Conférence internationale permanente d'instituts universitaires de traducteurs et interprètes Excellence in T&I training and research

Remote dialogue interpreting workshop

Pro­gramme: Remote dia­logue inter­pret­ing workshop

Uni­ver­si­ty: Uni­ver­si­ty of Bologna
Coun­try: Italy

Prod­uct: Pack­age of the­o­ret­i­cal and prac­tice mate­ri­als to orga­nize a remote dia­logue inter­pret­ing work­shop
Lan­guages of prod­uct: Italian/English/Spanish

Key­words: Dia­logue interpreting

Regional settings and conditions

While the course was designed to be deliv­ered face-to-face, both the prepara­to­ry activ­i­ties and the script­ed and non-script­ed role­plays devel­oped with­in the SHIFT project can also be used in remote teach­ing environments.

Suggestions for implementation

The pack­age includes the one-week for­mat imple­ment­ed at our Depart­ment that can be tak­en as an exam­ple of appli­ca­tion of the vari­ety of teach­ing mate­ri­als devel­oped dur­ing the Shift project.
While prepara­to­ry activ­i­ties can be car­ried out by one sin­gle teacher in class, role-plays (espe­cial­ly script­ed ones) should be enact­ed by two teachers.
Teach­ing activ­i­ties can be car­ried out either face-to-face or remotely.
If car­ried out face-to-face, class­room set­up will have to be care­ful­ly planned in order to sim­u­late dis­tance dur­ing role-plays. Ide­al­ly, three class­rooms would be need­ed: one for ple­nary ses­sions and feed­back and for role-play­ers, one for the stu­dent-inter­preter and one for one of the role-play­ers when sim­u­lat­ing a three-point call. Alter­na­tive­ly, an inter­pret­ing lab­o­ra­to­ry with booths and be used. In this case, it is advis­able to cov­er booth win­dows so as to sim­u­late remote­ness dur­ing role-plays.
In prepa­ra­tion of the one-week course and as train­ing guid­ance and sup­port­ing tool, the Hand­book of remote inter­pret­ing was devel­oped and it is also includ­ed in the package

Articulation of added value

Although it was already thriv­ing on the mar­ket before the COVID-19 pan­dem­ic, remote inter­pret­ing, both dia­logue and con­fer­ence, has now rapid­ly — and nec­es­sar­i­ly — become a stan­dard in lan­guage ser­vice provision.
As research has exten­sive­ly shown, the spe­cif­ic fea­tures and pecu­liar­i­ties of tech­nol­o­gy-medi­at­ed inter­pret­ed inter­ac­tion make spe­cif­ic and ded­i­cat­ed train­ing for remote dia­logue inter­pret­ing extreme­ly important.
While the COVID-19 pan­dem­ic might end, soon­er or lat­er, remote inter­pret­ing is like­ly to stay: the new gen­er­a­tion of inter­preters need to be mar­ket-ready for a rev­o­lu­tion that is here already.


The pro­posed pack­age results from the expe­ri­ence gained and the research car­ried out by our Depart­ment in coor­di­nat­ing the “SHIFT in Oral­i­ty: Shap­ing the Inter­preters of the Future and of Today” Eras­mus+ project between 2015 and 2018. The project web­site is acces­si­ble at
One of the activ­i­ties envis­aged at the end of the project was an inten­sive one-week course for MA stu­dents of inter­pret­ing with one of the fol­low­ing lan­guage com­bi­na­tions: Italian/English, Italian/Spanish, Spanish/English. The for­mat of the course with its trilin­gual ped­a­gog­i­cal mate­ri­als can be used in any Inter­preter Train­ing Pro­gram either direct­ly or adapt­ed to the local language-pairs. 



The course aims at train­ing stu­dents to face the spe­cif­ic chal­lenges and pecu­liar­i­ties of remote (tele­phone and video) interpreting.

Relevant dedicated resources

The full pack­age includ­ing the Hand­book can be freely down­loaded at

For ques­tions, sug­ges­tions and com­ments regard­ing this web­page, please con­tact Prof. Dr. Christoph Rösen­er (