A single device option for teaching simultaneous online

If you’re a fellow interpreter trainer and you’ve dipped your toes into the online training waters, it probably won’t have taken you long to realise that teaching consecutive is relatively straightforward, but simultaneous is less so.

I’ve tried Skype calls, and I have extensive experience with Zoom. I’ve also been fiddling with the Zoom interpretation feature and testing a variety of other apps. Today I’m going to tell you about Watch2Gether.

I haven’t hit upon a definite solution that works in every situation yet. Most solutions are mash-ups or workarounds, and they often involve multiple devices.

The holy grail for me is a solution that would allow me to do the following:

  • Listen to the input and output simultaneously, i.e. the speaker or video and the interpreter.
  • Adjust the volume of each track independently, so I can have a louder or softer interpreter.
  • Make sure that the interpreter(s) and I both have good quality sound.
  • Ensure that the interpreter and I are listening to the same bit of the speech at the same time.
  • If I’m working with a group, make sure that everyone can hear the same speech at the same time (i.e. that people logging in from different locations don’t have different lag times).

All of these may sound like  sine qua nons, but alas, they’re not. And if I can’t do all these things, I can’t properly assess the content or the interpreter’s technique (especially when it comes to décalage).

If you’ve tried teaching simultaneous on a platform like Zoom, for instance, you’ll have encountered various irritations, such as students in breakout rooms not being able to hear a video played in the main room, varying lag times for students in different places, not having a way to adjust the speaker’s volume and interpreter’s volume independently, etc. etc.

I can’t solve all these problems for you in a single blog post, so today I’ll focus on one way to run a simultaneous interpreting class, primarily using video material (but a live speaker would work too).

You will need to access a website called Watch2Gether at w2g.tv.


You may have encountered Watch2Gether as a way to have a movie party with friends during lockdown, sipping cocktails and commenting on the latest episode of Game of Thrones.

And yes, it’s definitely a way to Netflix (without the chilling). But it can also be subverted as a non-Zoom, non-Skype, single-device way of running an interpreting class.

SPOILER ALERT: it has a major disadvantage relating to the source material you can use. I’ll tell you about that in a moment.

Here’s how it works.

Go to the Watch2Gether website. You don’t need to create an account, and it’s free. Here’s what you will see:

Some points to note.

The room created is private by default and is deleted after 24 hours.

At the bottom left (circled in red), you can see my avatar. I haven’t uploaded a photo, but you can see a gold crown, showing I’m the room host. The username is generated randomly, but you can click and change it to something more suitable (you’ll see I’ve renamed myself Sophie Ll S here):

If you create an account (still free), your avatar will retain your username and you can keep your room permanently (meaning that you can save playlists of videos, for example, i.e. you could prepare suitable teaching material and place it in a playlist, in readiness for a class – or several, since you can have several playlists).

You can invite as many people as you like to join the room, using the ‘invite friends’ button (in yellow, top right of the screen). If you click on it, it generates a link that can be copied and sent to your students by any means you like (email, text, WhatsApp, etc.).

Here’s the link generated by the ‘invite friends’ button

When others join the room, their avatars will also be visible along the bottom of the screen. They can also change their assigned usernames.

Choosing source material (video)

Watch2Gether supports a number of sources of video material, including Youtube and Vimeo, as you can see in the image below.

apps supported by Watch2Gether

You can simply enter keywords in the search box to look for suitable videos. Here I’ve searched for ‘Trump coronavirus’ in the Youtube videos:

Results of a Youtube search with keywords ‘Trump coronavirus’

Or if you already know the url of a suitable video, you can just enter it into the search box.

You can also queue up a series of videos by putting them in a playlist, thus allowing you to prepare a whole class’s worth of material. In the screenshot below, you’ll see I’ve made a playlist with three clips about energy. You could create multiple playlists to prepare several classes in advance.

playlist with 3 speeches about energy

Watching the video 

At this point, all you have to do is press play, and everyone in the room will watch the same video at the same time. Watch2Gether synchronises the playback function. No need to play the video in two or more places (on the trainer’s device and on the student’s device) while trying to synchronise by counting ‘1, 2, 3’.


By default, everyone in the room can press pause at any time, or select another video!

However, the host (i.e. the trainer, who’s created the room), can disable various functions to avoid chaos in the virtual classroom, by using the Settings (top right).

Have a look at the screenshot below, which shows you what the host can do by using the ‘Enable Moderation’ function.

enabling moderation: host-only commands
  • Members only: the room host has to approve people who want to join the room.
  • Player: Only the room host can select videos and control the playback of a video (play, pause, seek…)
  • Playlist: Only the room host can change playlists.
  • Colours: Only the room host can change the appearance of a room (colours and background image).


If you want to be able to see your students, ask them to switch on their camera. Definitely ask them to turn on their microphone, using the settings on their avatar button at the bottom of the screen.

On the following screenshot, you’ll see that I have clicked on the video icon, making it turn green, so that my camera is switched on. I’ve circled this in red so you can find it.

I’ve also clicked on my avatar (bottom left) to show you that I can place myself in the middle of the screen, so I’m more visible to my students.

Obviously if I were playing a video for interpreting practice, I wouldn’t put myself in the middle of the screen! To start, I would click play to start the video, and adjust the volume of a) the video (using my computer audio settings), and b) each individual interpreter, using the little microphone icon on their avatars.

If you are finding the avatars a bit small, you can enlarge them, which gives you more control over the volume setting. Here’s a shot of the bigger avatar; you can turn it into a thumbnail and move it around the screen:

Now, to listen to interpretation: let’s say I have 5 students in the class. I would turn 4 of them down to zero volume (mute), and turn up the fifth’s volume.

I’m now watching the video, hearing the video’s audio track, and listening to an interpreter at a volume of my choice. If I want to swap to another interpreter halfway through the speech, I simply turn down the volume of Interpreter 1 (to zero), and turn up Interpreter 2.

All the participants are able to do the same.

This feature also makes it possible to have a live speaker instead of a video as source material: simply have two participants’ volumes turned up (to a level of your choice).

One more useful feature: there is a built-in chat box (bottom right, see screenshot for the speech bubble icon circled in red), so you can type in vocab, links, etc.

The downside

OK, where’s the downside?

So far, it’s all good. You can play videos, have a live speaker, listen to your students in turn without having to enter and exit breakout rooms, adjust the volume (it’s not as flexible as true twin track, but it gives a lot more flexibility than the Zoom interpreting feature, where the original sound is around 20% and the interpreting at 80% volume, but you can’t control it at all), use the chat box, prepare material in advance…

Where’s the catch?

I’m sorry to say, the catch is in the limitations on source material. After all, the platform was designed for watching TV and films with your mates, not for interpreting practice. 

My first thought was that some of my usual sources of practice material, namely the SCIC Repository and Speechpool, would be ruled out. Anything protected behind a login (e.g. Speechpool material) is a problem, and the europa website which hosts the SCIC Repository is (obviously) not one of the apps supported by Watch2Gether.

However, hold tight because I’ve got the solution!


At the moment, Speechpool videos are hosted on Youtube, which allows you to get round the Speechpool login issue. Here’s how you can watch them on Watch2Gether. The method is a little roundabout, but effective.

Login to Speechpool. Find the speech you want. 

In the bottom right hand corner of the video window, you’ll see the Youtube symbol. Click on it to view the speech in Youtube.

Copy the url from the address bar and paste it into the search box in Watch2Gether.


SCIC Speech Repository material

This is a different story. It requires more effort to set up than the Speechpool workaround, but it’s doable.

Go to the SCIC speech repository. Choose the video you’re interested in. Here’s an example:

Copy the url and paste it into the search box in Watch2Gether.

Because the europa website isn’t one of the apps supported by Watch2Gether, you (and everyone else in the room) will need to instal a browser extension on Firefox or Chrome to be able to watch this video.

Each user must now click on Open. The video will then open in a separate window, W2gSync will detect that video and makes sure that playback is in-sync with every user in the room.

So far, so good. When I tested this with a colleague, I was able to control the Play, Pause and Seek functions, playback was synchronised, and there was no time lag.

One disadvantage: because you’re now working in a new window (clicking on the Play/Pause controls in the WAtch2Gether window will not synchronise playback), it’s trickier to see the chat box.

There is a way around this, using the ‘Link’ feature in the Watch2Gether window, but I found it didn’t work, probably because of the way the europa website is designed (the ‘Link’ feature won’t work with Flash, for example).


OK, I’ve given you a lot of explanations and screenshots, which make the whole thing sound complicated, but it’s really not.

The massive plus, from my point of view, is that I can switch my online coaching and group calls to Watch2Gether and do things I can’t do on Zoom: synchronise playback, hear both audio feeds and adjust the speech and interpretation volumes separately, allow several interpreters to work from the same speech at the same time.

Best of all, I can do it all on one device, without messing about with a tablet or mobile, two sets of headphones, a mixer, or anything else.

PROS of Watch2Gether

  • Free
  • Relatively simple to use
  • Suitable for 1-1 sessions or groups
  • Only one device needed
  • Unlimited number of participants
  • Easy replay/pause of video, allowing you to check sections of the speech
  • Volume of speech and interpreter can be adjusted separately
  • Built-in chat function
  • Host can disable certain functions to stay in control

CONS of Watch2Gether

  • Limited options for source material (Youtube, Vimeo), but there are workarounds
  • There is no recording feature, so you can’t record students’ performances from within the app (unlike Zoom, for example). You could get around this by using screen recording software.
  • There is no screen sharing facility or whiteboard.
  • No breakout rooms; but as described above, you don’t need them.
  • No more than 10 video cameras can be on at any time, so you can’t see everybody’s face in a large group
  • Ads – they’re annoying, but we’re all used to tuning them out. You can get rid of them by signing up to w2g.tv PLus, but this doesn’t offer any real benefit in terms of features

Let me know what you think!

Interpreting Coach logo

Sophie Llewellyn Smith, writing as The Interpreting Coach, is a coach, interpreter trainer, conference interpreter, designer of online teaching materials, and creator of Speechpool. Follow the blog to pick up tips on how to improve your interpreting skills, sign up to my flagship membership site for English retourists, Rock your Retour, and check out the website for digital material to complement your face-to-face learning and empower you to take control of your learning. If you’re interested in personal coaching, feel free to book a free discovery call (although my availability is very limited at the moment).

CPD webinar

CPD blog post cover

For those of you who prefer to listen rather than read, I’ve recorded a 30 minute webinar about CPD.

I talk through a step-by-step approach to defining and prioritising your CPD needs. I also discuss various CPD opportunities, including volunteering, internships, dummy booth, webinars, and the like.

All of this is, of course, informed by my background as a conference interpreter operating on the EU market.

The principles I outline hold true for all interpreters, but my specific suggestions won’t always be relevant to everyone (e.g. public service interpreters).


CPD blog post cover

CPD = lifelong learning

So, you’ve just taken your final year interpreting exams, and you’re looking forward (hmm…) to entering the brave new world of post-coronavirus conference interpreting.

But your skills aren’t 100% up to scratch yet. Perhaps you need more practice in simultaneous. Or you’re thinking of adding another passive language. Or you’re totally stressed about your…stress management strategies. Or you need to learn more about Remote Simultaneous Interpreting platforms because…well, let’s not go down that rabbit hole.

Just imagine if one day interpreters all work from home…

The point is, all of this comes under the umbrella of CPD, or Continuing Professional Development.

Maybe you’re not a recent graduate. If you’re reading this, you’ve likely already discovered that lifelong learning means just that. It. Never. Ends. There is always more to learn. And that is definitely the case for interpreters.

But what? How? When? And even: what for?

In this blog post, I aim to help you get more clarity about your CPD needs and how to achieve them. If you’d rather listen than read, click for my dulcet tones (ahem) in your ear.

I’ve also produced a workbook for you. If you take the time to go through it and fill it in, you’ll have a solid plan that will see you through years of CPD.

CPD is the intentional maintenance and development of the knowledge and skills needed to perform in a professional capacity.

CPD is sometimes a legal requirement in order to practise a particular profession or obtain insurance. In Italy, for example, a certain number of CPD hours per year is a compulsory requirement for interpreters.

Even if evidence of CPD is not a legal requirement, it may be a compulsory condition of membership of your local professional association.

And beyond that, CPD is also about being the best interpreter you can be and setting yourself the highest possible standards.

CPD – key points

The definition I’ve given above contains a number of key ideas.

  1. ‘intentional’: CPD is self-directed, i.e. it’s up to you to identify your needs. Unlike a university course with a set list of modules, when it comes to continuing professional development, you need to diagnose your weaknesses and lacunae and come up with a plan (perhaps with some help).
  2. ‘maintenance and development’: maintenance is a minimum, so you can keep doing your job properly. It would be nice to think that once you’re qualified, you’re done. But we all know that note-taking skills get rusty, and if you don’t do simultaneous for a few days or weeks, you’re no longer match fit. So the bare minimum when it comes to CPD is having a plan to keep your interpreting skills and relevant knowledge up to standard. Development is what will allow you to progress in your career: take on new assignments or work in new markets (because of new expertise, a new passive language, a ‘retour’), or get promoted.
  3. ‘knowledge and skills’, ‘perform in a professional capacity’: interpreting isn’t just about technical skills (sight translation, note-taking, salami technique…). To be a professional in this field, you need all sorts of other skills and expertise (for example, networking and marketing to help you find clients and stand out in a crowded market).

A final point: the great thing about CPD isn’t that it isn’t rigidly defined. There are all sorts of things you could do to enhance your development, some formal, others informal. Alongside courses, workshops, webinars, and communities of practice, you could also find a mentor, shadow a more experienced colleague at work, read blogs or research papers, watch videos online, play language games, join a debating society, and more.

Defining your goal

You can only define your CPD needs if you know what your goal is, so your goal should be your starting point.

Are you hoping to work as a freelance interpreter for the UN? For NATO? Are you biactive and hoping to break into a local private market? Your needs will be quite different. For UN work, you’ll need specific passive languages, a strong grasp of geopolitical realities, and the ability to deal with very fast simultaneous and simultaneous with text. For NATO, your B language will have to be nearly on a par with your A language. To work on certain local markets, you’ll need to be good at marketing yourself and networking.

Here’s what you need:

  1. A vision of where you want to be and why (what country – one where your A language is rare, hence an asset; or a country that will help you develop your B language, or improve a C language? What type of interpreting: conference, or public service interpreting? Private market, or international organisations? Translation and/or other work as well, e.g. teaching, subtitling?). Remember that the answers to these questions will change, which is why you need to review your goals every so often.
  2. A good understanding of the skills you need. Does your ideal interpreting job require consecutive or not? Do you need specific IT skills? Must you be able to use a certain type of software?
  3. A clear idea of the standard and how far you are from achieving that standard. Do you know what standard is required in order to pass an EU accreditation test, if that is your ambition? If not, you need to find out.
  4. A list of priorities. You can’t address all your weaknesses at once.

Take a few minutes to think about questions 1-3, and jot the answers down on a piece of paper – or use my workbook . Read on to find out more about defining, refining and prioritising your CPD needs.

Defining your CPD needs

The exercise I’ve just asked you to do was intended to help you identify what you’re aiming for, and what is required to fulfil that ambition.

Now you need to work out how much of a mismatch there is between those requirements and your existing skills and knowledge.

I like to think of all the elements that make up a top-notch interpreter in a very visual form, using a mind map (some of you may call it a spider diagram).

Here’s an example from the National Network for Interpreting website.

NNI interpreting skills map

I talk through the skills map in more detail in this video:

Time to get down to the nitty gritty!

Sharpen your pencil, get yourself a cup of tea (or a latte, or whatever floats your boat), and get your thinking cap on, because it’s time for a skills audit.

Skills audit

Have you heard of SWOT analysis? It’s an approach often used in business, to determine the a company’s strengths, weaknesses, threats and opportunities, and then to decide on a plan in the light of these insights.

A SWOT analysis, also known as a skills audit, is a very useful tool in your arsenal. It’s something I encourage interpreting students to do at the beginning of their interpreting course, and again a few weeks before their exams, so they can decide where to focus their efforts.

It’s also a very useful way of establishing your CPD needs.

Divide your page into four, and write down the four headings: strengths, weaknesses, threats, opportunities. Like this (or follow along in the workbook):

SWOT analysis

I’ve put some examples in the ‘strengths’ column, just to give you an idea. Obviously this is a very personal exercise.

Think about the interpreting skills mind map (which you can of course break down into even more detailed skills; for example, for public speaking, you could consider pronunciation, intonation, ‘ums’, fillers, eye contact, etc.), and try to classify these skills as strengths or weaknesses of yours, in the light of your ‘vision’ – i.e. where you want to work, for whom, and what standard is required.

Perhaps public speaking is one of your strengths, but stress management is not.

Perhaps you are a people person, and very good at networking, but you’re a bit chaotic and you need to work on business skills and being more organised.

Write it down!

Then think about those factors that are external to you: the threats to your development, and the opportunities. Again, these are very personal.

Your threats might include lack of money, or family obligations that mean you can’t travel, or lack of equipment (headphones, or a laptop), or Brexit.

Your opportunities might include willingness to travel, or a partner who speaks one of your passive language, or good contacts in the industry.

Make a note of everything.

Spend a few minutes thinking about how you can use your opportunities and how you can minimise your threats.

Now we’re going to focus on your weaknesses, because these are your CPD needs, i.e. these are the areas of skill or knowledge that are ripe for development.

Refining your needs

It’s one thing to know what you need to improve (i.e. your weaknesses), and it’s another to know how to improve them.

What course would best suit you? Should it be intensive or spread out? Would you be better off working alone or with a coach?

Sometimes the answer isn’t as straightforward as you think.

I’ll give you an example. My daughter is really good at maths, and she loves it. But when she sees a question type she’s never tackled before, she gives up immediately, wailing that she doesn’t know how to do it, and often bursting into tears. This is not a skills problem, it is a mindset problem. There is little point getting her extra maths tuition when she knows the answers already. What she needs is an approach that will boost her confidence and help her develop problem-solving abilities and a growth mindset.

So now that you’ve identified your weaknesses, you need to examine them in a way that will help you determine how to tackle them.

To do this, one approach I find useful is Dilt’s logical levels (from neuro-linguistic programming, if you’re interested).

Dilt's logical levels

If you want to make changes in your life (in this case, improving your skills or knowledge), you need to understand at what level you’re operating. Often, the way you talk about these challenges will give you hints.

For example, if you say ‘I don’t do enough interpreting practice, because my office is so cluttered and I keep getting interrupted’, this is an environment problem, and the environment is what you need to fix!

If you say things like ‘I don’t really have time to work on my retour’, or ‘I’m always meaning to listen to podcasts, but I have so many other things to do first’, this could be a sign that you are procrastinating, and you need to find strategies to address that behaviour.

Phrases like ‘I don’t know how to do this’, ‘I’ve never done simultaneous’, ‘I’ve just been asked to teach online and I’ve never done it before’, ‘I haven’t done consecutive for five years’, sound like a skills gap, which can be addressed at the level of competence – you can find a course, workshop, coaching opportunity, etc.

On the other hand, if you say something like ‘I find sight translation really difficult’, or ‘I hate dealing with numbers’, ‘or ‘I’m really bad at consecutive’, this could either be a skills gap or a mindset/confidence issue.

And if you’re saying things like ‘I can’t be bothered to do this’, or ‘I don’t see the point of this for me’, or ‘interpreters shouldn’t be asked to do this’, this is a reflection of your beliefs or values, and you will have to examine those before deciding whether you need further training.

Phew! Bet you didn’t realise that CPD would involve so much soul-searching, right?

You’re nearly there, though. And remember, you can use my workbook to guide you through this process.

OK, your final step is to prioritise your needs.

Prioritising your needs

This should be relatively quick, now that you have laid all the groundwork.

• Think about your lacunae in the light of Dilt’s logical levels, to help you understand how to tackle them.

• For each weakness, ask yourself: how important is this to me? How essential is it to develop this competence now? Remember, you can’t do everything at once. Some skills may need immediate attention because, say, you’re applying for a job right now.

• Distil your CPD needs to 4 or 5 key skills or areas of knowledge.

Planning your CPD

Reflect on how to get from A to B. You’ll need to a) do some research, to find out what’s available in terms of workshops, courses, practice groups etc. that might meet your needs, and b) consider how much time you have available.

Make a list for each of your 4 or 5 key areas.

There’s an increasing array of CPD options available for interpreters. I won’t list them all here, because they won’t all be relevant to you, but you can have a look at this free list if you happen to be a recent graduate with mainstream European languages, and your ambitions involve working on the conference or institutional market in Europe. I’ve listed various volunteering, internship, and networking opportunities, as well as online resources for conference interpreters, such as course and webinar providers.

Reflective practice

…but it’s not all over!

The value of reflective practice in an educational setting and in the workplace is increasingly recognised.

It’s also important to keep a record of your CPD efforts in case you ever need to provide an employer or professional association with evidence of your learning.

For this reason, I highly recommend keeping a combined learning journal and portfolio of your CPD work.

You can find an example – guess where? – in my workbook , but the idea is fairly simple: note down the date of any CPD activity you engage in, the provider, the type of activity (remember, this doesn’t have to be a formal course. It could be reading in your own time, or contributing an article to a publication, or doing outreach work). Write down what you found useful about this activity, how you will apply it in practice, or what you would do differently next time.

15-21.06.2020WISE workshoppeer group

To flesh this out into a portfolio, keep a note of your needs and goals on the first page, and review these regularly (say, every 6 months or annually). Also keep copies of any certificates you obtain after attending CPD courses.

Two key areas for development

I’ll wrap up with a couple of areas I think are increasingly important, given the situation on the interpreting market, and also the way the world has developed in the past twenty years or so. I’m venturing beyond the narrow limits of interpreting skills here, into other skills and areas of knowledge.

Business skills

Newcomers to the interpreting market need to be much more professional in how they present and market themselves these days, I think. More and more, language professionals are running a language business, and they need the right skills to allow them to do so.

I won’t go into detail here. Just think about where you are with regard to the following:

  • Administrative procedures for freelancers in your country, including health insurance, VAT, pension arrangements
  • Business skills such as accountancy, invoicing, client management
  • Making sure you have the right equipment, including a laptop or tablet, headphones, jacks, webcam, etc.
  • A solid and visible business presence, including a good, up-to-date CV, business cards, a permanent (professional looking!) email address, and possibly a website
  • ?Preparing for remote interpreting. Are you intending to go down this road? What extra skills do you need?
  • Marketing: in a crowded market where interpreters are often treated as commodities (and don’t get me started on working conditions during the COVID pandemic…), you need to understand your value as a skilled professional. You could consider a seminar such as Julia Poger’s Know your Worth.

Health and wellbeing

Interpreters have very specific needs when it comes to health and wellbeing. The very sedentary nature of our work, the increasing use of computers and screens, and the stressful aspects of interpreting, should lead you to try to establish good habits from the start.

Here are a few key areas to think about:

  • having an ergonomic office set-up (height of chair, distance from screen, etc.)
  • eye strain
  • hearing. Amid increasingly frequent reports of acoustic shock, it’s important to have regular hearing tests.
  • voice. Your greatest tool as an interpreter. Look after it!
  • general health (nutrition, exercise). Conference interpreters are prone to back problems: we spend too much time seated, and our position isn’t always ergonomic.
  • stress management. I could say all sorts of things about this (and I often do, in seminars and webinars), but I’ve already written thousands of words in this blog post, so I’ll keep it short. Different approaches to stress work for different people, so try to find what works for you. If you’re looking for a short course with a holistic approach, that covers the basics of relaxation, meditation, and nutrition, try Gabriela Bocanete’s course, which involves delightful Yoga Nidra sound baths.

Enjoy it!

OK, that’s enough! That’s it!

CPD can be fun: it’s satisfying, because you’re learning something and opening up new career opportunities, but it’s also a great way to meet new people, make friends, and feel connected to your ‘tribe’.

Good luck!

Learning through reflection: the critical role of reflection in work-based learning (WBL)

Ruth Helyer, Journal of Work-Applied Management, ISSN: 2205-2062.  Publication date: 6 October 2015

Interpreting Coach logo with strapline

Sophie Llewellyn Smith, writing as The Interpreting Coach, is a coach, interpreter trainer, conference interpreter, designer of online teaching materials, and creator of Speechpool. Follow the blog to pick up tips on how to improve your interpreting skills, and check out the website for digital material to complement your face-to-face learning and empower you to take control of your learning. If you’re interested in personal coaching, why not book a free discovery call?


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