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Interpreter-mediated communication

Interpreter-mediated communication. At the medical practice. Teaching materials for the training of medical interpreters ITAT Graz. 1. Contents. Video recordings of 2 mock interpreting situations with interpreting students Situations take place at a medical practice

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Interpreter-mediated communication

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  1. Interpreter-mediated communication At the medical practice Teaching materials for the training of medical interpreters ITAT Graz 1

  2. Contents • Video recordings of 2 mock interpreting situations with interpreting students • Situations take place at a medical practice • Interpreters were not given beforehand information about the situations (German – English) • Length: approx. 15 min. each • Transcription of recordings (EXMARaLDA) • Discussion of key-topics and their coverage in the academic literature • Analysis of the situations in general and detailed discussion of key-issues • Recommendations for further training and/or reading 2

  3. Transcription with EXMARaLDAExtensible Markup Language for Discourse Annotation • A tool for computer-assisted transcription and annotation of spoken language • Free download at http://www.exmaralda.org/downloads.html with manuals, links to relevant publications etc. 3

  4. EXMARaLDA Main aims: • Easy form of exchanging spoken language between researchers/users • Long-term archiving of valuable resources • Transcription in partiture (musical score) notation Example: 4

  5. EXMARaLDAAdvantages Free software – can be used by students to transcribe and analyse their own interpreting „products“ Advantages: + listen carefully to their own product + errors, problems, difficulties become more visible + „lingusitic behaviour“ can be analysed  facilitates comprehensive analysis of the whole product

  6. Topics for discussion/analysis • Role analysis • Note-taking • Nonverbal communication • Clarifying questions 6

  7. Role analysisGeneral aspects Discuss possible roles of interpreters (different approaches in literature) • “pure messenger” vs. “broker” (cf. Bailey) • “non-person”: people present but treated as absent (cf. Goffman)  “animator” vs. “author” vs. “principal” (cf. Wadensjö) 7

  8. Role analysisGeneral aspects Discuss possible roles of listeners (different approaches in literature)  “reporter” vs. “responder” vs. “recapitulator” (cf. Wadensjö) Discuss involvement or non-involvement of interpreters. Which degree of involvement is appropriate in which settings? 8

  9. Role analysisSituation 1 & 2 • Listen to the recordings and analyse which role(s) the communication partners adopt. • Is the patient addressed directly (by doctor and/or interpreter)? Do they switch between addressing each other directly and indirectly? When? Why? Deliberately or not? Consequences? 9

  10. Note-takingRelevant literature Plenty of literature on note-taking available, one recommended hands-on approach: Andres, Dörte (2002) Konsekutivdolmetschen und Notation. Frankfurt am Main [u.a.]: Peter Lang 10

  11. Note-takingGeneral aspects • Do you think it is necessary to take notes in settings like hospitals/medical practice…? • What is the purpose of note-taking, if any? • Advantages/Disadvantages? 11

  12. Note-takingSituation 1 & 2: Discussion • Do the interpreters take notes? • If yes, when? • during the whole conversation? • at some particular point, why? • Do you think their note-taking supports the interpretation? • Reasons for mistakes depite notes • What could have been improved? 12

  13. Nonverbal communication (NVC)Seating arrangements and eye contact • Which seating arrangements are possible? • Advantages/Disadvantages? • Does the seating arrangement have an influence on the communication situation? • Do speakers have eye contact with the person addressed? • Does this have consequences? 13

  14. Non verbal communication • Discuss this seating arrangement! Advantages/ Disadvantages? Consequences? Suggestions for improvement 14

  15. Nonverbal communication (NVC)Guidelines Guidelines on NVC for interpreters (cf. Felgner): Ability to recognize - discrepancies between verbal and nonverbal communication and consider them when interpreting • function of NVC • and evaluate interdependency between VC and NVC of the message 15

  16. Nonverbal communication (NVC)Guidelines Futhermore, interpreters should be • aware of own culture background when judging NVC of communication partners • able to communicate non-verbally in all situations in both cultures • able to recognize when NVC signals problems in the communication triad and resolve problems by NVC • able to recognize if NVC signals incomprehension or confusion 16

  17. Nonverbal communication (NVC)Discussion Aspects to discuss: • Doctor must wait for interpretation and can thus concentrate on patient’s NVC (+/-) • NV information always comes „delayed“ • Possible misinterpretation due to separation of verbal and NVC • Should an interpreter verbalize NVC in his interpretation? (dis)advantages, risks? 17

  18. Nonverbal communication (NVC)Situations 1 & 2 Watch the video files of both simulations: • Does NVC take place? • Eye contact? Who does the patient/doctor address? • Does it affect the verbal communication and if yes, in which way? 18

  19. Clarifying questionsGeneral aspects • What consequences do clarifying questions have on the communication flow? 19

  20. Clarifying questionsasked by interpreter • Is it admissable as an interpreter to ask questions? • If so, for what reasons? • Clarifying questions interrupt the communication. Is there a limit to the number of questions that can be asked? 20

  21. Clarifying questionsasked by doctor/patient • Do clarifying questions also have to be interpreted or can the interpreter reply directly if he/she knows the answer? • Does a direct reply by the interpreter influence his/her impartiality? 21

  22. Clarifying questionsSituation 1 & 2 • Who asks clarifying questions? • What is the reason for their questions? • missing background information • terminological problems etc. • surprise • Do the questions help to make the message clearer? Why (not)? 22

  23. New situation - Simulation • Interpreter training according to “critical pedagogy”: no almighty instructor and no absolute solution (cf. Bahadir) • Students should become aware of the complexity of an interpreting situation and of their threefold task: • observe • play • control/change 23

  24. New situation - Simulation • The aim is not to replay a situation until the perfect constellation and perfect intpretation are achieved but to •  try various constellations / ways of interaction •  find different acceptable solutions 24

  25. New situation - Simulation Exercise 1: Resimulate both situations, considering the aspects discussed beforehand. Bear in mind that there is more than one possible solution! 25

  26. New situation - Simulation Exercise 2: Without discussion repeat the interpreting situation according to the Boal Method: Spectators are turned into spect-actors (they may intervene at any time they would like the interpreter to (re)act in a different manner).  Different results are discussed after the exercise! 26

  27. New situation - Simulation Exercise 2: (Modified for larger groups) Instead of using a given situation, students are divided into 2 groups and asked to perform a situation on the basis of the same predefined input. (In a second step, these situations could be modified according to the Boal Method.)  Differences are discussed after the exercise! 27

  28. Boal Method • The Boal Method of Theatre and Therapy • developed by Augusto Boal • method to tackle and remodel conflicts • spectators become „spect-actors“  can intervene actively at any time and change the situation For further reading: http://encyclopedia.stateuniversity.com/pages/2123/Augusto-Boal.html

  29. Further reading Andres, Dörte (2002) Konsekutivdolmetschen und Notation. Frankfurt am Main [u.a.]: Peter Lang Bahadir, Sebnem (2007) Verknüpfungen und Verschiebungen. Dolmetscherin, Dolmetschforscherin, Dolmetschausbilderin. Berlin: Frank Timme. Bailey, Frederick Gerorge (1969) Stratagems and Spoils: A Social Anthropology of Politics. Oxford: Blackwell. Felgner, Lars (forthcoming) “Zur Bedeutung der nonverbalen Kommunikation im gedolmetschten medizinischen Gespräch”, in: Andres, Dörte/Pöllabauer, Sonja (in Druck) Im Bauch rauf runter. Germersheim, Meidenbauer. Gile, Daniel (1995) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam [u.a.]: John Benjamins. Goffman, Erving (1961) Encounters: Two Studies on the Sociology of Interaction. Indianapolis/New York: The Bobbs-Merrill Company. Knapp, Karlfried/Knapp-Potthoff, Annelie (1985) „Sprachmittlertätigkeit in der interkulturellen Kommunikation“, in: Rehbein, Jochen (ed.) Interkulturelle Kommunikation. Tübingen: Gunter Narr Verlag, 450-464. Wadensjö, Cecilia (1998) Interpreting as Interaction. London [u a.]: Longman. 29

  30. Related Material Available on MedInt Homepage www.medical-interpreting.eu • Situation 1 – Video File (WP8_ITAT_English1.mpg) • Situation 2 – Video File (WP8_ITAT_English2.mpg) • Transcription Situation 1 • Transcription Situation 2 30

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