The study indicates that before the COVID-19 pandemic, despite its importance, distance interpreter training (DIT) was not positively perceived or widely used in higher education institutions that offer Bachelor of Translation and Interpreting (BTI) and/or Master of Translation and Interpreting (MTI) programs in China. However, the pandemic has changed almost everything in the world, with no exception of DIT, prompting the authors to have a follow-up study in August 2020 of the same 14 full-time interpreting teachers from different BTI and MTI institutions in different parts of China who had been interviewed right before the pandemic. This interview-based comparative study shows that all the interviewees used DIT during the pandemic shutdown and their perceptions of DIT have altered greatly, becoming more objective than subjective and more positive than negative. The pandemic has, to some extent, boosted the further development and acceptance of both the online and blended approaches to interpreter training.
Keywords: COVID-19; distance interpreter training (DIT); interpreting teachers; use and perceptions of DIT
Bao, W. 2020. COVID-19 and online teaching in higher education: A case study of Peking University. Hum Behav & Emerg Tech (2), 113–115.
Carr, S., & Steyn, D. G. 2000. Distance education training for interpreters–An insurmountable oxymoron? In: R. P. Roberts et al. (Eds.), The Critical Link 2: Interpreters in the Community (pp. 83–88). Amsterdam: John Benjamins.
Chan, C. H. 2013. From self-interpreting to real interpreting: A new web-based exercise to launch effective interpreting training. Perspectives, 21(3), 358–377. doi:10.1080/0907676X.2012.657654.
Chan, C. H. 2014. Building an online library for interpretation training: Explorations into an effective blended-learning mode. Computer Assisted Language Learning, 27(5), 454–479. doi:10.1080/09588221.2013.770034.
Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. 2020. Analysis of user-satisfaction with online education platforms in China during the COVID-19 pandemic. Healthcare 8(200), 1-26. doi:10.3390/healthcare8030200.
Dong, P., Cheng, C., & Zhao, F. 董鹏, 程传银, 赵富学. 2020. 新型冠状病毒肺炎疫情下学校体育的价值、使命与担当[The values, missions and responsibilities of school sports education during the epidemic of COVID-19].体育学研究[Journal of Sports Research], 34 (2), 59-64.
Donitsa-Schmidt, S., & Ramot, R. 2020. Opportunities and challenges: Teacher education in Israel in the COVID-19 pandemic. Journal of Education for Teaching. doi:10.1080/02607476.2020.1799708
Fu, W., & Zhou, H. 付卫东,周洪宇. 2020. 新冠肺炎疫情给我国在线教育带来的挑战及应对策略[Challenges brought by 2019-nCoV epidemic to online education in China and coping strategies]. 河北师范大学学报(教育科学版) [Journal of Hebei Normal University (Educational Science)], (2), 14-18.
Kayalar, F. 2020. Shift to digitalized education due to COVID-19 pandemic and the difficulties the teachers encountered in the process. Proceedings of IAC 2020 in Venice.
Ko, L. 2006. Teaching interpreting by distance mode: Possibilities and constraints. Interpreting. International Journal of Research and Practice in Interpreting, 8(1), 67–96.
Ko, L. 2008. Teaching interpreting by distance mode: An empirical study. Meta, 53(4), 814–840.
Ko, L., & Chen, N. S. 2011. Online-interpreting in synchronous cyber classrooms. Babel. Revue Internationale de la Traduction / International Journal of Translation, 57(2), 123–143. doi:10.1075/babel.57.2.01ko.
Lee, J., & Huh, J. 2018. Why not go online?: A case study of blended mode business interpreting and translation certificate program. The Interpreter and Translator Trainer. doi:10.1080/1750399X.2018.1540227.
Kumar, M. J. 2020. COVID-19: How institutions, teachers and students in India have geared up for online education. IETE Technical Review 37(3), 221-222.
Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. 2020. Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China, Journal of Affective Disorders doi:https://doi.org/10.1016/j.jad.2020.08.017
Li, Y., Rao, G., Zhang, J., & Li, J. 2020. Conceptualizing national emergency language competence. Multilingua 39(5), 617-623.
Mayor, M. J. B., & Ivars, A. J. 2007. E-learning for interpreting. Babel. Revue Internationale de la Traduction / International Journal of Translation, 53(4), 292–302.
Ministry of Education. 2019. China’s MOOC construction going steadily and far. Available at http://www. moe.gov.cn/jyb_xwfb/xw_fbh/moe_2606/2019/ tqh20191031/sfcl/201910/t20191031_406249.html (accessed 8 February 2020).
Nguyen, T. 2015. The effectiveness of online learning: Beyond no significant difference and future horizons. MERLT Journal of Online Learning and Teaching 11(2), 309-319.
Qin, J. & Xiang, Y. 覃军, 向云. 2020. 我国翻译在线开放课程现状及对策研究——基于新冠肺炎疫情期间在线教学的反思[A study on the status quo and countermeasures of open online translation and interpreting courses in China: Based on reflections of online education during the COVID-19 pandemic].中国翻译[Chinese Translators Journal], 41(4), 67-75.
Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. 2020. From bricks and mortar to remote teaching: A teacher education programme’s response to COVID-19. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1801330
Şahin, M. 2013. Virtual worlds in interpreter training. The Interpreter and Translator Trainer, 7(1), 91–106. doi:10.1080/13556509.2013.798845.
Sandrelli, A. 2015. Becoming an interpreter: The role of computer technology. MonthTI, Special Issue, 2, 111–138. doi: 10.6035/MonTI.2015.ne2.4
Wang, D., Wang, H., Zhang, W., Wang, H., & Shen, X. 王冬冬, 王怀波, 张伟, 王海荣, 沈晓萍. 2020. “停课不停学”时期的在线教学研究——基于全国范围内的33240份网络问卷调研[Research on online teaching in the period of “suspending classes without stopping learning”—Based on 33,240 online surveys across the country].现代教育技术[Modern Educational Technology], 30(3), 12-18.
Xu, M., Zhao, T., & Zhong, W. 2020. On translator training in industry-specific universities in China—A case study of 16 MTI programs Lebende Sprachen.
Xu, M., Deng, J., & Zhao, T. 2020. On status quo, problems, and future development of translation and interpreting MOOCs in China—A mixed methods approach. Journal of Interactive Media in Education (1), 13, 1–10. doi: https://doi.org/10.5334/jime.551
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 Caiwen Wang & Binghan Zheng (Eds.), Empirical Studies of Translation and Interpreting: The Post-Structuralist Approach. Routledge.
Zhai, S., Jiao, N., Yan, Y., & Gu, X. 翟双庆, 焦楠, 闫永红, 谷晓红. 2020. 疫情“大考”背景下对中医药高等教育的思考[Reflections on higher education of Traditional Chinese Medicine under the background of epidemic situation].中国高教研究[China Higher Education Research], (4), 28-32.
Zheng, X.郑璇. 2020a.加快推进中国手语翻译的职业化——基于新型冠状病毒肺炎疫情的思考[Promoting the professionalization of Chinese sign language interpretation: Reflections on the epidemic situation of COVID-19].残疾人研究[Disability Research], (1), 24-32.
Zheng, X. 郑璇. 2020b.新冠肺炎疫情下听障人群语言应急服务的思考[Reflections on language emergency services for people with hearing loss in epidemic of COVID-19]. 语言战略研究[Chinese Journal of Language Policy and Planning], 5(3), 40-49.