Abstract
The COVID-19 pandemic hit Aotearoa New Zealand on 28 February 2020 with the first case identified in the country. The government announced an “Alert Level 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 reflection on those challenges from the perspectives of the lecturers. This chapter points out specific difficulties encountered in lecture delivery during the Level 4 Lockdown (The New Zealand government announced a system comprising of 4 “alert levels” with Level 4 involving the strictest stay-at-home orders), particularly issues derived from the platform and software used in the courses, and influences from the real world to the virtual lecture rooms. The chapter also aims to offer insight into those challenges and potential preparedness, as well as indicate some unexpected benefits resulting from the lockdown to the design of interpreting and translation courses in the future.
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Notes
- 1.
“Aotearoa” is the original name for New Zealand, literally meaning “land of the long white cloud” in Te Reo Māori. Aotearoa New Zealand is how New Zealanders are increasingly referring to their country.
- 2.
The New Zealand government announced a system comprising of 4 “alert levels” with Level 4 involving the strictest stay-at-home orders.
- 3.
- 4.
Sines—technical term for chimes.
- 5.
The six languages are Chinese, French, German, Japanese, Russian, and Spanish.
- 6.
A taught master’s program involves a series of taught courses and may include one or more research component in a specialized subject area.
- 7.
Further Postgraduate/Graduate options have been offered from 2022 onward.
- 8.
These were mostly provided to students in print coursebook format until 2013.
- 9.
CECIL Enterprise Learning Management System, developed in-house by the UoA in 1995, was used until Canvas was rolled out in 2016.
- 10.
Exceptions to this rule needed to be agreed with Associate Deans (Learning and Teaching) on a case-by-case basis.
- 11.
- 12.
Educational approaches adopted by the author throughout the pandemic—as mainly imposed by COVID-19 restrictions—included hybrid learning (in-person students and remote students via Zoom), blended learning (in-person instruction with online activities carried out via Canvas) and hyflex learning, with one of three participation paths: face-to-face synchronous class sessions in-person (i.e., in a physical classroom), face-to-face class sessions via Zoom and fully asynchronously via Canvas.
- 13.
Before Panopto was adopted, lectures recorded on Zoom (either on the cloud or local computers) had to be uploaded to and queued on the University Media Server for the University copyright warning to be added—a solution that did not necessarily provide the required flexibility for remote teaching and learning.
- 14.
- 15.
A library management software for creating and maintaining reading lists and online course packs.
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Crezee, I., Teng, W., Enríquez Raído, V. (2023). New Zealand: Teaching Interpreting and Translation Courses at Three New Zealand Universities During the Unexpected Lockdown. In: Lai, M., Eser, O., Crezee, I. (eds) Educating Community Interpreters and Translators in Unprecedented Times. Palgrave Studies in Translating and Interpreting. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-32677-6_7
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