In the context of the global pandemic resulting from COVID-19, teaching at the university has relied massively on new technologies to counter the capacity limitations of onsite attendance in an education environment where students had to take turns to attend class, with lockdowns for those who tested positive or had contact with someone who did and with other mobility restrictions imposed by the authorities. This article describes the process of adapting the subject entitled “Healthcare interpreting: English-Spanish” to a bimodal education model in the 2020/2021 academic year of the Master’s Degree in Intercultural Communication and Public Service Interpreting and Translation of the University of Alcalá (Madrid, Spain). To this end, the authors describe the transformation of the subject’s theoretical content and strategies, the implementation of practical activities and the inal exam. Thus, it relects on the advantages and disadvantages of this teaching experience to suggest improvements that may serve as a basis for good practices in future endeavors that will explore the possibilities of bimodal education in healthcare interpreting and, consequently, PSIT or community interpreting.
Keywords:
healthcare interpreting, bimodal teaching, teaching experience, COVID-19, PSIT, community interpreting
Author Biography
Cristina Álvaro Aranda, Universidad de Alcalá
Para correspondencia, dirigirse a: Raquel Lázaro Gutiérrez (raquel.lazaro@uah.es)
Álvaro Aranda, C., González, C., & Lázaro Gutiérrez, R. (2021). Bimodal teaching of healthcare interpreting: a teaching experience in a master’s degree in PSIT. Lenguas Modernas, (58), pp. 137–153. Retrieved from https://cuadernosdehistoria.uchile.cl/index.php/LM/article/view/66437
