L'interprétation à l'ère des tic
- Author
- Hildegard Vermeiren (UGent)
- Organization
- Abstract
- During the last decade, the use of ICT has expanded enormously. The improved quality of sound, image and internet connection, combined with lighter hardware offers unprecedented opportunities. Interpreters and interpreting agencies alike therefore feel compelled to make use of new technologies. Incorporating ICT in interpreting training can be challenging though: many institutes still focus on traditional interpreting techniques and enormous budgets are needed. As a result, a gap could emerge between the institutes that pay attention to ICT in interpreting and the ones that don’t. Starting from the actual practice at Ghent University, we construct a framework of the different forms of ICT that ideally should be included in a contemporary interpreter training course. The three pillars are: ICT for research, for education and for a professional context. In that third context, we distinguish software for documentation, terminology management, mobile communication, video conferencing and speech recognition. Furthermore, on an educational-psychological level we assume that students will need to develop self-efficiency for using ICT. The best framework to develop such a competence seems to be social constructivism. On the basis of a concrete example of mobile interpreting (bidule interpreting) we will illustrate an exercise with a view to self-efficacy.
- Keywords
- social constructivism, empowerment, interpreter training, interpreting, digital divide, ICT, self-efficacy, documentation.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-7249919
- MLA
- Vermeiren, Hildegard. “L’interprétation à l’ère Des Tic.” Translation and Meaning : New Series, Vol. 1, edited by Marcel Thelen et al., vol. 41, Peter Lang, 2016, pp. 155–65.
- APA
- Vermeiren, H. (2016). L’interprétation à l’ère des tic. In M. Thelen, G.-W. van Egdom, D. Verbeeck, L. Bogucki, & B. Lewandowska-Tomaszczyk (Eds.), Translation and meaning : new series, vol. 1 (Vol. 41, pp. 155–165). Frankfurt am Main: Peter Lang.
- Chicago author-date
- Vermeiren, Hildegard. 2016. “L’interprétation à l’ère Des Tic.” In Translation and Meaning : New Series, Vol. 1, edited by Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck, Lukasz Bogucki, and Barbara Lewandowska-Tomaszczyk, 41:155–65. Frankfurt am Main: Peter Lang.
- Chicago author-date (all authors)
- Vermeiren, Hildegard. 2016. “L’interprétation à l’ère Des Tic.” In Translation and Meaning : New Series, Vol. 1, ed by. Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck, Lukasz Bogucki, and Barbara Lewandowska-Tomaszczyk, 41:155–165. Frankfurt am Main: Peter Lang.
- Vancouver
- 1.Vermeiren H. L’interprétation à l’ère des tic. In: Thelen M, van Egdom G-W, Verbeeck D, Bogucki L, Lewandowska-Tomaszczyk B, editors. Translation and meaning : new series, vol 1. Frankfurt am Main: Peter Lang; 2016. p. 155–65.
- IEEE
- [1]H. Vermeiren, “L’interprétation à l’ère des tic,” in Translation and meaning : new series, vol. 1, Maastricht Zuyd University of Applied Sciences, 2016, vol. 41, pp. 155–165.
@inproceedings{7249919, abstract = {{During the last decade, the use of ICT has expanded enormously. The improved quality of sound, image and internet connection, combined with lighter hardware offers unprecedented opportunities. Interpreters and interpreting agencies alike therefore feel compelled to make use of new technologies. Incorporating ICT in interpreting training can be challenging though: many institutes still focus on traditional interpreting techniques and enormous budgets are needed. As a result, a gap could emerge between the institutes that pay attention to ICT in interpreting and the ones that don’t. Starting from the actual practice at Ghent University, we construct a framework of the different forms of ICT that ideally should be included in a contemporary interpreter training course. The three pillars are: ICT for research, for education and for a professional context. In that third context, we distinguish software for documentation, terminology management, mobile communication, video conferencing and speech recognition. Furthermore, on an educational-psychological level we assume that students will need to develop self-efficiency for using ICT. The best framework to develop such a competence seems to be social constructivism. On the basis of a concrete example of mobile interpreting (bidule interpreting) we will illustrate an exercise with a view to self-efficacy.}}, author = {{Vermeiren, Hildegard}}, booktitle = {{Translation and meaning : new series, vol. 1}}, editor = {{Thelen, Marcel and van Egdom, Gys-Walt and Verbeeck, Dirk and Bogucki, Lukasz and Lewandowska-Tomaszczyk, Barbara}}, isbn = {{9783631663905}}, issn = {{1437-5281}}, keywords = {{social constructivism,empowerment,interpreter training,interpreting,digital divide,ICT,self-efficacy,documentation.}}, language = {{fre}}, location = {{Maastricht Zuyd University of Applied Sciences}}, pages = {{155--165}}, publisher = {{Peter Lang}}, title = {{L'interprétation à l'ère des tic}}, url = {{https://doi.org/10.3726/978-3-653-05899-4}}, volume = {{41}}, year = {{2016}}, }