Titlebook: Educating Community Interpreters and Translators in Unprecedented Times; Miranda Lai,Oktay Eser,Ineke Crezee Book 2023 The Editor(s) (if a

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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

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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

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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

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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

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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

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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

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