Interpreting in Virtual Reality
Start date: Jan 1, 2011,
The rise of migration and multilingualism in Europe requires professional interpreters in business, legal, medical and many other settings. Future interpreters therefore need to master an ever broadening range of interpreting scenarios and skills. This is difficult to achieve with traditional teaching methods and in times of reduced teaching contact hours. Also, in many of the emerging interpreting scenarios, a client-side understanding of what working with an interpreter involves is crucial, but efforts to educate potential clients of interpreters are scarce and normally separate from interpreter education.Addressing the needs of future interpreters and users of interpreters in higher education, vocational training and adult learning contexts, this project will use the exciting features of 3D virtual environment technology to create an innovative virtual educational space that supports the acquisition and application of skills required in interpreter-mediated communication. The aim is to develop:1) an adaptive 3D virtual environment for interpreting students and future users of interpreters;2) a range of virtual interpreting scenarios (e.g. 'business meeting') that can be run in different modes: simulation, exploration, activity and live interaction;3) multilingual video and audio content for the interpreting scenarios, adapting video corpora from the LLP project BACKBONE;4) sets of pedagogical activities for interpreter students and future users of interpreters (e.g. interpreting and awareness-raising exercises).The project will provide a learning environment that (a) uses the potential of 3D technology to enable learners from different contexts and different educational sectors to meet and interact, learn with customized digital content and apply their knowledge; (b) fosters experiential and autonomous learning in a virtual setting, and supports collaborative learning through simulation and live interaction, (c) is adaptable to other educational contexts.
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