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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Olaf Pollmann,Szilárd Podruzsik the world. The pre-pandemic norm of face-to-face pedagogy for translating and interpreting (T&I) education and training has been completely disrupted and proven to be capable of diversifying. Although remote teaching and learning posed various challenges, the collective experience of contributors t

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Introduction: Community Translation and Interpreting in Unprecedented Times,ators globally to respond to the challenges brought by the pandemic. This chapter starts with an outline of the pandemic, followed by a brief overview of the birth of community interpreting and community translation and the evolution of the relevant training to provide the overall context of this vo

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Australia: Navigating the Pandemic and Exploring New Pedagogical Horizons, adverse events also led to rapid responses to accommodate the needs of students stranded abroad and interstate, as well as the needs of those who were local but unable to physically attend classes due to lockdowns. The global pandemic also uncovered the importance of competent language service prov

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,Belgium: The Bright Side of Interpreting Education in Belgium—Changes During the Pandemic and Beyont exclusively live in the classroom pre-pandemic. A newcomer and game changer for both students and trainers was the GoReact assessment software on an interactive platform. This chapter explains how it was introduced in a rather intuitive manner which was immediately embraced by all students and mos

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Canada: Canadian Interpreter Education During a Pandemic,-19 pandemic. While one program had previously offered some courses via online and/or blended learning, both programs were required to move all content and teaching-learning processes online during the pandemic, which was challenging for faculty and students alike. Many students did not have a dedic

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China: A Survey on Interpreter Training in China During the Pandemic,timely feedback. The COVID-19 pandemic has forced numerous universities around the world to shift to virtual education by resorting to a plethora of different online platforms. This chapter discusses interpreter training during and after the pandemic at Shanghai International Studies University by a

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New Zealand: Teaching Interpreting and Translation Courses at Three New Zealand Universities Duringevel 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