Abstract
This chapter focuses on describing our adaptation to remote interpreter training in conditions of the COVID-19 pandemic, and the adjustment of our work 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 Contrastive Linguistics at the Ivan Franko National University of Lviv.
The problems we have encountered include: choosing the right platform, adapting the materials, briefing the students on the new modes of work, proper equipment, proper working conditions, and so on. This chapter reports on the pedagogical adjustments undertaken to address the challenges and discusses the attitude of educators and students to such adjustments, as well as their views of the future of translator and interpreter education.
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Notes
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Barring amateurs and unqualified practitioners from professional practice through a system of mandatory licensure, sanctioned by the state (Setton & Dawrant, 2016, p. 358).
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“Red T, in partnership with the International Association of Conference Interpreters (AIIC) and the International Federation of Translators (FIT), drafted a Conflict Zone Field Guide for Civilian Translators/Interpreters and Users of Their Services. This document outlines the basic rights, responsibilities, and practices recommended by the three organizations. It applies to T/Is serving as field linguists for the armed forces, journalists, NGOs, and other organizations in conflict zones and other high-risk settings” (AIIC et al., 2012).
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“The handbook responds to the need for qualified interpreters, which is evident in the asylum context both within Austria and beyond, by offering a theoretical insight into a variety of topics relevant to interpreters in the asylum context, as well as activities and exercises enabling experiential and interactive learning. It is aimed both at interpreters at asylum procedures who have no formal training and trained interpreters who wish to specialise in the field” (UNHCR 2017).
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Litvinyak, O. (2023). Ukraine: Training Interpreters and Translators in Times of Crises: A Case Study of an Ukrainian University Working Through the COVID-19 Pandemic and the Russo-Ukrainian War. In: Lai, M., Eser, O., Crezee, I. (eds) Educating Community Interpreters and Translators in Unprecedented Times. Palgrave Studies in Translating and Interpreting. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-32677-6_13
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