Barbara Moser-Mercer (email@example.com), Professor of Conference Interpreting at the Faculty of Translation and Interpreting (FTI), University of Geneva, founder and director of InZone, and a practising conference interpreter, has studied the interpreting process from behavioural, cognitive, and cognitive − neuroscience perspectives to inform training. Leïla Kherbiche, doctoral assistant at the Interpreting Department of FTI, works on InZone and formerly worked for the International Committee of the Red Cross (ICRC) in the field. Barbara Class, FTI pedagogical advisor for distance learning, researches the use of technology for pedagogical purposes.
When communication breaks down, conflict ensues. Resolving conflicts successfully relies heavily on re-establishing communication. Almost all conflicts involve parties who do not speak the same language or share the same culture. Language is the main vehicle of communication under such difficult circumstances, and yet there are few professional interpreters in the field to mediate between languages and cultures. This policy and practice note outlines a novel approach to training humanitarian interpreters in the field through the use of new technologies and an innovative pedagogical design developed by the Centre for Interpreting in Conflict Zones (InZone). It concludes by sketching a sustainable training model that leverages innovative pedagogy and new technologies for building interpreting capacity in the field.