ABSTRACT
The educational purpose of undergraduate interpretation/translation courses is different from that of the graduate program in that the former has to create a class that offers authentic interpretation and translation training and, at the same time, improve the learners’ English competence. This chapter presents flipped learning as an effective instruction method for the interpretation and translation classroom at the undergraduate level. Interpretation and translation courses offer an optimal environment for flipped learning, as they involve unfamiliar skills and techniques that may require time and repetition for students to internalize. In addition, recent advancements in instructional technology have made possible such student-centered instruction, resulting in improved level of motivation, autonomy, and performance for both instructors and students. An overview of flipped learning is presented, followed by literature on the efficacy of this methodology in the instruction of interpretation and translation. Examples of instructional designs for flipped lessons are presented: note-taking for interpretation and subtitling for translation. Issues and challenges related to note-taking and subtitle translation in courses at the undergraduate level are explained in detail, followed by an instructional design for a series of preview activities to be carried out by the students. Potential for further expansion of the use of flipped learning is also presented.
