Startseite Linguistik & Semiotik The role of the European Commission’s Virtual Class Program in university curricula
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The role of the European Commission’s Virtual Class Program in university curricula

Challenges and strategies to minimize stress in the learning environment
  • Fernando Leitão
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The Evolving Curriculum in Interpreter and Translator Education
Ein Kapitel aus dem Buch The Evolving Curriculum in Interpreter and Translator Education

Abstract

DG Interpretation (SCIC) at the European Commission offers various types of educational support to universities in order to promote high-quality interpreter training. This chapter examines the Virtual Class Program offered as part of university curricula and its development and evolution in recent years, from differing expectations to organizational and technical challenges. It also details methods used to improve the learning environment and minimize stress with regards to the teaching model, the structure, the script, feedback for students and training for trainers. Conclusions show that the organization of these classes has evolved and participants’ view of these classes has changed since they were first introduced. However, further work must be done to ensure the full use of the tool’s potential and a more relaxed learning environment with minimal stress levels.

Abstract

DG Interpretation (SCIC) at the European Commission offers various types of educational support to universities in order to promote high-quality interpreter training. This chapter examines the Virtual Class Program offered as part of university curricula and its development and evolution in recent years, from differing expectations to organizational and technical challenges. It also details methods used to improve the learning environment and minimize stress with regards to the teaching model, the structure, the script, feedback for students and training for trainers. Conclusions show that the organization of these classes has evolved and participants’ view of these classes has changed since they were first introduced. However, further work must be done to ensure the full use of the tool’s potential and a more relaxed learning environment with minimal stress levels.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
https://doi.org/10.1075/ata.xix.18lei

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
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Heruntergeladen am 30.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/ata.xix.18lei/html
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