Abstract
This paper explores what the Community Interpreter Training Program should provide its objectives, features, assessment methods, and benefits. The program's core mission is to cultivate interpreters who play an indispensable role in multicultural societies by elevating students' language proficiency and communication skills fostering multicultural coexistence. A distinctive facet of this program is its adoption of a multilingual and multicultural approach, providing students with opportunities to refine their communication skills across diverse cultural backgrounds and enhancing their interpretative capabilities in various contexts. Furthermore, proficiency tests evaluate and impartially gauge students' language competencies, enabling tailored learning plans to address individual strengths and weaknesses. The program's sponsorship offers numerous advantages, including the elevation of the university's brand recognition through proficiency tests, the enhancement of overall education quality by customizing it to each student's aptitudes, and continuous curriculum enhancements guided by test outcomes. In conclusion, the Community Interpreter Training Program represents a pivotal initiative poised to contribute substantially to multicultural societies. The introduction of proficiency tests and the comprehensive deployment of the Community Interpreter Study Group will fortify multilingual education and further promote contributions to multicultural coexistence. This program equips students with vital skills for promoting multicultural coexistence, nurturing social connections, and playing pivotal societal roles.
Author Information
Akiko Sato, Kyoto University of Foreign Studies, Japan
Paper Information
Conference: SEACE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the SEACE2024 Conference Proceedings (View)
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To cite this article:
Sato A. (2024) Empowering Multiculturalism: Community Interpreter Training Programme ISSN: 2435-5240 The Southeast Asian Conference on Education 2024: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2024.37
To link to this article: https://doi.org/10.22492/issn.2435-5240.2024.37
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