Remote interpreting has already made its debut in the field of interpreting in Turkey as well as in other parts of the world. From the educational perspective, the concept of new media/technology per se emerges as a significant component of the general discussions in interpreting and translation. Technology and information technologies are imposed by the Bologna Process to which Turkey is also striving to adapt its higher education system. Therefore the inclusion of the new media and technology to interpreting through methods such as remote interpreting and e-learning is an important issue in our agenda.

This paper would like to offer an overview of the role and use of remote interpreting in interpreter training in Turkey. The share of remote interpreting as a specific type of new media is briefly discussed in relation to the interpreter training curriculum in Turkish academic institutions. By the help of a descriptive and overall analysis of the interpreting curricula of the institutions which offer interpreting training in Turkey, this paper tries to come up with the probable future implications and suggestions for the Turkish interpreting field with its practice and training. The paper takes remote interpreting as a moving point and argues that the interpreting curricula at Turkish training institutions do not seem to be well-constructed for this era of new media.

Keywords: Remote Interpreting, New Media and Technology, Interpreter Training, Video- Conference Interpreting