially as accelerated by the COVID-19 pandemic. As a result, language-based posts related to internationalized businesses have become a clear careers opportunity for a remarkable number of graduates in the four-year undergraduate degree in Translation and Interpreting taught in Spanish universities. Business Interpreting can be defined as a type of cross-linguistic and cross-cultural mediation that allows a business operation to be undertaken between two or more individuals who speak different languages but share common ground in terms of commercial interests and objectives. Thus it is a complex activity that requires flexible and high-performing professionals, since it is characterized by the rich diversity in terms of scenarios, subject matter and interpreting modes that it may entail. Interpreting training must be therefore aimed at equipping students with the skills and abilities that will make them fit for successfully interpreting in internationalized business operations, which include language competence, professional protocols, thematic competence, professional ethics, etc. Frequently, business interpreting training focuses greatly on the development of language competence, thematic competence, and interpreting skills, but somehow overlooks other elements such as professional ethics and conduct, which are especially relevant for business interpreters as, unlike other interpreting settings, issues such as impartiality and wholeness may conflict with the interests and needs of the company that hires the interpreter. In this proposal, we purport to illustrate how examples of such controversial cases extracted from a real interpreter-mediated business meeting corpus can be applied to business interpreting training by introducing them in semi-scripted role-plays used in training sessions. Our aim is for trainee interpreters to be exposed to such situations and collaboratively explore and expound different options that both allow for the transfer of the message and adhere to professional principles.

In contemporary research on translator training and education, emphasis is largely placed on the translation process and translation competence acquisition. A broader social constructivist approach to translator training is needed to pay more attention towards strengthening the social connections within which translators are embedded and towards addressing a multi-dimensional translator competence rather than translation competence (Kiraly, 2013). Thus, shifting the initial traditional focus on linguistic skills to a more comprehensive set of competencies that can better prepare the freshly graduated translators to venture confidently into the Language Service Providers market is needed. Entrepreneurial skills are among the most significant skills translators should acquire in the 21st Century. The 2030 Agenda for Sustainable Development pays close attention to entrepreneurship as a means for creating decent work opportunities, improving the quality of life, promoting sustainable economic development, and fostering innovation. While the UN 2018 World Youth Report commends efforts for introducing entrepreneurship to educational programs in both developed and developing countries, it still calls for further studies to evaluate the effectiveness and value of such programs. Although there is a growing interest among institutions of higher education in Egypt to integrate entrepreneurship education in their programs, in fulfillment of the Egypt Vision 2030 and consequently the global SDGs, this interest remains confined mostly to the science majors like engineering, computer science, or even pharmacy and dentistry. Translator training in Egypt mostly focuses on developing the linguistic skills of translators and in best cases their technology and soft skills. To introduce entrepreneurship into translator training, it is not just enough to combine specific skills of business planning and management to linguistic and soft skills, there should be a shift in the teaching and learning methodologies and the roles assumed by students and instructors (Lackeus, 2015). This article presents a case study of a project that integrates entrepreneurship education in a quasi-professional practice setting within a legal translation course for senior students of the translation minor, at an Egyptian private university. The study adopts a post-modern relativistic qualitative methodology as advocated by Kiraly (2013, 2014) to investigate the newly emerging translator competence. Interviews are also conducted to further consolidate the research findings. The study aims to provide insights into curriculum development for translation undergraduate programs promoting entrepreneurship education and student-centered learning. In addition, the study proposes a model of translator competence that befits the new changes in the LSP market and contributes to the 2030 Agenda.

This presenter, currently with Inspection Bureau of NHK in charge of inspecting NHK WORLD JAPAN's news programs, have held number of positions in international news broadcast at NHK including senior political commentator, newscaster and news commentary. This presenter has experience in using interpreter/translator in news programs while working as Editor in Chief of NEWSLINE, a news program at NHK WORLD JAPAN. He has been in the responsible position of writing news articles, as well as hiring interpreters in case of live events, such as news conference by the prime minister, or election results. He can also present his views from user perspective as to the qualities necessary to be a good interpreter/translator. Recently this presenter was instrumental in setting up a committee called Review Committee on Terminology comprised of experts in order to educate International Broadcast Bureau staff to transmit quality news programs in English. At NHK, as of yet there is no set career path for those who go to work for the International Broadcast Bureau. NHK, a public broadcaster hires its staff based on hiring system practiced by most major companies in Japan, that is, mass hiring of new college graduates and not on specific job descriptions. With the ever-changing world in terms of globalization and need to convey news out of Japan in English, educating International Broadcast Bureau staff in issues of translation in the broadcast is one that this presenter feels is quite urgent. With the endeavors at recently created Review Committee on Terminology, together with what is a continued endeavor at NHK Training Institute, the presentation will detail what are the needs and necessary issues in terms of translator (interpreter) at NHK International Broadcasting Bureau, as well as to outline the challenges ahead to train and secure interpreters/translators for NHK WORLD JAPAN from training perspective.

This presenter, currently working as broadcast interpreter at NHK in both English to Japanese and Japanese to English direction would comment on the presentation by Takahashi Hiroyuki, on “Educating International Broadcast Bureau Staff at NHK”. Recently this presenter was appointed as one of the members of Review Committee on Terminology comprised of experts in order to educate International Broadcast Bureau staff to transmit quality news programs in English. She would give her views on the requirements for conducting successful education/training to be a broadcast interpreter from an interpreter’s perspective. She would also build upon her experience heading an interpreter/translator program at Tokyo University of Foreign Studies, as well as her current position at Tokyo Woman’s Christian University. Currently, in order to work as a broadcast interpreter at NHK, one has to finish the highest class at NHK International Training Institute for both English to Japanese and Japanese to English direction. NHK International Training Institute is a part of NHK G-Media, and started operating classes in 1992, with the aim to train broadcast interpreters. The three requirements to become a broadcast interpreter, namely language ability, background knowledge, and presentation skills are addressed. Instructors are all interpreters working at NHK and one of the important assets to be learned here is familiarization with the conventions in TV journalism. There are three strengths that can be pointed out in this program. One that the purpose/objective is clear that those who are successful can have work that awaits them at a TV station, thus providing very strong motivation to study. Second, the instructors are practicing broadcast interpreters that regularly appear on TV, thus providing ample examples that give experience to the trainees. And lastly, the continued learning opportunity provided on the job is the most attractive aspect. This presenter feels that there can be hints for developing successful interpreting training/education programs based on this example that NHK International Training Institute provides.

통번역학 연구자들이 학부 혹은 대학원에서 강의를 하는 영향으로 통번역학에서 통번역 교 육 관련 연구가 활발한 편이다. 하지만 연구 동향을 들여다보면 통번역교육 관련 연구에서 통 번역대학원 교육 관련 연구가 가장 많고 그에 이어 대학 통번역학과와 관련된 연구가 많다는 것을 알 수 있다. 이에 비해 외국어 전공 학부 통역 연구는 활발하지 않은 편이고 통번역학보 다 외국어 교육학 관점에서의 연구가 대부분이다. 본 연구는 통번역대학원과 달리 외국어 숙달도가 통역을 하기에 많이 부족하고 통역 수업도 적게 편성돼 있는 외국어 전공 학부생들에게 어떻게 거부감 없이 통역을 가르칠 수 있을지, 더 나아가 통역의 즐거움을 발견할 수 있게 할지에 대한 고민에서 시작됐다. 이에 외국어 중 에서도 영어 다음으로 가장 많이 개설돼 있는 중국어 관련 전공 학과에서의 통역 교육에 관해 연구했다. 코로나19 팬데믹 상황 가운데, 대학 수업이 온라인으로 전환이 되며 한 수업 당 50명~70명 의 학습 인원이 할당됐다. 본 연구 대상 강의는 ‘중국어 통역의 이론과 실제’라는 두 시간으로 구성된 교과목이다. 많은 학생 수와 교과목 명칭을 고려하여 줌을 이용한 화상 강의 방식으로 진행하되 1차시는 통역 이론을 중심으로 구성하고 2차시에는 관련 통역 실습을 편성했다. 일 반적인 통역 실습 과목이 전체 강의 가운데 첫 1차시 정도에만 통역 이론을 다루는 것과 달리 본 강의는 거의 매주 이론 강의 시간을 30분에서 40분 가량 할당했고, 지속적이고 다각적인 이론 강의를 통해 학부 통역 교육에서 통역 이론 교육의 효과를 탐구할 수 있었다. 본 연구의 연구 방법으로는 1학기에 편성된 같은 교과목은 2년 연속으로 강의하고 학습자를 대상으로 통역 이론 교육의 효과에 대해서 설문조사를 했고 모두 109명의 학습자가 설문에 응 답했다. 구체적으로는 이론에 대한 인식, 학습한 이론에 대한 선호도, 통역 이론 교육의 효과 로 나누어 설문했고, 통역 이론 교육의 효과는 다시 통역에 대한 메타 인지를 강화하는 효과, 통역사라는 직업에 대한 이해를 돕는 효과, 통역 스트레스를 완화하는 효과로 나누어 설문조 사를 하여, 학부 단계의 이론 수업의 역할과 효과에 대해서 탐색했다. 예비 연구 결과 통역 메타 인지와 통역사 직업 이해 면에서는 효과가 있다는 응답이 대다수였지만, 스트레스 완화 효과 면에서는 보통이라는 응답이 47%로 그렇다는 응답을 앞섰다. 수 업 시간 학습했던 이론들의 선호도를 조사한 결과 ‘기본 개념’, ‘직업 소개’, ‘통역의 종류와 특징’, ‘노트테이킹 방법’, ‘일반·의미통역 이론’, ‘사법·의료통역 이론’ 중 ‘일반·의미통역 이론’ 에 대한 선호도가 가장 낮았고, ‘노트테이킹 방법’에 대한 선호도가 42%로 가장 높아 학술적 인 내용보다 실용적인 이론을 선호하는 경향을 보였다.

This proposal highlights the value of expanding the scope of interpretation skills training in the context of an undergraduate language curriculum by introducing the approaches taken by the instructor affiliated with the Center for Global Communication Strategies at the University of Tokyo. The course on Japanese-English interpretation skills is offered primarily for students enrolled at the university’s Program in English at Komaba (PEAK) who were educated in English while developing their Japanese language as a heritage language at home. The course aims to equip students with advanced communication skills through interpretation training rather than training professional interpreters. The overarching goal is to enable students to achieve valuable life skills. While the course leans on building blocks of conventional interpreter training to achieve that goal, its premise is that interpretation skills are essentially advanced communication skills. For example, simultaneous interpretation enables rapid determination of the main thrust of the information captured aurally and visually. Consecutive interpretation is the ability to temporarily deconstruct the information presented and deliver it in a meaningful manner. Sight translation is another form of digesting information in manageable chunks by overcoming the significant difference in sentence structure between the two languages. Interpretation skills training enables learners to contextualize vocabulary, vary language register, enunciate clearly, be mindful of meaning while always directing attention to the audience, all of which are valuable life skills. This proposal will also demonstrate the value of gaining insights from other related disciplines such as ESL to break down the learning process into different aspects of English as vocabulary and grammar. This approach is notably viable if the interpretation skills course is part of a broader language curriculum. The proposal will also address active learning strategies that were effective in the University of Tokyo course to improve the course quality and foster a student-centered classroom with special attention given to the virtual environment. (311 words)

The interpreter’s role and performance in interpreting-facilitated interactions have attracted considerable scholarly attention since the 1970s. Seminal field research on interpreting in courtrooms, in hospitals, and in war zones describe interpreters as active participants. Nevertheless, Hale (2006) and Pöchhacker (2006) critique that much data-driven research in the area suffers from a lack of theoretical conceptualisations, and is short of diversified sociocultural and linguistic contexts for investigation. To strengthen the theoretical background to research on interpreters’ role, this study draws on social psychology theories of social identity and optimal distinctiveness, and the sociolinguistic notion of face, to develop an interdisciplinary framework for conceptualising how identity claims may influence interpreters’ choice of linguistic strategies in delivery. The English-Mandarin political press conference interpreting context is examined to illustrate how the proposed framework may shed light on our understanding of interpreters’ behaviour in action.

The waves of the technological innovations of the modern age brought unprecedented changes in many industry verticals and in the way translation is performed and provided. In response to such changes, it is critical to train the students to be ready for technology-driven development. In that vein, this case study presents how a translation module was designed and implemented in an undergraduate program with future-oriented pedagogical goals in mind. A module planning begins with capturing the needs of the students and the skillset required in the market. To that end, the outcome of surveys and interviews will be shared to explain if students are interested in translation technology, what they want to learn about the technology, and what employers expect from students. Another critical consideration was how to choose a combination of technologies that are most likely to help students with their future translation works and how to introduce the technology efficiently to the class. Therefore, this paper will explain what approach was taken as well as the rationale behind the decision and review the student's feedback about the rationale. The last challenge was how to keep the balance between technology and translation, or how much time and resources should be dedicated to developing technology/instrumental sub-competence. Hence, this paper will review previous research on traditional translation competence and suggest the right balance in undergraduate settings.

This study explores the significance of translation comments as an active practice of literacy act among the advantages of applying peer feedback in a translation classroom. Pym mentioned that translation is a process of generation and selection, a problem-solving process(2003), meaning it has to solve the problems between two languages occurring during the translation. In order to translate, translators have to study and understand the source text, and they use what they have learned or known in the process of translating the source text into a target language and search for the information they do not know and apply their newly acquired knowledge for translation. Then all translation acts are literacy acts as literacy consist of learning and understanding and writing. In particular, sense-to-sense translation can be read as an active literacy act considering that a translator has to understand the entire context and finds a deep meaning by putting all related information together and translating the text not partially but sythetically. Comments on translation are more active literacy acts. Comments consist of recognizing and understanding problems that appear in the translated texts, and then finding the cause of the problem and solving them. Comments on translation are to find ways to solve problems through bilingual learning, cultures, and specific topics on the source text and deciding the level of target readers, editing, or writing through which commenters enhance their self-learning skills. Peer feedback in the translation class is an act of giving comments by fellow students to the other students’ translated texts, and when this method of peer feedback is applied, students actively engage in literacy in the process of translating and commenting. Therefore, comments can be seen as critical literacy because the commenters in the translation class read both source texts and target texts, find differences between two texts, evaluate them, edit translated texts and then express their opinions. While sense-to-sense translation is the ability to synthesize situations in translation, comments on translation contribute to developing critical capability in terms of realizing critical literacy. From the point of view of problem-solving, the act of translating is a process of problem-solving, and the act of commenting becomes a more active act of problem-solving. Therefore, creative problem-solving solutions can come out through this learning. Today's expanded concept of literacy is involved in various purposes of life. Given that the ultimate goal of all literacy acts is the practice in society, comments in the translation class are active actions that students practice what they have learned.

1. Background Systematic management of information about lecture courses is essential for good educational practice. In the case of translation practice courses, materials used in the courses and actions taken by students in practice processes constitute an important part of information for diagnosing students activities, promoting reflective learning, observing students' achievements and evaluating course performance for further improvement. To keep track of this information in translation practice courses, two issues should be solved: (1) Individual instances of relevant students' actions should be categorised in such a way that they can be systematically examined and compared. In order to achieve this, we need systematic languages; (2) Individual instances of relevant students' actions should be recorded by using the systematic languages and the records should be provided in such a way that students and teachers can collaboratively examine the actions to diagnose what have been done and to promote reflective learning. 2. Action categories or metalanguages The first issue above is concerned with defining relevant categories --- or "metalanguages" --- to talk about translations and actions involved in translation processes (cf. EMT 2017), while the second is concerned with providing a supportive platform. We have been developing an online platform for translator education, MNH-TT (Minna no Hon'yaku for Translator Training; Translator training for/by/of all) (Hartley et al. 2016; Kageura, et al. 2017). The system has the following main features: 1. It facilitates project-based translator training; 2. It supports learners by providing basic categories such as roles and tasks in the project. 3. It also incorporates some of the well-established categories such as translation issue categories (Castagnoli, et al., 2006; Fujita, et al., 2017) and dialogue acts for communications among project participants (Allen & Core 1997). 4. It incorporates visualisation mechanisms of action logs recorded in accordance with the categories explained in 2 and 3. It is therefore natural to extend these features and incorporate a wider range of categories that systematically capture students' actions in project-based translation practices to MNH-TT, record actions according to these categories and provide the recorded logs through visualisation. We decided to incorporate the following sets of categories or metalanguages that are being developed to describe the translation process, in addition to the above categories: - Categories to characterise source document (SD) properties and elements (Miyata & Miyauchi 2022); - Categories to describe translation strategies (Yamamoto & Yamada 2022); - Categories to describe effects of revisions (Miyata & Miyauchi 2022). These categories together cover actions in the core translation process and provide relevant metalanguages that enable to classify action instances. 3. The status of categories in MNH-TT The sets of categories to capture records of actions in translation practice courses introduced above are divided into two types in MNH-TT: 1. Implicit categories or metalanguages: these consist of a set of roles project participant takes, a set of tasks that participants are supposed to carry out, a set of dialogue act types, and a set of data types. 2. Explicit categories or metalanguages: these include the sets of categories to express SD properties and elements, translation strategies, issue types and effects of revisions. Implicit categories are not necessarily implicit; they operate in defining the basic environment within which project participants carry out translation-related tasks. Explicit categories, on the other hand, are used when students --- project participants --- are making core translation-related actions, and function as explicitating these actions. In MNH-TT, implicit categories are used at the level of system manipulation, while the explicit categories are deployed in the translation processes. Here, how explicit categories are assigned to action instances need to be clarified. Reflecting the fact that being able to talk about translation-related actions and decisions (translator competence), in addition to being able to translate (translation competence), has been increasingly recognised as a part of essential competences for translators (cf. EMT 2017), MNH-TT presumes a model of translation practice course in which knowledge-based scaffolding of what are to be done in the practices should be provided. As such, MNH-TT deploys explicit categories as guiding individual actions and promoting consciousness of taking actions. For instance, issue categories are provided as a list at the process of translation revisions and reviews, and learners are supposed to choose a particular issue category that explains their revisions. Thus the records of action instances systematised in accordance with the given categories are accumulated in MNH-TT. In contrast, acts in courses corresponding to implicit categories are accumulated through the operations that define basic setups of classes and projects, e.g. who to assign as project participants in what role, etc. 4. Deploying category-based records through visualisations The records of operations and actions accumulated according to relevant categories are then made available through MNH-TT for diagnosing lecture courses and for reflective learning as basic statistics with visualisations. Corresponding to the nature of categories, the statistics are divided into two types: 1. Statistics for lecture course management: This provides such statistics as the number of projects set up in the course, of missions, of documents, the number of tasks and roles students take, etc. This information is mainly for managing the lecture course. 2. Statistics for students actions in translation practices: This provides such statistics as the number of strategies students used in their translation, the number of revisions and issue categories, the correlation between the types of issues and effects of revisions, etc. This information is used for reflective learning. MNH-TT provides easy-to-understand visualisations for these statistics. In the presentation, we will elaborate on the visualisations as well.

Almost a decade after Pym’s (2013) prediction that the rapid development of machine translation (MT) would soon turn all translators into post-editors, post-editing has indeed become an essential skill for every translator to master, even if it has not completely replaced all forms of human translation. It is by now obvious that every comprehensive translator training programme must include instruction in post-editing. Additionally, to keep pace with market demand, it is vital that students simultaneously develop their skills both as translators and as post-editors, as they could not otherwise compete effectively upon graduation. However, this kind of simultaneous training entails a number of difficulties. Firstly, students who have not yet fully mastered human translation skills face particular challenges in post-editing – unlike those professionals who acquired their human translation skills first. Secondly, the great disparity in the quality of MT output between language pairs, as well as the constantly changing nature of neural MT engines make it very difficult to develop exercises and curricula for effective post-editing instruction since training materials can quickly become outdated or irrelevant. Training in post-editing therefore needs to gain a broad understanding of the pitfalls of student translator behaviour in post-editing tasks. This paper presents a small-scale pilot study of English to Hungarian student post-editing. The study presents the results of a qualitative and quantitative examination of three post-editing tasks based on DeepL’s MT output carried out by 30 Hungarian BA students reading English at Károli Gáspár University. The aim of the study is to identify and quantify the typical problems and issues trainee translators struggle with in post-editing. According to the results, for trainee translators, post-editing and translation problems are not strictly separated. Furthermore, high quality MT output can in and of itself become a hazard as students scrutinize it less than they do lower quality MT. This paper aims to offer insights and suggestions that can be applied to post-editing training regardless of the particular language pair.

Legal translation has recently witnessed an increasing demand in Morocco as a result of the establishment of various agreements and contracts with many countries around the world. Such documents can be classified within the category of private legal documents (PLDs). Other documents of this category include deeds, leases, wills, power of attorneys, pleadings, court judgements, etc. In order to hear the voices of Moroccan legal translators about the current challenges, the future prospects of legal translation practice, and eventually, their recommendations to enhance the translation profession in Morocco, ten Moroccan sworn translators were interviewed. The study reveals that the most apparent challenges facing legal translators are culture-specific and system-based terms, short deadlines, the proliferation of unofficial translation services and undesirable economic conditions (e.g., COVID-19 pandemic). These results suggest the significance of calling for the pragmatic approach as an overall strategy to deal with PLDs. This approach should essentially take into consideration the context and the user of the translation. It should also cover a number of angles, such as layout, structure and terminology with a view of presenting the legal text in a well-arranged layout with simpler text structure and less formal terminology.

Technical devices have been part of interpreters’ work since at least the beginning of conference interpreting. With the digital revolution, information technology became a natural part of any interpreter’s work. As teachers’ of interpreting we have been used to teaching interpreting with the help of technical devices, for instance with a console for simultaneous interpreting. We have also learnt to use and teach the use of digital glossaries, internet searches, repositories and so forth (Ehrlich & Napier 2015). Remote interpreting, although tested as early as the 1920s (Seeber and Fox 2022), has mainly remained a practice within public service interpreting, often via telephone. As a conclusion remote interpreting has not been part of the interpreting training curriculum to any larger extent. Before the pandemic, different types of digital solutions were already making their way into interpreting teaching. Teachers made use of different types of speech repositories, different types of document sharing platforms, as well as different types of educational platforms. Interpreting students were already comfortable using both technical and digital solution for preparation and support in their studies. In some cases, there were also flipped classrooms methods, i.e. where lectures, quizzes or reading guides were shared online prior to classroom time in order to focus classroom time on exercise. Yet, despite perhaps a few exceptions (such as the masters in conference interpreting at Glendon1)) the actual teaching of the interpreting skills did not happen online or through digital medium. With the pandemic hitting the northern hemisphere with only 3-6 months before final exams, interpreting programs had to find solutions to both teach online and hold exams online. My talk will focus both on teaching challenges when teaching online, and challenges with finding suitable platforms, bandwidth, and not the least providing legal and fair examinations online. Ehrlich, Suzanne & Napier, Jemina (2015). Interpreter Education in the Digital Age: Innovation, Access, and Change. Washington: Gallaudet University Press.