Using NICTs for Media Interpreting Training: Bringing Interpreter-Mediated TV News and Radio Interviews to the Classroom – Pedro Castillo

 En Publicaciones

This paper discusses how the impact of the revolution of NICTs on interpreters’ work in the media can be transposed to the interpreting classroom. This article focuses on the use of sound and video editing software by interpreters for producing pre-recorded interpreter-mediated news features for TV and live dialogue radio interpreting. The main purpose is two-fold: 1) to acknowledge the potential of NICTs for interpreter training in a practical context; and 2) to build a pedagogical model based on the pioneering practice of media outlets such as ARTE, the French-German broadcasting company, and RTVE, the Spanish public broadcaster.
L’objectiu general d’aquest article consisteix a argumentar la manera de traslladar l’impacte de la revolució de les noves tecnologies de la informació i la comunicació (New Information and Communication Technologies, NICTs) sobre el treball dels intèrprets als mitjans de comunicació a les aules d’interpretació. Ens hem centrat en l’ús de programes d’edició de so i de vídeo per part dels intèrprets per produir fragments de notícies pregravades per a la interpretació de diàlegs en directe a la televisió i a la ràdio. El propòsit principal és doble: (1) reconèixer el potencial de les NICTs per a la formació d’intèrprets en un context pràctic i (2) construir un model pedagògic basatla pràctica pionera d’alguns mitjans de comunicació com ara ARTE, l’empresa de difusió franco-alemanya, i RTVE, la televisió pública española.
El objetivo general de este artículo consiste en argumentar el modo de trasladar el impacto de la revolución de las nuevas tecnologías de la información y la comunicación (NewInformationand Communication Technologies, NICTs) sobre el trabajo de los intérpretes en los medios de comunicación a las aulas de interpretación. Nos hemos centrado en el uso de programas de edición de sonido y de vídeo por parte de los intérpretes para producir fragmentos de noticias pregrabadas para la interpretación de diálogos en directo en la televisión y en la radio. El propósito principal es doble: (1) reconocer el potencial de las NICTs para la formación de intérpretes en un contexto práctico y (2) construir un modelo pedagógico basado en la práctica pionera de algunos medios de comunicación como ARTE, la empresa de difusión franco-alemana, y RTVE, la televisión pública española.

Concluding remarks
With the suggested exercises, presented as case studies, several broadcast events with a diversity of situational arrangements and interactional challenges have been presented in a systematised way.
As the two proposed exercises and the methodology for creating them show, the preparation of such materials requires a great deal of time and effort from the trainer. In fact, the work presented here is the result of nearly ten years of research on TV and radio broadcasting under different projects and over 14 years of teaching interpreting. This professional experience has convinced me that in order to pave the way for future MI training and interpreting training overall, two steps are of fundamental importance: first is working with interdisciplinary groups (including interpreters, scholars, media stakeholders and professionals,); and second, establishing action-research projects which have the time and resources to produce pedagogically sound training materials grounded in professional practice.
As interpreting researchers and trainers already stated with the advent of NICTs in the early 2000s (cf. de Manuel Jerez 2003), new technologies are here to stay and it is our responsibility as an academic community to look at the most efficient, motivating and systematic ways of integrating their use into interpreter training programmes. Taking advantage of authentic interpreter-mediated broadcast materials is no easy task, as I have tried to show in this article. Considerable efforts of compilation, selection and systematisation of materials need to be undertaken. Exercises have to be checked against the learning outcomes of the programmes where they are to be put into practice. And in order to replicate real-life MI conditions in the classroom or in self-study sessions, thorough research into these conditions is required.
Although there are clear pedagogical advantages and ways in which the use of NICTs can improve interpreter training, we are still at an experimental stage in this action-research project. There are aspects of these types of exercises that can be improved by carrying out student surveys (along the lines of de Manuel Jerez, 2005) and interviews with professional media interpreters. Until very recently no MI training has been available, so we should be able to gather valuable feedback by following up on students who now receive such training and then go on to work in the media.
The teaching of interpreting has developed hand in hand with the development of NICTs, and in the field of MI both professional practice and training are now unthinkable without NICTs. Keeping track of how MI practice is carried out and, most importantly, how NICTs are contributing to new developments in MI, is essential if training institutions aim to meet the demand for highly-qualified interpreters. It is not enough for a professional media interpreter to have proficient interpreting skills; they also need to have a thorough understanding of the media and the new technologies involved in producing interpreter-mediated broadcasts. It is this gap that this article aims to fill.

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