PUBLIC SERVICE INTERPRETER AND TRANSLATOR TRAINING IN THE FLIPPED CLASSROOM: FIRST STEPS TO DESIGN LEARNING MATERIALS

The article outlines the concept of flipped classroom teaching, and moves to the research hypothesis that the flipped classroom model seems to be of current importance for public service interpreter and translator training. Further on some key methodology approaches to build up the flipped classroom for public service interpreter and translator training are highlighted, including multi-purpose analysis within the extra linguistic context, social constructivism, learner-centered, process-oriented and task based teaching principles. The article goes on to introduce some preliminary implications concerning the course materials and assignments for university-based public service interpreter and translator training within the flipped classroom model that combines online learning multimedia-based activities with in-class instruction. The module structure, sources, tasks and activities are discussed.