Introduction

The widespread availability of communication technologies such as tele-, web- and videoconferencing has created ample opportunities for distance communication in real time in all sectors of society and has changed the way people meet, communicate and interact in their professional and personal lives. Similarly, these technologies are increasingly used in business settings, by international organisations and local public service providers to optimise access to interpreters. This has led to new modalities of remote interpreting (RI) whereby the interpreters are connected to some or all participants by audio or audiovisual link (Braun 2019). However, there is currently a gap in research that explores the pedagogical implications of research on RI and/or links investigations of RI with pedagogical research on the use of communication technologies in interpreter education. The study of the paralinguistic layer of communication has also been neglected while offering opportunities for improving the flow of talk. The present special issue fills this gap by presenting original research relating to the pedagogical dimension of RI, with the primary aims of highlighting pedagogically important insights from research on RI (both via telephone and video link) and developing practical solutions for training and education informed by these insights