標(biāo)題: Titlebook: Educating Community Interpreters and Translators in Unprecedented Times; Miranda Lai,Oktay Eser,Ineke Crezee Book 2023 The Editor(s) (if a [打印本頁] 作者: 使沮喪 時(shí)間: 2025-3-21 17:00
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書目名稱Educating Community Interpreters and Translators in Unprecedented Times網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Educating Community Interpreters and Translators in Unprecedented Times讀者反饋
書目名稱Educating Community Interpreters and Translators in Unprecedented Times讀者反饋學(xué)科排名
作者: vibrant 時(shí)間: 2025-3-21 23:28
Palgrave Studies in Translating and Interpretinghttp://image.papertrans.cn/e/image/302315.jpg作者: Aesthete 時(shí)間: 2025-3-22 04:12
Educating Community Interpreters and Translators in Unprecedented Times978-3-031-32677-6Series ISSN 2947-5740 Series E-ISSN 2947-5759 作者: 空氣傳播 時(shí)間: 2025-3-22 06:25
Book 2023practice as a result of the COVID-19 pandemic. The chapters provide a comprehensive picture of educators’ responses to challenges and opportunities. The book will be of interest to students, researchers and educators, as well as government language policymakers and stakeholders of translation and interpreting agencies..作者: Aggrandize 時(shí)間: 2025-3-22 10:49
Eugene Z. Stakhiv,David C. Majorators globally to respond to the challenges brought by the pandemic. This chapter starts with an outline of the pandemic, followed by a brief overview of the birth of community interpreting and community translation and the evolution of the relevant training to provide the overall context of this vo作者: FIN 時(shí)間: 2025-3-22 14:37
M. Hadeid,T. Ghodbani,O. Dari,S. A. Bellalform of interpreting in training and professional practice. Despite this prevalence, practitioners in this field constitute a highly professionalized, university-trained workforce in a considerably regulated landscape. Services are primarily offered by certified professionals—known as public transla作者: FIN 時(shí)間: 2025-3-22 20:49 作者: ALB 時(shí)間: 2025-3-23 01:09
Understanding Climate Change Historicallyt exclusively live in the classroom pre-pandemic. A newcomer and game changer for both students and trainers was the GoReact assessment software on an interactive platform. This chapter explains how it was introduced in a rather intuitive manner which was immediately embraced by all students and mos作者: CLASP 時(shí)間: 2025-3-23 02:40
Walter R. Roest,Richard T. Haworth-19 pandemic. While one program had previously offered some courses via online and/or blended learning, both programs were required to move all content and teaching-learning processes online during the pandemic, which was challenging for faculty and students alike. Many students did not have a dedic作者: 過濾 時(shí)間: 2025-3-23 08:32 作者: 動(dòng)物 時(shí)間: 2025-3-23 11:03
Diane Heckenberg,Ingrid Johnstonevel 4” lockdown less than one month later on 25 March. The interpreting and translation courses offered at Auckland University of Technology, the University of Canterbury, and the University of Auckland, hence, required rapid responses to make adjustments to the curriculum. This chapter is a reflec作者: epinephrine 時(shí)間: 2025-3-23 15:39 作者: Confidential 時(shí)間: 2025-3-23 19:14 作者: reception 時(shí)間: 2025-3-23 23:58
https://doi.org/10.5822/978-1-61091-713-1course on police interpreting had been a one-day on-site training session, but the pandemic shifted the training online in 2020. The surveys of trainees indicate that they strongly agreed that the training was helpful for their practice, and their satisfaction levels remained high regardless of the 作者: 和平 時(shí)間: 2025-3-24 03:28
Climate Change in the Himalayasence of a one-year community interpreting and translation postgraduate program, the Master’s in Intercultural Communication, Public Service Interpreting and Translation (Universidad de Alcalá). The chapter aims to (1) outline the changes in subject planning, design, and delivery mode in the program 作者: 食草 時(shí)間: 2025-3-24 09:39
Correction to: Telling Stories,influx of Syrians fleeing war in 2011 further gave rise to interpreter training and service provision. Starting in extramural settings, community interpreter training (CIT) courses were gradually introduced at universities. During the COVID-19 pandemic, CIT was severely disrupted as it had been deli作者: PHAG 時(shí)間: 2025-3-24 12:27
https://doi.org/10.1007/978-3-540-69852-4k to war conditions since February 2022. The data presented in this research are based on the personal experience of the author and her colleagues, as well as surveys of the students majoring in translation and interpreting at the Hryhoriy Kochur Department of Translation/Interpreting Studies and Co作者: CRANK 時(shí)間: 2025-3-24 18:28
https://doi.org/10.1007/978-3-662-06264-7ep end of online learning. In this chapter, we provide a snapshot of the status of community?T&I certification exams and education in the United States and examine accessibility issues to training by Limited English Proficient (As defined by the U.S. Department of Health and Human Services [Office f作者: Ejaculate 時(shí)間: 2025-3-24 23:02 作者: HERE 時(shí)間: 2025-3-25 00:10 作者: definition 時(shí)間: 2025-3-25 07:22
Olaf Pollmann,Szilárd Podruzsik the world. The pre-pandemic norm of face-to-face pedagogy for translating and interpreting (T&I) education and training has been completely disrupted and proven to be capable of diversifying. Although remote teaching and learning posed various challenges, the collective experience of contributors t作者: Prophylaxis 時(shí)間: 2025-3-25 08:30 作者: Texture 時(shí)間: 2025-3-25 12:35 作者: 裝入膠囊 時(shí)間: 2025-3-25 16:40
Introduction: Community Translation and Interpreting in Unprecedented Times,ators globally to respond to the challenges brought by the pandemic. This chapter starts with an outline of the pandemic, followed by a brief overview of the birth of community interpreting and community translation and the evolution of the relevant training to provide the overall context of this vo作者: 多嘴多舌 時(shí)間: 2025-3-25 23:55 作者: Asparagus 時(shí)間: 2025-3-26 00:51
Australia: Navigating the Pandemic and Exploring New Pedagogical Horizons, adverse events also led to rapid responses to accommodate the needs of students stranded abroad and interstate, as well as the needs of those who were local but unable to physically attend classes due to lockdowns. The global pandemic also uncovered the importance of competent language service prov作者: 無思維能力 時(shí)間: 2025-3-26 05:29
,Belgium: The Bright Side of Interpreting Education in Belgium—Changes During the Pandemic and Beyont exclusively live in the classroom pre-pandemic. A newcomer and game changer for both students and trainers was the GoReact assessment software on an interactive platform. This chapter explains how it was introduced in a rather intuitive manner which was immediately embraced by all students and mos作者: Coterminous 時(shí)間: 2025-3-26 08:53
Canada: Canadian Interpreter Education During a Pandemic,-19 pandemic. While one program had previously offered some courses via online and/or blended learning, both programs were required to move all content and teaching-learning processes online during the pandemic, which was challenging for faculty and students alike. Many students did not have a dedic作者: 偶然 時(shí)間: 2025-3-26 16:03
China: A Survey on Interpreter Training in China During the Pandemic,timely feedback.?The COVID-19 pandemic has forced numerous universities around the world to shift to virtual education by resorting to a plethora of different online platforms. This chapter discusses interpreter training during and after the pandemic at Shanghai International Studies University by a作者: buoyant 時(shí)間: 2025-3-26 17:46
New Zealand: Teaching Interpreting and Translation Courses at Three New Zealand Universities Duringevel 4” lockdown less than one month later on 25 March. The interpreting and translation courses offered at Auckland University of Technology, the University of Canterbury, and the University of Auckland, hence, required rapid responses to make adjustments to the curriculum. This chapter is a reflec作者: aquatic 時(shí)間: 2025-3-27 00:05
Palestine: Challenges Students Faced in a Palestinian Undergraduate Translation Program During the Higher Education sector responded to the COVID-19 pandemic. A review of recent studies on the impacts on T&I education and the profession due to the pandemic is presented. The rest of the chapter presents a study conducted by the current author to understand the challenges faced by third- and fourth作者: conflate 時(shí)間: 2025-3-27 03:54 作者: 陳舊 時(shí)間: 2025-3-27 06:42 作者: CRAMP 時(shí)間: 2025-3-27 10:27 作者: 衰弱的心 時(shí)間: 2025-3-27 16:17
,Turkey: Community Interpreter Training During the?COVID-19 Period in Turkey—Practices and Educationinflux of Syrians fleeing war in 2011 further gave rise to interpreter training and service provision. Starting in extramural settings, community interpreter training (CIT) courses were gradually introduced at universities. During the COVID-19 pandemic, CIT was severely disrupted as it had been deli作者: 繼承人 時(shí)間: 2025-3-27 19:48
Ukraine: Training Interpreters and Translators in Times of Crises: A Case Study of an Ukrainian Unik to war conditions since February 2022. The data presented in this research are based on the personal experience of the author and her colleagues, as well as surveys of the students majoring in translation and interpreting at the Hryhoriy Kochur Department of Translation/Interpreting Studies and Co作者: Myosin 時(shí)間: 2025-3-28 00:33
USA: Accessibility and Digital Literacy in T&I Training: Lessons Learned from the COVID-19 Pandemicep end of online learning. In this chapter, we provide a snapshot of the status of community?T&I certification exams and education in the United States and examine accessibility issues to training by Limited English Proficient (As defined by the U.S. Department of Health and Human Services [Office f作者: 釘牢 時(shí)間: 2025-3-28 05:17
Reflections on Technology: Building Instructional Technology into Community T&I Education,extent, and online learning as a way of ensuring immediate access to education became prevalent all over the world for about two years due to the . policies implemented stringently by governments. Stakeholders took a variety of measures in response to lockdowns. Academic staff as well as students of作者: dilute 時(shí)間: 2025-3-28 09:10
Reflections on Government Responses and Industry Practice with Regards to the COVID-19 Pandemic,the virus. Government measures impacted on both the way in which education was offered and on industry practices. This chapter discusses different government responses per continent, covering selected countries, as well as responses in relation to the provision of interpreting services. Community in作者: facetious 時(shí)間: 2025-3-28 12:48 作者: Invigorate 時(shí)間: 2025-3-28 17:46 作者: 原來 時(shí)間: 2025-3-28 22:00 作者: 猛擊 時(shí)間: 2025-3-29 00:10
Diane Heckenberg,Ingrid Johnstonapter also aims to offer insight into those challenges and potential preparedness, as well as indicate some . resulting from the lockdown to the design of interpreting and translation courses in the future.作者: Genetics 時(shí)間: 2025-3-29 04:09 作者: Derogate 時(shí)間: 2025-3-29 09:56 作者: NADIR 時(shí)間: 2025-3-29 14:29 作者: GREG 時(shí)間: 2025-3-29 18:06 作者: 圓桶 時(shí)間: 2025-3-29 21:00 作者: refraction 時(shí)間: 2025-3-30 02:07 作者: 興奮過度 時(shí)間: 2025-3-30 05:04
Reflections on Technology: Building Instructional Technology into Community T&I Education, learning. Furthermore, I will discuss how technology can be integrated into instruction and highlight the ASSURE model as an effective approach to this end. Finally, I will deal with the use of Web 2.0 technologies to support online learning as these technologies allow for collaboration and social 作者: craven 時(shí)間: 2025-3-30 09:12
Educating Community Interpreters and Translators in Unprecedented Times作者: Anticoagulants 時(shí)間: 2025-3-30 15:42 作者: 貪婪地吃 時(shí)間: 2025-3-30 16:54 作者: conflate 時(shí)間: 2025-3-30 23:11
https://doi.org/10.1007/978-3-319-69329-3surge in the training demand for non-mainstream languages. In addition to outlining the challenges of catering for a large number of these non-mainstream languages, the chapter also highlights the importance of the collaboration between educational institutions and stakeholders.作者: 高原 時(shí)間: 2025-3-31 02:38 作者: AVOID 時(shí)間: 2025-3-31 05:05
