TrIn 3102: Consecutive Interpreting

1. TrIn 3102: Consecutive Interpreting Week 4 2/8/06

2. Lecture Agenda and Class Goals • 1. Turn in 4 thought questions • 2. Understand the issues involved for interpreters working with dual roles. • 3. Identify the settings in which interpreters may have dual role positions. • 4. Introduction to educational settings • 5. Review: Code of Ethics in Education • 6. Review: Note-taking suggestions • 7. Small group discussion of Situation #1

3. What issues may arise within the context of the following dual role positions? • Education: interpreter is also the tutor or IEP participant • Medical: interpreter is also the health care practitioner (nurse, therapist, etc.) • Legal: interpreter is also the police officer • Social Service agencies: interpreter is also the case worker • Others:

4. Issues associated with interpreters in dual or multiple role situations • In a given session, you may have to switch between different roles because every client/patient will have different needs. The “appropriate role” for the interpreter is the least invasive role that will assure effective communication and care.

5. Definitions of Roles • 1. Conduit (least invasive): This is the most basic of the roles and involves rendering in one language the meaning of what has been said in the other: no additions, no omissions, no editing or polishing. This is the “default” role of the interpreter, which you should adopt unless you perceive a clear potential for misunderstanding.

6. Definition • 2. Clarifier (slightly invasive): The interpreter adjusts register, explains or makes word pictures of terms that have no linguistic equivalent (or whose linguistic equivalent will not be understood by the patient/client) and checks for understanding. Take this role when it is necessary to facilitate understanding.

7. Definition • 3. Culture Broker (somewhat invasive): The interpreter provides a necessary cultural framework for understanding the message being interpreted. Take this role when cultural differences are leading to a misunderstanding on the part of either professional or patient/client.

8. Definition • 4. Advocate (most invasive): Advocacy is any action an interpreter takes on behalf of the patient/client outside the bounds of an interpreted interview. The advocate is concerned with quality of care/understanding in addition to the quality of communication. An on-site interpreter would appropriately become an advocate when the needs of the patient/client are not being met due to a systemic barrier such as the complexity of the health care/court system or racism.

9. Review: Code of Ethics in Education • Discuss how you might apply the following ethical code precepts to the field of education: • 1. Interpreters assure all oral discourse is consistently interpreted... • completely and accurately. • 2. Interpreters maintain... • neutrality and adhere to professional expectations and guidelines.

10. Review: Note-taking suggestions • Note-taking during interpretation, whether it be consecutive, simultaneous, in court or in conferences, helps the interpreter retain, concentrate on, and analyze what the speaker is saying. Notes serve also as an aid in the processing of information by the interpreter. The object of note-taking is to SUPPLEMENT memory efficiently, and is NOT A SUBSTITUTE FOR IT.

11. Reasons for taking notes • 1. Completeness: In court we must render exactly what was said, including hesitations, false starts, self-correction. The interpreter must not empower the witness’s speech, and give the jury and court the impression that the witness answers without hesitation. Undue credibility can be given by the interpreter or credibility can be detracted from testimony if the interpreter her/himself hesitates verbally. • Example: Witness answers: “Well, uh -- uh -- I mean -- that is -- uh -- I don’t -- what I mean is -- that’s not what I said.”

12. Reasons • 2. Objection raised before question is interpreted to witness: When the interpreter is interrupted by an objection, s/he may forget the entire question by the time a ruling is issued by the court. Write down the question while the objection is being argued.

13. Reasons • 3. Unfamiliar or unknown terminology: In case a clarification is needed, it is essential to remember the word or phrase in question. • 4. Distractions: Taking notes helps focus attention on the task and diminishes distraction and interference.

14. Reasons • 5. Consistency: By taking note of the important words, such as verbs, nouns and adjectives in the source language, we will have them readily available for quick reference while rendering the translation. • 6. Save mental energy: Taking notes helps conserve energy, as you are not committing everything to memory.

15. Reasons • 7. Mental blocks: Making note of problem-causing words or phrases can assist in overcoming mental blocks during interpretation. • 8. Very long questions or answers: Sometimes it’s impossible to get a witness to stop. • 9. Stressful testimony: difficult, very fast or slow

16. Reasons • 10. Unusual pronunciation of names: Writing names out can help determine what is being said by the speaker. Obtain names of witnesses and parties in advance to avoid problems.

17. Mental tasks as notes are taken • 1. Listening to the speaker’s voice • 2. Understanding the speaker’s message • 3. Writing a portion of what was heard • 4. Looking at the written notes, while.. -remembering the entire message -and transforming the message into the equivalent in the target language

18. Skills for successful note-taking • 1. Speed • 2. Concentration • 3. Analytical skills and comprehension • 4. Legibility (an interpreter cannot afford to hesitate while deciphering notes) • 5. Auditory skills [good hearing and active listening (attending)] • 6. Creativity • 7. Stamina

19. Things to remember... • 1. Have pen (carry an extra) and pad ready • 2. Write down all numbers, dates, and names • 3. Keep notes in sequence (use a vertical format) • 4. Place notes strategically • 5. Establish a context: focus on units of meaning, not words • 6. Visualize the scenario that is being presented

20. Remember... • 7. Classify information: which details are major? minor? • 8. Know what relationships are being established: Who is doing what to whom? When? Where? How? Why? • 9. Listen for repeated information. • 10. You may write larger, underline or circle when emphasizing an important name or detail. • 11. Your notes should be as visual as possible, clear, concise, as well as accurate and complete.

21. Remember... • 12. Don’t attempt to condense unusual words or concepts--write them out completely. • 13. Always write down first and last units of meaning--this will help you stay on track in case of a distraction or interruption. • 14. Write down what will trigger your memory, committing as much as possible to memory.

22. Remember... • 15. Keep a personal list of your most frequently used symbols and abbreviations. Invent or adopt notes that work for you. • 16. Keep your notes simple. Don’t let the over-use of symbols and markings bog you down or confuse you. • 17. Concentrate on the important sentences, i.e., those which give the most information, and on the important words, i.e., nouns, verbs, adjectives.

23. Discussion 1: Situation #1 • Small groups: Discuss your problem-solving process. • At home write a follow-up paper (3-5 paragraphs in length) stating if you have changed your mind or what additional aspects of the situation you considered in your group discussion. • Initial decision = 15 pts and follow-up paper = 10 pts: assignment total = 25 pts • Paper should be given to instructor next week by 6:10pm.

24. Discussion 2: Vocabulary in an educational setting • Lab p. 16 activity: groups of 2-3 • Discuss possible translations for the terms in your non-English language. • Please have one group member write the translations on the board.

25. Lab Agenda • Videotape a role play (also taking notes): Early Childhood Screening • Review: Note-taking exercise • Review: Sight translations

26. Role play (to be recorded on videotape) Groups of 3: Each of you will be given a role play with a parent in a unique set of circumstances. The parent is being interviewed by the school district as part of their early childhood screening. The interviewer is filling out an information sheet (lab p. 19). • Record with your videotape when you are the interpreter (not when you are the parent). The interpreter will demonstrate note-taking skills when needed! (pp. 26-30) • At home, watch your tape. Select and set a 3-minute section you want reviewed by your lab class. • Next week, come with your videotape prepared to share your impressions and a short analysis.

27. Review: Note-taking practice • Classmate A will read aloud only one paragraph, one sentence at a time, from each article listed below while Classmate B takes notes. Classmate B interprets each sentence using the notes. Accidente de tráfico [Spanish to English] AND Auto Safety Tips [English to Spanish]. (lab pp. 142-143) • Reverse the roles and repeat the exercise reading a different paragraph. • Highlight or underline those words and phrases you feel could have been interpreted more clearly. Make a list of possible terms/vocabulary. You may opt to discuss terms and vocabulary with your classmate.

28. Review Process for Sight Translation • 1. Scan the document to determine the subject matter, context, style, and country of origin. • 2. Make a mental note of common pitfalls unique to the source language. • 3. Skim the passages quickly and identify key features, commas, parentheses, etc. • 4. Translate sentence by sentence, focusing on one unit of meaning at a time. • 5. Maintain a steady pace, translating as smoothly as possible.

29. Review: Sight Translation 1 • English to Spanish or Spanish to English (pp. 11-15, 17-18, 20-25, 31-39) • Each pair of students will be given a different document to sight translate. • Individually, each student will record the translation up to 3 minutes only. • When finished, together each pair will listen to each other’s taped translation and compare notes. Simply note the similarities and differences in terms used; do not analyze errors or determine accuracy.

30. Review: Sight Translation 2 • Document: Sight Text 11 (last 2 pages of handout week 3) • Record your translation for 3 MINUTES onto your tape privately in a remote part of the room. • Listen to your tape with a classmate. • Compare/contrast your similarities or differences: techniques, choices of terms and vocabulary.

31. Homework for Week 5 • 1. Follow-up paper: Write a response to Interpreting Situation #1 (25 total points) • 2. Prepare oral presentation + written summary of oral presentation (100 points): Choose either A or B. Grading criteria for the oral presentation are listed on the last slide. • 3. Both the follow-up paper and the oral presentation paper will be submitted to the instructor next week. • 4. Bring yourcued (set to play) videotape of your role play from this week’s lab. • Note: The “lecture” time may run at least 1.5 hours for the oral presentations.

32. Reading materials for presentations • Much of the information you need for your oral presentations may be found in the following reading materials: • Steps to Consecutive Interpretation by Bowen and Bowen • An Introduction to Consecutive Interpretation by Lambert • Consecutive Interpretation • Assorted articles regarding Codes of Ethics

33. Presentation A • Each student will give a 5-minute presentation in English regarding some aspect on interpreting such as the interpreter’s role, working with an interpreter and/or an interpreter’s code of ethics. Students will select a specific audience to address. Selected audiences could be teachers, health care providers, social service workers or employers. Students will also write a 2-3 page paper (double spaced) reflecting the content of the oral presentation.

34. Presentation B • You may choose to interview a working interpreter. If possible, try to interview an interpreter who has a dual role. Prepare questions for your interview then write a 2-3 page (double-spaced) summary of your interview including your questions and your own impressions. You will also present a 5-minute summary in English of your experience to the class.

35. Grading Criteria for the oral 5 minute presentation (100 points) • 20- Presentation provides accurate information • 20- Presentation material is specific to the audience members’ needs and interests • 10- A specific audience is identified • 10- Oral presentation is within the time limit of 5 minutes • 20- Speaker uses a clear speaking voice with correct grammatical usage and vocabulary choices to convey the ideas and content • 10- Presentation is well-organized and informative • 10- Speaker uses notes if needed and does not read the presentation