This paper aims to identify the roles that interpreters play in the arena of professional baseball, and hence to explore the expectations held of sports interpreters in general. This study reveals that more importance is attached to interpersonal or social roles than cognitive or linguistic roles in baseball interpreting. It also demonstrates that many baseball interpreters, after performing an invisible role to support players, desire to play a visible role by assuming different posts inside or outside the baseball world. One of the implications stemming from this research for sports interpreting is that interpreters should be prepared to shift their “footing” from being an “animator” to an “author” or at times to a “principal” in order to create an optimal environment for the players. In addition, sports interpreters need to adopt various interpreting strategies according to different situations, such as at post-game victory interviews and/or press conferences.

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メディア・リテラシーという言葉は日本では、「マスメディアが伝える情報を批判的に読み解く能力」という文脈でとらえられることが多く、1990年代後半から広く使われるようになり、この時期にNHKや民放でメディア・リテラシーに関する取り組みが進んだ。こうした動きは2000年代に一段落したが、「フェイクニュース」「ポスト・トゥルース」などの言葉が注目を集める現在、あらためて「受信者としても発信者としても、メディアのあり方を考え行動できる能力」としてのメディア・リテラシーの育成が求められている。 本稿ではメディア・リテラシーの概念を整理した上で、放送局のメディア・リテラシーへの取組を、番組と番組以外に分けてみていく。番組については「自己検証番組や特集番組」と「小中学生や高校生を対象とした教育番組」に分類、番組以外については「小中学生や高校生向けのイベント」「一般向けの公開施設」「ウェブサイト」の3つに分類、それぞれの取組の変遷を、NHKを中心に民放も含めてみる。 ソーシャルメディア時代を迎え誰もが映像を手軽に発信できる時代、放送局がメディア・リテラシーに果たせる役割を考えたい。

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This study aims to report on attempts to use interactivity in large classes. Due to the impact of COVID-19, all of the classes at the university where the author teaches were offered online throughout Spring 2020. One of the classes, “Overview of Interpreting” was a lecture-style class with more than 100 undergraduate students. Challenges included managing a large size class, making it interactive, and adjusting to online teaching. There are many pedagogical reports on interpreting classes in a traditional classroom setting, but there is not much information on large, online, lecture-style interpreting classes. Thus, this research shares the challenges faced and the measures taken when managing large, online classes in comparison to conventional classroom teaching. Additionally, students’ perceptions of online teaching are described based on the results of an end-of-term questionnaire.

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