Technology in interpreter training

Interpreter training

Technology has also made inroads in interpreter training. The most significant development may be online speech banks. Initiatives like DG Interpretation’s Speech Repository or various online video channels provide ample material for use in class or in self-directed practice.

Speech Repository

Other interpreter initiatives are building on speech banks, creating, for example, an online community where professionals and students can give their time to provide feedback and then get feedback in return. The topic of communities of practice, both online and offline, is of growing interest to trainer-researchers.

Video-conferencing solutions are used to enhance or even replace presence teaching (“blended learning”). In one case,the entire first year of a Master’s programme for Conference Interpreting takes place online. With the COVID-19 crisis online learning has been mainstreamed for a lot of universities. Several communities on the KCI deal with these questions. 

SCIC has developed further its online learning offer, and there are now a series of recorded mock conferences available on SCICtrain

Tablets in interpreter training

Why tablets?

There are many reasons why tablets make great companions for interpreters. First of all, they are small, lightweight and take up very little space in a bag or in a booth. They’re also silent since they don’t have noisy fans. And the battery usually lasts for an entire day without any problems. Plus, a wide range of apps is available to cater to many uses. In a way, tablets are bigger versions of smartphones – mobile devices that almost every student today is familiar with. (In fact, many uses for tablets mentioned in this primer also work just fine on a smartphone.) 

Deployment

There are two main models for deploying tablets in interpreter training: BYOD (“bring your own device”) or university-issued devices. Both come with benefits and disadvantages.

In a BYOD model, students use their own tablet, which they’re likely to know quite well. On the other hand, teachers and university staff may then be confronted with a variety of different devices running various versions of different operating systems.

When universities or courses provide tablets to their students, they will likely be of the same brand and model, making the deployment simpler and more efficient. Students can either be issued with a device they can keep and use throughout their training (“one-to-one deployment”) or a set of tablets is made available on premise for students to use in the classroom. Again, both models have their pros and cons.

General considerations

Before we look at the specifics of using tablets in interpreter training, let’s consider a few general aspects. To be fully useful, a tablet needs to be fully charged and the software be up to date. Accessories like a stylus or keyboard also need to be fully charged and functional. For intensive use, a case or sleeve is recommended for protection.

A big part of the usefulness of modern devices relies on a good internet connection. Since all tablets have Wi-Fi connectivity, they can easily connect to the university network. In this context, students should be familiar with the basics of internet use and online research and should have some understanding of digital safety and security, including privacy and data protection. (Other university departments or central IT services may be providing such training.)

When using a tablet in class or, in fact, for actual assignments, notifications should be turned off (do-not-disturb mode) to avoid distractions.

Lastly, keeping data safe and secure is key. Interpreters are bound by confidentiality and need to make sure that the meeting documents they receive do not end up in the wrong hands. So always be careful where you store your documents and whether the apps you use respect confidentiality. One example: When scanning a document and running it through text recognition, information might be sent to the internet without the user necessarily noticing.

Language-specific aspects of tablet use

A great way to get started on the use of tablets in interpreting is to simply adjust the settings to personal preference. This can include switching the device to a language a student is currently learning to increase exposure, setting up reference dictionaries for reference (if the operating system supports that), adding the student’s working languages as input keyboards for easier text input or learning about additional features to master the device (e.g. tweaking settings for a stylus or learning gestures and finger swipes for speedy device operation).

Productivity and communication

Tablets handle everyday tasks with ease: reading and writing emails, taking notes in class, researching information online or participating in video calls for remote learning. On campus, they’re even easier to carry around than modern laptops, and they can turn into a “digital notepad” quickly and easily.

Language learning and general interpreter training

In addition to a variety of reference apps and dictionaries, tablets provide access to most online resources through their browser. Full apps usually have the advantage of working even when there’s no internet access. The quality and availability of software depends very much on the language in question. Additional features like predictive search, lists of previously searched terms or built-in flash cards are very useful.

The possibility to join videoconferences through dedicated apps or even just in the browser enables students to participate in training groups, be it with peers at the local university or even worldwide through permanent online training initiatives. In a similar vein, there is now an almost unlimited supply of authentic audio and video training material.

Thanks to high-quality built-in microphones and cameras, tablets can also be used as audio and/or video devices for training purposes. Students can capture both speeches given by others and their own renditions. In consecutive training, video recordings of a student’s performance help the trainer provide specific feedback on all the skills involved.

Preparation of assignments

By combining the browser and a notes application (both are usually pre-installed), tablets are excellent tools for preparing assignments. Collecting and organising information and working with preparation material are very easy – comfortable even, since the tablet can be used like a paper notebook. File managers on tablets allow students to download their documents from online sources (e.g. web or email) or to copy it over from thumb drives. Early on, trainers should raise awareness for how to treat documents confidentially, especially when cloud storage services are used.

Paper-based preparation documents can be easily digitised directly on the tablet by using the built-in camera and the scanning functionality available in many applications. One or several pages can be captured and enhanced by optical-character recognition so the text in the documents becomes usable.

Once the documents are complete and organised, students can annotate them using the digital equivalents of pens, highlighters and other tools. While this can be done with the finger, a stylus is much more precise and ergonomic. The annotation process is not only useful for obtaining background knowledge: it is even more valuable when preparing speech manuscript for simultaneous with text.

For the terminology aspect of preparation, flashcard apps can be useful, especially when based on the concept of spaced repetition. Dedicated terminology tools for interpreters exist, and they can be used on tablets through the web browser or as mobile apps.

Consecutive interpreting

Tablets can, of course, be used simply to reference meeting documents, look up terms in a glossary or run quick web searches.

Additionally, however, it is possible to turn a tablet into a notepad for actual consecutive interpreting on a tablet. Many note-taking apps can do this, it comes down to personal preference in the end. What’s more important is that the tablet supports active styluses: they connect wirelessly to the device and avoid accidental smudges or button taps. Some core elements of consecutive – like marking the beginning of the segment to interpret or using a “cheat sheet” with important information – may require some adaptation and practice when done on a tablet.

Tablets can also assist in teaching notetaking. Trainers can connect them to a screen or projector, so everybody can follow along when notes are taken along with a speech. Alternatively, students can record their screen when taking notes and play that back for feedback from peers or trainers after the fact.

Simultaneous interpreting, including on SIDPs

As in consecutive, tablets are useful to reference meeting documents, look up terms in a glossary or run quick web searches. In addition, students can annotate those documents, highlight important bits or keeping track of changes when in a drafting meeting.

In simultaneous, communication with boothmates is essential, both in physical and in remote meetings. That communication can happen in messaging apps, shared documents or online whiteboards. In a remote scenario, the tablet can again be used for reference while the main computer runs the meeting software.

Final remarks

Tablets, and modern devices in general, can be very helpful for interpreters and make their work easier and more efficient. During training, however, it is important to avoid students getting overwhelmed. Using devices can increase cognitive load, and if not managed well, it may harm the interpreter’s performance. Practising the use of devices where they provide a benefit is easier in the safe space of an interpreting course. These skills will come in handy when students graduate and move into the labour market.

Rebooth

The University of Bologna has recently made its online platform available for all. Rebooth is an open source platform for distance learning in conference interpreting.

ReBooth is the result of an intense process of design, development and testing which began with InTrain, a teaching platform designed for one-to-one sessions. The need to work with groups of students led to the creation of ReBooth, a browser-based platform for remotely teaching conference interpreting.

The system connects a trainer and a group of students (about 6-8; the exact number depends on the trainer's hardware and connection quality) to carry out simultaneous and consecutive interpreting sessions.

ReBooth is available on GitHub.

This video shows its main features.