Conference Interpreting

By recognizing the free market economy as a key factor for the existence of a strong one, the paper points out the main limiting factors that stand in the way towards that goal. The near future of competition protection on Serbian territory has been presented pointing towards the way that the Euro-integration influenced policy advancement - as well as the wider influence of the European Union. The limiting factors of market development are identified through legal defects and cases lead by the Commission for Protection of Competition. Regardless of the many limitations, attention has also been drawn to solutions that currently are in the planning, activation or completion phase of implementation – being influenced by domestic and foreign organizations.

Il riconoscimento dei disturbi specifici di apprendimento (DSA) nella scuola italiana richiede una formazione diversa di tutti gli operatori scolastici e anche degli studenti e delle loro famiglie, per attuare un insegnamento efficace per tutti, nessuno escluso. La presente tesi, fondata su un’esperienza ultrantrentennale, avvalendosi dei nuovi strumenti normativi e indicativi a disposizione, si propone di esporre la validità di metodi e pratiche di educazione linguistica soprattutto in relazione alle problematiche della dislessia. The acknowledgement of Learning Disabilities is leading the Italian Education to ask for different training for teachers, students and their families, in order to achieve an efficient way of teaching everyone. This thesis, based on over thirty-years experience, and on the recent Italian laws about Learning Disabilities, seeks to show the efficacy of methods and “good practices” in Linguistic Education, especially in relation to the difficulties caused by ...

للفراءِ فكرٌ صوتيٌّ يعتد به، اعتمد فيه على التَّحليل المنطقي، وربط التغيرات الصوتيَّة اللهجيَّة بنواح فسيولوجية، سابقًا بذلك علماء اللغة في العصر الحديث؛ إذ علل في مؤلفاته التي ألَّفها في معاني القرآن وألفاظه للظواهر الصوتيَّة في القراءات القرآنيَّة رابطًا إياها باعتبارات لهجيَّة حينًا، ونواح تشريحيَّة حينًا آخر؛ فجمع بذلك بين علم اللغة والفسيولوجيا والمنطق، ونظرًا لاتساع مجال البحث في تلك التعليلات؛ اختصت هذه الدراسة بكتابه( كتاب لغات القرآن)؛ لاحتوائه على تعليلات صوتيَّة لم يتطرق إلى كثير منها في مؤلفاته الأخرى، حيث قرَّر عددًا من القواعد الصوتيَّة منها: أنَّ غياب الدعم الحركي الذي تمنحه الحركة للصوت اللغويّ؛ يسهل عملية إبدال الأصوات الصامتة التي يصعب نطقها في سياقات معينة، وأنَّ وجود صوت صامت يفصل بين صوتين صائتين متباعدين في المخرج والصفة يسهل عملية التماثل الصوتي بينهما في بعض اللهجات العربيَّة، بالإضافة إلى تأكيده على مبدأ التوافق السياقي وأثره في البنية اللغوية الصوتية.

This study presents a descriptive reading of the ecological orientation implicit in the linguistic thought of Ibn Jinnī )d. 1002(, as articulated in his work )Al-Khaṣāʼiṣ(. It traces how language development is conceived in relation to environmental and social conditions, without imposing modern theoretical frameworks retrospectively. The study situates this heritage-based conception alongside contemporary discussions of the language-environment relationship, particularly the ecology of language proposed by Einar Haugen and the ecological models of language evolution developed by Salikoko S. Mufwene. Adopting a descriptive-analytical approach, the study shows that Ibn Jinnī conceptualizes linguistic variation as a natural consequence of differential social pressures and contextualized usage. Language is portrayed as operating through an equilibrium between local practice and referential norms, while stability and loss are shaped by cumulative temporal processes. These features reveal a close correspondence between Ibn Jinnī perspective and language vitality parameters articulated by UNESCO

The subject of this study is diplomatic interpreting and its specifics within the modern era (1492 – 1914). One objective is to identify and analyse the specifics of the communication environment, tasks and status of interpreters in Europe and other continents, and to emphasise the influence of time and space determinants on diplomatic interpreting development. Another objective is to point out the long process of both the professionalization and institutionalisation of this activity.
Description of the continuously changing characteristics of diplomatic interpreting is applied to define the events that influenced it the most as well as the factors that had mostly contributed to its current features (e.g. establishing interpreting academies and schools, establishing court interpreters offices and secretariats, etc.).
The aim of this study is to provide as much factual illustrative evidence as possible about the importance and frequency of interpretation within diplomatic and high political circles already in the era of modern imperia, and to convince both professionals and public how exceptional diplomatic interpreting is as one of the oldest types of interpretation. Special attention is paid to distinctive features diplomatic interpreting bears. They were formed several centuries; some have retained their authentic form, some have been modified (stationary, bipartite, exclusivity etc.). The third objective is to emphasise the diversity of diplomatic interpreting history to highlight the number of progressive changes that have occurred during its development. Thus, diplomatic interpreting can be defined as a distinctive, specific complex of situations.

This article presents and analyzes the main differences between diplomatic interpreting and conference interpreting. The focus on this issue is motivated by its relevance and its insufficient coverage in scholarly translation studies literature.

The paper focuses on the status of diplomatic interpreting in Russian and Slovak translation studies and highlights the insufficient level of research devoted to this field in both contexts. Based on available sources, it outlines the historical background of diplomatic interpreting in Russia, pointing to the limited use of archival materials and the absence of a systematic theoretical framework. In the Slovak context, the paper analyzes the development of translation studies and its openness to new trends; however, despite this, diplomatic interpreting remains marginalized and is not perceived as an independent type of interpreting. The study emphasizes the lack of comprehensive research addressing the specific features of diplomatic interpreting, as well as the competences and personal qualities required of interpreters. The aim of the article is to underline the need for systematic research in this area and to identify it as an important yet underexplored domain within contemporary translation studies.

This study aims to provide a descriptive-analytical examination of the most prominent applied instructional approaches and contemporary theories that constitute the scientific foundation of the field of language teaching for non-native speakers. It does so through an examination of ten models, approaches, and theories representing the major trends in this field. The research problem stems from the need for a comprehensive analytical perspective that connects these multiple approaches, reveals their theoretical foundations, clarifies their practical mechanisms, and identifies the areas of integration among them, in light of the breadth of the literature and the multiplicity of classifications. The study adopts the descriptive-analytical method in presenting and discussing these approaches. It covers task-based language teaching, language learning strategies, content-based instruction, computer-assisted language learning, learner-centered education, the immersion approach, the multiliteracies approach, performance-based assessment, usage-based acquisition theory, and dynamic systems theory. The study concludes that these approaches converge in emphasizing the centrality of meaning, communication, and interaction in the learning process, and that they form an integrated system in which each approach theoretically and practically supports the others. It also finds that the last two theories offer a critical reconsideration of long-established assumptions in the field, thereby opening new horizons for understanding the nature of language acquisition and language teaching

Interpreting is often misconceived as a mechanical transfer of meaning, yet it demands significant creative input from the interpreter to meet the communicative needs of the target audience in real time. This paper examines the ambivalent role of corpora in interpreter training and practice through the central metaphor of the corset-a supportive structure that shapes output while potentially restricting fluidity and spontaneity. Drawing on Hans Robert Jauss's (1982) concept of the horizon of expectations, it argues that effective interpreting requires the interpreter to align with, meet, or subtly expand the audience's framework of linguistic, cultural, and rhetorical assumptions. While corpora offer valuable patterns and linguistic resources, over-reliance risks narrowing creative adaptability and producing output that fails to rise to this dynamic horizon. The paper reviews developments in corpus-based interpreting studies, highlights opportunities and limitations, and offers pedagogical recommendations for balancing corpus support with creative judgment.

Kariera kojarzona jest najczęściej z liniowymi zmianami pozycji organizacyjnej i formalizacją umiejętności i jako taka przystosowana jest do męskiej biografii. Społeczna konstrukcja ról płci powoduje, Ŝe kobieta w okresie wczesnego macierzyństwa uczestniczy w Ŝyciu zawodowym w ograniczonym zakresie, często całkowicie rezygnuje z pracy zawodowej na rzecz rodziny lub częściowo z niej się wycofuje, decydując o pełnieniu podwójnej roli. Podczas gdy kobieta pracuje na dwa etaty: w domu i w pracy, bądź zajmuje się tylko rodziną, męŜczyzna zdobywa kolejne szczyty organizacyjne i przeŜywa okres zwyŜkującej kariery. The article presents research studies that were supposed to identify the features of strategies which indicate changes in the understanding and course of careers for both women and men.

Aborda-se o perfil do intérprete de Língua de Sinais (ILS) do poder legislativo federal, atuando em janela de Libras na Tv Câmara, investigando as especificidades da atuação em contraste com os requisitos de contratação da Câmara dos Deputados. Identificaram
se suas habilidades com base em Cavallo (2019). Recorremos também a autores dos Estudos da Interpretação, como, Dirike (2018), Balestro e Gorovitz (2021), Pöchhacker (2004), Wadsensjö (1998). A pesquisa avaliou a congruência de documentos norteadores desse profissional frente às habilidades necessárias nesse âmbito. Conclui-se que o ILS recorre aos aspectos técnicos da interpretação de conferência, apesar de sua natureza comunitária.

Dentro da perspectiva de uma revisão bibliográfica, buscou-se, nesse artigo, analisar as produções relacionadas ao Tradutor Intérprete de Libras/Língua Portuguesa, no Estado de Goiás. Trata-se de mapeamento e de análise do que foi produzido, com base no método Prisma (GALVÃO; PANSANI; HARRAD, 2015) nos últimos dez anos (2010-2019), a partir de teses e dissertações disponíveis no banco de dados da CAPES. A amostra final foi composta por seis dissertações, cuja seleção, se deu após a leitura dos títulos, resumos e textos completos. Foram categorizadas, quanto às principais temáticas abordadas, relacionadas à formação dos tradutores intérpretes de Libras/Língua Portuguesa, sua atuação e relação com os professores regentes de salas de aulas regulares. Na maioria dos estudos, identificou-se que a formação dos intérpretes é deficitária e sua atuação não atende à legislação nacional e estadual vigentes, nem às diretrizes relacionadas ao perfil, requisitos e atribuições desses profissionais. Além disso, destaca-se dificuldades na relação desses profissionais com os professores. Isso implica, de acordo com os estudos, em um atendimento inadequado aos alunos surdos e sua inclusão no processo de ensino-aprendizagem na Educação Básica de Goiás.

امللخص :
يشهد احلقل الرتبوي الوطين حتولت معيقة بفعل الثورة الرمقية واذلاكء الاصطناعي، أثّرت يف فلسفة التعلمي ووظائف املدرسة
بة تُدمج فهيا التكنولوجيا الرمقية لتحسني
و أدوار املدّرس. ومل يعد التدريس جمرد نقل للمعرفة، بل أحضى سريورة نسقية مركّ
جودة التعلامت وحتقيق ا إ لنصاف وتاكفؤ الفرص. وقد أفرز هذا التحول حتديني أساس يني: جتديد املقارابت البيداغوجية،
ا نظرًاي يس توعب تفاعل املعارف والقمي
ً
ومتكني املدّرس من كفاايت رمقية نسقية. ويف هذا الس ياق، برز التدريس النسقي إاطار
ُعّد هذا ال ت
ميية. وي
لتعل
صور مدخًال واملهارات والوسائط داخل العملية ا لتجاوز التجزيء واعامتد التاكمل يف املامرسة الرتبوية،
ا بدور جديد مكهندس تربوي رمقي، يوظف التكنولوجيا واذلاكء الاصطناعي
ً
كام تؤكده الواثئق الرمسية. و أصبح املدّرس مطالب
بوعي تربوي و أخاليق. وتقوم املقاربة النسقية عىل التفكري يف العالقات والرتابط بني مكوانت التعمل. ومن ّمث، غدا جتديد
الكفاايت املهنية للمدّرس أولوية لضامن تعلمي ف . ّعال يف عرص اذلاكء الاصطناعي
اللكامت املفتاحية :
التدريس النسقي- اذلاكء الاصطناع ي - الكفاايت الرمقية - للمدرس - النظرية - املامرسة.

STUDENTI STRANIERI E DSA Il volume vuole contribuire fattivamente, dal punto di vista strettamente linguistico, alla comprensione delle diffi coltà di apprendimento individuate negli studenti stranieri. Ci si pone, quindi, l'obiettivo di creare uno strumento pratico, immediato e di semplice utilizzo, che sia valido a prescindere dalle lingue materne degli studenti e che sia in grado di stabilire se i loro problemi siano di natura linguistica-e, quindi, da attribuire all'interferenza della lingua materna del soggetto sull'italiano L2/LS-oppure se siano spia di un disturbo da esaminare dal punto di vista medico-diagnostico. ELVIRA GRAZIANO è dottoressa di ricerca in "Politica, Cultura e Sviluppo" (SSD L-Lin/01 Linguistica e Glottologia). Ha conseguito il titolo presso l'Università della Calabria nel 2020. Si occupa di acquisizione linguistica in studenti con Bisogni Educativi Speciali. Tra questi, rivolge particolare attenzione ai Bisogni Linguistici Specifi ci sia in studenti italiani con Disturbi Specifi ci di Apprendimento che imparano una L2/LS sia in alunni stranieri con l'italiano come loro L2/ LS. Tra gli altri interessi di ricerca: disturbi del linguaggio, fonologia, fonetica sperimentale, dialettologia, sociolinguistica. LUCIANO ROMITO è professore ordinario di Glottologia e Linguistica generale, direttore del Laboratorio di Fonetica e membro del senato accademico dell'Università della Calabria. Si occupa di analisi acustica del parlato spontaneo adottando le procedure multimodali della fonetica sperimentale. Tale approccio è stato applicato alla dialettologia, al parlato patologico, al contrasto linguistico, allo studio delle emozioni e ultimamente alla linguistica forense. Si è occupato di analisi conversazionale su parlato intercettato ed è diventato il coordinatore nazionale dell'Osservatorio sulla Linguistica Forense.

This article is a preliminary proposal of an assessment model for conference interpreting (both simultaneous and consecutive) coming from the experience of the Department of Interpreting and Translation (DIT) at the University of Bologna and, more specifically, from the best practices emerging from teaching support (exercise hours) and extra-curriculum (tutorials) activities of conference interpreting between Italian and Spanish. However, these best practices may be applied to any language combination. The model is based upon three phases: self-assessment, peer assessment and expert assessment. The second part of this article describes the implementation modalities and the methods of this approach at DIT. To conclude, this article sheds lights on some potential investigation developments.

Interpreting didactics is currently marked by unprecedented changes, emerging needs and new technology-driven challenges. That is why the MA Program in Interpreting of the University of Bologna (Forlì) launched an e-learning platform for conference interpreting trainees' continuous self-practice with a strong emphasis on peer learning, self-assessment and new technologies for collaborative training in interpreting. The project is designed to feature language-independent cross-functional skills for conference interpreting but, at the same time, some interesting language-specific needs emerged, since it was first piloted by a group of Spanish-Italian interpreting students. This chapter investigates the origin of the project, its aims and objectives, the materials and methods used for didactic design, as well as the preliminary results of the pilot testing phase with the Spanish-Italian students' cohort.

A prática interpretativa do português para a Língua Brasileira de Sinais (Libras) é um dos objetos de estudo mais acionados nos últimos anos dentro dos Estudos da Tradução e Interpretação em Línguas de Sinais (ETILS). Isso ocorre, principalmente, pela emergência de reflexões mais aprofundadas sobre a formação dos tradutores e intérpretes de Libras-português (TILSP), que não é datada de muito tempo 1 . Para além disso, as especificidades da interpretação simultânea perpassam por etapas que podem exigir que o profissional recorra às estratégias linguísticas 2 , para, assim, possibilitar a efetivação da comunicação interlingual de português para Libras. Os Estudos da Interpretação (EI) como campo científico têm como alguns dos seus inúmeros objetos de pesquisa a análise do processo, do produto e dos elementos que compõem a interpretação entre línguas. De acordo com Pöchhacker (2009, p. 128), citado por Rodrigues e Beer (2015, p.

This study investigated individual differences in prediction during language comprehension in professional and student Turkish (A)-English (B) simultaneous interpreters as a function of simultaneous interpreting (SI) experience and working memory capacity (WMC). A Turkish visual-world eyetracking prediction task examined whether the accusative versus the nominative case markers on the initial nouns of sentences could be used as cues to predicting an upcoming argument. The participants' WMC was measured using an automated operation span task. We found a prediction effect (a significantly higher increase in fixations to the plausible agent with time in the accusative than in the nominative condition) for the professionals, but not for the students. WMC contributed positively to the prediction effect in the professionals. Our findings indicate an SI-related advantage for prediction in professional versus student interpreters. Importantly, the present findings revealed an SI-related advantage in a prediction task that did not require interpreting.

This study aims to identify the attitudes of non-Arabic-speaking student-teachers toward the use of artificial intelligence applications in teaching Arabic language skills. The study adopted a mixed-methods approach, in which quantitative data were collected through questionnaires administered to 24 studentsrepresenting all students in the Teacher Preparation Department enrolled in the practicum course at the Institute of Teaching Arabic to Non-Native Speakers. In addition, semi-structured qualitative interviews were conducted with 11 students.The questionnaire included four dimensions: the cognitive attitude toward the use of artificial intelligence, the affective attitude toward the use of artificial intelligence, the behavioral attitude toward the use of artificial intelligence, and the value-based and ethical attitude toward the use of artificial intelligence. The results showed that the cognitive attitude toward the use of artificial intelligence was high, with a mean score of 3.84; the affective attitude was high, with a mean score of 3.81; the behavioral attitude was high, with a mean score of 3.77; and the value-based and ethical attitude was high, with a mean score of 3.64. Overall, the attitudes of non-Arabic-speaking student-teachers were high, with an overall mean score of 3.76.

Abstract:
The Arabic language is one of the ancient languages known as the Semitic languages group. It contains sounds that are not found in other languages.  It is a language that is destined to preserve its existence and become global, and this would not have been achieved without the Qur’an being revealed in it. Since the twentieth century AD, it has become a global language used at the United Nations in speaking, making official speeches, issuing documents, and in simultaneous translation into official languages, in addition to being an official language in the Organization of African Unity and other international organizations of the United Nations Africa remained related to Arab trade and civilization centuries before Islam, and when Islam came, the first Arab migration to the African continent was the migration to Abyssinia, and thus the Muslim Arabs found their first home after their homeland in Africa.  Islam entered Kanem Borno in the eleventh century, and in Kano in the fourteenth century. As for the western region - the country of Yoruba - it reached it in the first half of the fourteenth century AD according to one saying and the fifteenth according to another, and the sixteenth according to a third. As for the eastern region, whose population is mostly Igbo, it was reached by displaced merchants from the two regions: the northern and western The masters of the Arabic language in Nigeria have made effective efforts to advance the Arabic language, as these efforts herald the splendid independence of the Arabic language in Nigerian society.
The researchers divided the paper into the following main points:
- The nature of the language and the Arabic language.
- The universality of the Arabic language.
- Prediction about the future of the Arabic language in Nigerian society.
- The Arabic language in Nigeria between the present and the past.
- The efforts of the masters of the Arabic language and the promising ones to predict its Nigerian future.
- Conclusion, results and recommendations.
- List of footnotes and references.

إن دراسة ظاهرة التداخل اللغوي يسهم في معرفة أثره في تعلم اللغات، ومن ثم يساعد على تعليم اللغة الأم واللغة الأجنبية بفاعلية، ويحل مشكلات تعلم اللغة الأجنبية بخاصة. إن ظاهرة التداخل اللغوي تواجه عادة الطفل ذا الثنائية اللغوية، ومتعلم اللغة الأجنبية بسبب تأثرهم بالأنظمة اللغوية في اللغة الأم. ستقوم الدراسة بالكشف عن جوانب التداخل اللغوي وتحديد أسبابها وحدودها وأثرها في تعلم اللغات الأجنبية، من أجل التقليل من الوقوع في المشكلات، ولإعانة مدرسي اللغات الأجنبية على تقديم طريقة مناسبة في تعليم اللغات الأجنبية للأطفال والراشدين بناء على التداخل اللغوي. ويتوقع في هذه الدراسة أن يكون التداخل اللغوي عبر النقل السلبي من اللغة الأم، وفي مجال التعلم اللغوي يكون انتقال أثره في استخدام المعرفة اللغوية للغة الأم إلى اللغة الأجنبية انتقالا ثقافيا، وقد يكون الانتقال إيجابيا مما يحسن التعلم ويرتقي بالمتعلم في فهم اللغة الأجنبية، أو سلبيا فيؤثر في تعلم اللغة الأجنبية. The study of the phenomenon of linguistic interference contributes to the knowledge of its impact in learning languages, and thus helps to...

Since the 20 th century AD, Arabic has become a global language used at the United Nations in speaking, making official speeches, issuing documents, and in simultaneous translation into official languages, in addition to being an official language in the Organization of African Unity and other international organizations of the United Nations Africa remained related to Arab trade and civilization centuries before Islam, and when Islam came, the first Arab migration to the African continent was the migration to Abyssinia, and thus the Muslim Arabs found their first home after their homeland in Africa. Islam entered Kanem Borno in the 8 th century, and in Kano in the 14 th century. As for the western region; the country of Yoruba, reached it in the first half of the 14 th century AD according to one saying and the 15 th according to another, and the 16 th according to a third. As for the eastern region, whose population is mostly Igbo, it was reached by displaced merchants from the two regions: the northern and western. The masters of the Arabic language in Nigeria have made effective efforts to advance the Arabic language, as these efforts herald the splendid independence of the Arabic language in Nigerian society.

تهدف هذه الدراسة إلى رصد مظاهر الضعف اللغوي في مهارتي الاستماع والمحادثة لدى متعلمي العربية لغة ثانية في جيبوتي، ثم طرح بعض التصورات العلاجية للتخفيف من هذه المظاهر، وقد استخدمت الطريقة المسحية وأداة الاستبانة لجمع البيانات من 50 مستجوبا، من معلّمي العربية لغة ثانية. وكشفت النتائج عن انتشار مظاهر الضعف اللغوي بين المتعلمين في هاتين المهارتين، بدءا بالمحادثة، ثم الاستماع، وذلك من وجهة نظر عينة الدراسة. ثم طُرحت بعض التصورات العلاجية التي قد تساعد في تخفيف هذه المظاهر بما يتوافق مع
سياق تعليم العربية لغة ثانية في جيبوتي، وختمت الدراسة بالتوصيات والمضامين البحثية المستقبلية

This study aims to identify linguistic weaknesses in the listening and speaking skills of learners of Arabic as a second language in Djibouti. A survey method and a questionnaire were used to collect data from 50 respondents, all of whom are Arabic teachers as a second language. The results revealed widespread linguistic weaknesses among learners in these two skills, starting with speaking and then listening, from the perspective of the study sample. The results were discussed, accompanied by some proposals that might help mitigate these weaknesses in line with the context of teaching Arabic as a second language in Djibouti. The study concluded with recommendations and implications for future research.

In 2017, Good Morning Britain invited a Polish MEP, Janusz Korwin-Mikke, to join the show and elaborate on his controversial remarks made during an EU debate. The interview, conducted by Piers Morgan, quickly became a heated debate abundant in linguistic cues typical for conflict talk. The study presented analyzes this confrontation within the framework of conversation analysis and pinpoints specifically the concept of the speaker’s powerfulness. The analysis shows that both interlocutors exercise their linguistic force through negative impoliteness, intensifiers, meta-discourse, gradation, epistemic reasoning, and imperatives. Public reception of the event is highly critical of Piers Morgan and negative, however more balanced, of Janusz Korwin-Mikke, and the discussion provokes broader debates on journalistic conduct, sexism, and the EU. Despite Morgan’s pragmatic floor winning, it is Korwin-Mikke who gathers more proponents, an outcome which stems from two perception fallacies: the halo effect and the powerful speaker paradox.

مقدمة الكتاب – العربية
في عالم الدبلوماسية، تُعد اللغة أداة مركزية للتواصل، لفهم الثقافات المختلفة، وبناء جسور الثقة بين الدول والشعوب. هذا الكتاب صُمم خصيصًا لتعليم اللغة الإنجليزية الدبلوماسية بطريقة عملية وفعّالة، مع توفير ترجمة عربية لتسهيل الفهم والاستيعاب.
يهدف الكتاب إلى تمكين الدبلوماسيين والمهتمين بالشؤون الدولية من التعبير عن أنفسهم بدقة، والتعامل مع مواقف دبلوماسية متنوعة، مثل التحية، تقديم الشكر، الدعوات الرسمية، التفاوض، التعبير عن الرأي، وإدارة المحادثات الصعبة.
كل درس يحتوي على نص دبلوماسي مترجم، قائمة بالمصطلحات الأساسية، ومائة جملة عملية يمكن استخدامها في المواقف الحقيقية. ستساعد هذه الطريقة القارئ على تعلم اللغة بطريقة متكاملة: القراءة، الترجمة، والممارسة العملية.
مع هذا الكتاب، ستتمكن من تحسين مهاراتك اللغوية الدبلوماسية، وفهم التقاليد والأساليب الدبلوماسية المختلفة، وزيادة ثقتك أثناء المشاركة في الاجتماعات الرسمية والحوارات الدولية.

Book Introduction – English
In the world of diplomacy, language is a central tool for communication, understanding different cultures, and building bridges of trust between nations and peoples. This book is specifically designed to teach diplomatic English in a practical and effective way, with Arabic translation to facilitate comprehension.
The book aims to empower diplomats and those interested in international affairs to express themselves accurately and handle a variety of diplomatic situations, such as greetings, expressing thanks, formal invitations, negotiations, giving opinions, and managing difficult conversations.
Each lesson includes a translated diplomatic text, a list of key vocabulary, and one hundred practical sentences that can be used in real-life situations. This approach allows readers to learn the language in a comprehensive way: reading, translation, and practical application.
With this book, you will be able to enhance your diplomatic language skills, understand different diplomatic traditions and styles, and gain confidence during official meetings and international dialogues.

The article advocates the implementation of Design Thinking, a problem-solving methodology, in conference interpreter training. It presents a follow-up study to the introduction of "the Simultaneous Interpreting Portfolio", a self-regulatory tool that encourages self-reflection in novice interpreters both during training and after graduation, aligning with the socio-constructivist approach to education. The pilot study involved integrating Design Thinking elements into "the SI Portfolio" as part of a simultaneous interpreting course (between Polish and English) for third-year BA students in English Studies at the John Paul II Catholic University of Lublin. The findings suggest that implementing Design Thinking elements, even at the earliest stages of interpreter training, can foster the development of not only problem-solving skills but also self-reflection, the ability to provide and receive feedback, and collaborative learning, helping trainees to become selfdirected learners.

Tacit knowledge and personal experience of an individual can only be obtained in a tacit manner. Social capital is a prominent concept that provides a foundation to describe and characterize the properties. Therefore social interaction is very important to facilitate technological knowledge transfer among the units within an organisation. This paper aims to contribute to the existing knowledge in the field of technology transfer by exploring the concept of social capital. It discusses the technology transfer performance and focuses on the important firm-specific asset, which is social capital. By using the data from a survey on industrial firms in one of the technology parks in Malaysia, this paper provides an investigation on the relationship between social capital and technology transfer performance, within the technology park incubating company setting. It was found that social capital has significant relationships with the performance of technology transfer.

The rapid advancement of digital technologies has significantly transformed interpreter training, especially in response to the COVID-19 pandemic, which required a quick transition to remote education. Recent research highlights the integration of technology into interpreter training, focusing on the potential of remote interpreting platforms to address both practical and pedagogical challenges. Scholars such as Pöchhacker (2020) and Fantinuoli (2019) have underscored the transformative potential of these tools; however, research is still only trying to keep pace with technological change. This chapter contributes to this growing field by exploring the integration of a remote simultaneous interpreting training platform (RSITP) into the interpreter training curriculum. The case study presented and discussed will describe the experience with a tailor-made RSITP at Comenius University in Slovakia and the impact of remote interpreting training on students’ selfreported stress levels and their ease of work during simultaneous interpreting training.

This study aims to investigate the effectiveness of ChatGPT, an AIpowered language model, in enhancing the gisting skills of student interpreters. A total of 50 student interpreters were randomly assigned to an experimental group (n = 25) and a control group (n = 25). The experimental group received gist reasoning training with ChatGPT, while the control group underwent traditional training methods. Over the four-month study period, the gisting skills of both groups were assessed and compared using pre-and posttests. Additionally, students in the experimental group were interviewed regularly to gather their feedback on using ChatGPT. The results demonstrated a significant improvement in the speed and accuracy of gisting in the experimental group compared to the control group. Qualitative analysis revealed that ChatGPT provided guidance and error correction for students, although some limitations were noted. This study contributes to the optimisation of interpreter training curricula and offers insights into the effective integration of AI tools like ChatGPT. It provides guidance for interpreter training organisations to develop strategies that leverage AI to enhance students' skills.

The rapid development of AI is transforming the translation profession. This article explores how machine translation, AI-assisted tools, and emerging technologies are reshaping translators' roles, creating new job opportunities, and demanding hybrid skills. While AI handles routine tasks, human expertise remains critical in high-stakes and creative contexts. The future of translation relies on collaboration between human translators and AI.