Spotlight on… Sonia Halimi

See the original interview in French

Professor Sonia Halimi has been co-director of the Translation Department since 2014 and head of the Arabic Unit since 2013. Her research interests include distance-learning translation programmes and she is the driving force behind the development of the FTI’s pioneer e-learning Bachelor in Multilingual Communication programme, which was launched in the fall of 2019 for Arabic native speakers with French and English as their language pairs (Arabic e-BA). We met up with Sonia to find out more.

Why create an Arabic e-BA programme and who is it intended for?
I came up with the idea of implementing a distance-learning Bachelor programme when I took over the Arabic Unit in 2013. We first had to go through all the regulatory procedures and put into place the necessary pedagogical and logistical infrastructure before the programme could finally take off this year.

We decided to offer the e-BA to applicants from Arabic-speaking countries who encounter various administrative and financial difficulties that make it challenging for them to come to Geneva to study in our Faculty, even after having passed our entrance exams. The Arabic e-BA is also intended for applicants who would like to change professions but cannot give up their jobs to begin new studies.

Technology is revolutionising the world of translation and other language professions, as well as the world of education. The e-BA is a reflection of those changes, featuring innovative learning environments and teaching methods. As new generations of students become increasingly sophisticated in their use of technology, and technology becomes ever-present in the translation job market, the e-BA seeks to put forward a platform and learning practices that incorporate that technology.

How does the e-BA compare to the traditional BA programme? 
Both are given in parallel. The two programmes offer the same mandatory and optional courses, including translation courses, second-language courses (French and English), communication technology courses and lecture courses in specialised fields. The e-BA has the same academic value as the traditional programme, and is regulated by the same curriculum and examination process. Distance learners will sit for the exams in their home country in partner centres.

What obstacles did you encounter when carrying out this project? 
Since each course varies in content and language, we had to develop a common vision with all the lecturers involved. We did this through regular meetings, teaching workshops and feedback sessions. All course content had to be redesigned and adapted for distance learning. We turned to various tools and platforms, such as Smart notebook and Votamic, to ensure that both groups are provided with a dynamic and engaging class space. Each lecturer was provided with the support to develop new teaching strategies and identify the most effective way to present the content and activities of their class online, thus also contributing to their professional development.

I am very thankful to all of the colleagues who have been involved in this programme. I greatly appreciate their efficiency and cooperation, which have been key to our exchanges over the last few months. I would also like to thank the pedagogical advisors for their vital and continual support.

What are the advantages of the Arabic e-BA? 
The programme features a dynamic approach that stimulates not only independent learning, but also the development of group work techniques. The Arabic e-BA may also make it possible to offer a partly online exchange programme to our partner universities, so that exchange students who are unable to come to Geneva can take courses and acquire credits at the FTI.

Thanks to the e-BA, the FTI can open up its programme without barriers to Arabic-speaking communities throughout the world, allowing us to bring the quality of our Bachelor programme to local translation markets and language professions. Conversely, our traditional Bachelor programme can benefit from being in contact with a variety of cultural contexts, leading to new teaching and research possibilities.

This distance learning programme fits into the University of Geneva’s digital policy for developing a science that is open and better-connected in a world of digital transformation.

What other digital solutions are being developed at the FTI? 
In the same vein as the Arabic e-BA, we are also working on computer-based exams, referred to as e-Assessment. This reflects the reality of the translation profession, which is highly reliant on software tools, as well as the rapid development of new technology at the university.

At the end of the day, students in our programme are already using computers to access homework, carry out research, collaborate on projects, revise work and get feedback from teachers. Implementing e-Assessment exams is therefore the logical next step to ensure that our approach to teaching and evaluating our Bachelor and Master courses is in line with the learning practices of our students today. Developing online teaching platforms will also lead to the digitisation of the work and evaluation process. Furthermore, the decision to turn to computer-based exams stems from a desire to have students undergo evaluation in more realistic professional conditions, similar to what they will encounter in translation and other related professions, as well as during employment tests.

We will be testing e-Assessment exams for 20 different courses in the January 2020 exam session, as part of the University of Geneva’s larger digital transformation strategy. The FTI is excited to be a part of this transformation and introduce innovative teaching tools to train 21st century translators with high-level digital skills, thereby reinforcing our reputation as a benchmark at a regional, national and international level.