Case Study on the Design and Operation of Translation and Interpretation Classes for Multinational Students to Foster Digital Literacy

This study focusses on Korean language interpretation that enhance digital liter acy abilities. In this study, digital literacy was divided into cognitive, digital, social and emotional competencies, following Hobbs’ (2010) study, and the class was designed based on the ASSURE model to develop specific competencies in each section. Through a literature review, this research clarified the concept of digital literacy and, based on Hobbs (2010), regarded the essential competencies of digital literacy as access, analyze and evaluate, create, reflect and act. In addition, referring to CFRIDiL’s specific goals for digital literacy, were applied to the teaching and learning process of the interpretation class. The class was divided into the following stages: foundation of Korean, machine translation, chatbots, translation practice, and metaverse and translation assignments. Each stage was designed with teaching and learning content considering competencies in the digital literacy skills. This study represents a novel and meaningful attempt to find a point of convergence between enhancing digital competencies and interpretation for multinational learners. This study will provide instructors who conduct translation and interpretation classes for foreign learners with ideas on teaching and learning strategies that can enhance their practical translation and interpretation skills through the use of digital media.