MULTILINGUAL SOCIETY: COMPETENCE DEVELOPMENT IN INERPRETER AND TRANSLATOR TRAINING

1. MULTILINGUAL SOCIETY: COMPETENCE DEVELOPMENT IN INERPRETER AND TRANSLATOR TRAINING Natalia Zinukova ViraZirka, Alfred Nobel University Dnipropetrovsk, Ukraine

2. New challenges in the field of translation studies: • transition to the multilingual society, • intercultural integration at different levels (national and international), • globalization, • cultural and linguistic diversity. Translation - a very important instrument of international communication

3. Recent surveys • E. Gentzler, D. Gile, M. Baker, R.T. Bell, D. Robinson, B. Hatim, S. Bassnett, J. Munday, I.D. Melamed, A. Chesterman, A. Lefevere, S. Tyulenev and many others. • These overviews are very incongruent. • Result in a collection of fairly long lists of translation studies approaches that lack a consistent basis.

4. Significant change and the profession is becoming more attractive nowadays everywhere. • Undergraduate and postgraduate university courses, • Retraining of people who have already been trained in other professions, • This profession - a high level of flexibility and independence. Profession Status

5. Difference between translator and interpreter • Interpreting is the process of immediately changing message produced in one language into another language in real-time, thus producing a message that faithfully incorporates linguistic and cultural features of the source language discourse, translation is transferring a message between written texts (Pöchhacker, 2004).

6. Setting in which interpreting takes place • Conference, • Public Agencies and Institutions – Court, health-care or community-based, • Business and Industry (one-on-one or small business meetings, training instruction, board meeting, conferences, presentations, sales meetings, plant or factory tours, interviews, negotiations, media events, business phone calls, Skype negotiations).

7. the mode of interpreting: • simultaneous, consecutive or dialogue; • the nature of the discourse: • monologic vs. dialogic, • language direction: • uni-directional or bi-directional, • social characteristics of the interpreter-mediated encounter. A number of parameters for interpreting

8. time restrictions, • single presentation of the source text • single realization of the receptor text, • impossibility of editing the receptor text. The constraints under which an interpreter works

9. The typology of interpreting • interpreting in conference settings: • monologic, • physical distance between the interpreter and the client. • Community-based interpreting: • conversation (dialogic discourse), often in an institutional context, • close physical proximity to both clients.

10. Interpreting and language direction Conference interpreters work simultaneously in one language direction, typically from their ‘B’ into their ‘A’ language. Association Internationale des Interprètes de Conférence – AIIC describes an interpreter’s languages according to the ‘A-B-C system.

11. A-B-C system • Language A: • ‘The interpreter’s native language • (or another language strictly equivalent to a native language), • into which the interpreter works from all her or his other languages in both modes of interpretation, simultaneous and consecutive.

12. Language B: • a language other than the interpreter’s native language, of which she or he has a perfect command and into which she or he works from one or more of her or his other languages. A-B-C system

13. A-B-C system • Language C: • Languages, of which the interpreter has a complete understanding and from which she or he works.

14. Strategies • Interpreters - short-term strategies • as compared with long-term strategies for translators. • One more interpreting constraint is the linearity one (an additional pressure).

15. growth and improvement • The number of language graduates has multiplied many times and the market need for this profession has increased. • Requirements to people who would like to become interpreters or translators. Language and Translation Education in Ukraine

16. competences translators / interpreters need to compete successfully for translation jobs in different institutions and to work in the rapidly evolving field of multilingual and multimedia communication. The translator competence profile:

17. Defining translation competence (TC) • TC - the underlying system of knowledge, abilities and attitudes required to be able to translate (PACTE 2002). • TC is mostly described as a complex concept that requires knowledge of two or more languages and usually consists of two or more sub-competencies.

18. Translation is in theory an interdisciplinary field and in practice a multitasking activity that requires much more than “merely” a linguistic competence in two languages. • Translation(al) competences have to provide translators with the ability to re-create the source text in a context of different language and culture. Complicated nature of translation

19. COMPETENCES • UTTU’s activity (Ukrainian Translators’ Training Union) • UTTU’s research project • Its main task is to help raise the standard of translator / interpreter training in Ukraine and foster cooperation and exchanges between higher-education institutions offering translation courses.

20. The training objectives expressed in terms of competences to be acquired • second-cycle training of between 90 and 120 credits (ECTS), presupposing mastery of the working languages (of at least level C1: 'Competent use of language (Effective Operational Proficiency)', according to the Common European Framework of Reference for languages).

21. This is intended as a basis, enabling the content of training sequences /modules / syllabi/sessions to be established and the most appropriate teaching methods to be chosen. • It is concerned with the ends (the competences) but in no way prejudges the means (resources, syllabi, teaching).

22. TC Competences • The competences proposed in each of the six areas are interdependent. • They all lead to the qualification of experts in multilingual and multimedia communication. • By 'competence', we mean the combination of aptitudes, knowledge, behaviour and know-how necessary to carry out a given task under given conditions.

23. TYPE OF COMPETENCE - DEFINITIONS / COMPONENTS • LANGUAGE COMPETENCE - Knowing how to understand grammatical, lexical and idiomatic structures as well as the graphic and typographic conventions of language A and one's other working languages (B, C) • - Knowing how to use these same structures and conventions in A and B • - Developing sensitivity to changes in language and developments in languages (useful for exercising creativity)

24. INTERCULTURAL COMPETENCE • SOCIOLINGUISTIC dimension • - Knowing how to recognise function and meaning in language variations (social, geographical, historical, stylistic) • - Knowing how to identify the rules for interaction relating to a specific community, including non-verbal elements (useful knowledge for negotiation) • - Knowing how to produce a register appropriate to a given situation, for a particular document (written) or speech (oral)

25. INTERCULTURAL COMPETENCE • - TEXTUAL dimension - Knowing how to understand and analyze the • macrostructure of a document and its overall coherence (including where it consists of visual and sound elements) • - Knowing how to grasp the presuppositions, the implicit, allusions, stereotypes and intertextual nature of a document • - Knowing how to describe and evaluate one's problems with comprehension and define strategies for resolving those problems • - Knowing how to extract and summarize the essential information in a document (ability to summarize) • - Knowing how to recognize and identify elements, values and references proper to the cultures represented • - Knowing how to bring together and compare cultural elements and methods of composition. • - Knowing how to compose a document in accordance with the conventions of the genre and rhetorical standards • - Knowing how to draft, rephrase, restructure, condense, and post-edit rapidly and well (in languages A and B)

26. THEMATIC COMPETENCE • - Knowing how to search for appropriate information to gain a better grasp of the thematic aspects of a document • - Learning to develop one's knowledge in specialist fields and applications (mastering systems of concepts, methods of reasoning, presentation, controlled language, terminology, etc.) (learning to learn) • - Developing a spirit of curiosity, analysis and summary

27. TECHNOLOGICAL COMPETENCE • - Knowing how to use effectively and rapidly and to integrate a range of software to assist in correction, translation, terminology, layout, documentary research (for example text processing, spell and grammar check, the Internet, translation memory, terminology database, voice recognition software) • - Knowing how to create and manage a database and files • - Knowing how to adapt to and familiarize oneself with new tools, particularly for the translation of multimedia and audiovisual material • - Knowing how to prepare and produce a translation in different formats and for different technical media • - Knowing the possibilities and limits of MT

28. TRANSLATION SERVICE PROVISION COMPETENCE • - INTERPERSONAL dimension • - Being aware of the social role of the translator • - Knowing how to follow market requirements and job • profiles (knowing how to remain aware of developments • in demand) • - Knowing how to organize approaches to clients/ • potential clients (marketing) • - Knowing how to negotiate with the client (to define • deadlines, tariffs/invoicing, working conditions, access to • information, contract, rights, responsibilities, translation • specifications, tender specifications, etc.) • - Knowing how to clarify the requirements, objectives and • purposes of the client, recipients of the translation and • other stakeholders • - Knowing how to plan and manage one's time, stress, • work, budget and ongoing training (upgrading various competences

29. TRANSLATION SERVICE PROVISION COMPETENCE • INTERPERSONAL dimension – • Knowing how to specify and calculate the services • offered and their added value • - Knowing how to comply with instructions, deadlines, • commitments, interpersonal competences, team • organisation • - Knowing the standards applicable to the provision of a • translation service • - Knowing how to comply with professional ethics • - Knowing how to work under pressure and with other experts, with a project head (capabilities for making • contacts, for cooperation and collaboration), including in a • multilingual situation • - Knowing how to work in a team, including a virtual team • - Knowing how to self-evaluate (questioning one's habits; • being open to innovations; being concerned with quality; • being ready to adapt to new situations/conditions) and • take responsibility

30. TRANSLATION SERVICE PROVISION COMPETENCE • PRODUCTION dimension • - Knowing how to create and offer a translation • appropriate to the client's request, i.e. to the aim/skopos • and to the translation situation • - Knowing how to define stages and strategies for the • translation of a document • - Knowing how to define and evaluate translation • problems and find appropriate solutions • - Knowing how to justify one's translation choices and • decisions • - Mastering the appropriate metalanguage (to talk about one's work, strategies and decisions) • - Knowing how to proofread and revise a translation • (mastering techniques and strategies for proofreading and • revision) • - Knowing how to establish and monitor quality standards.

31. The most important components of T and I Competence • T and I competence -25 % • Textual Competence (the skill to analyze and create the coherent text) – 20 % • Language Competence (A, B, C languages)- 19 % • Information and Linguistic Search Competence – 14 % • Self-discipline and work capacity – 4 % • Mobility and capacity of learning – 3 % • Computer literacy – 3 %.

32. General conditions that apply to translating and interpreting: • to comprehend, i.e. analyze the text more thoroughly or fully than the normal reader/listener and will focus as much on what the text producer has wanted to say as on the effect his/her rendition has on the recipient. Types of interpreting and translating that share the same problems

33. Basic skills common for T (translating) and I (interpreting)

34. an integrated T&I approach • an interdisciplinary research of the two sub disciplines with other disciplines How to teach efficiently translation / interpretation

35. The process of developing T and I competences is a complex, multidimensional functional system of influence on an individual, who is taught as a subject of intercultural communication, minding new specific values and becoming aware of multilingualism and multiculturalism. Conclusion

36. Thank you for the attention!!!