Artificial intelligence in the training of public service interpreters

Abstract

Great advances achieved in recent years in artificial intelligence (AI) have made it possible to address the huge challenges posed in the field of education. Indeed, thanks to the development of innovative practices, Sustainable Development Goal 4 has been enhanced. This goal is one of the 17 global goals established by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development. It consists of ensuring inclusive and equitable quality education and of promoting lifelong learning opportunities for all. Over the last decade, new applications and digital tools have allowed future interpreters to access training materials in the field of Public Service Interpreting (PSI) and to develop their skills during their training. The full potential of these AI tools, however, have yet to be fully explored in the field of Translation and Interpreting, and specifically in the Public Service sector. Transcription and audio recognition tools have been analysed (Ünlü, 2023; Parrilla Gómez and Postigo Pinazo, 2023), as well as the tools to support preparation phases such as terminology management (Braun, 2019). But the use of the different AI options available on the market require further analysis to verify their validity for training purposes. Given the important role of new technologies in the training of interpreters, and the need to upskill interpreters working in the public sector, we explored the potential of AI technologies to help ensure quality training and the attainment of the 2030 Education Agenda. The research questions were thus as follows: What are the ethical and pedagogical implications of AI for the training of Public Service interpreters? How can educators, researchers and future interpreters benefit from these tools? And lastly: Which tools could adequately replace the real materials which are lacking? In order to answer these questions, three AI tools (Chat GPT, Twee, and ElevenLabs) have been analysed to assess their effectiveness in generating material for the bilateral interpreting classroom in the context of public services, and then to analyse the students‘ and teachers’ opinion of these materials.