TrIn 3101: Introduction to Interpreting

Unit 1 continued . . . .

More terms…..(Handouts 1-1,1-2,1-5 pp. 23,25-27)

•Simultaneous interpreting (1-1, 1-5)

•Consecutive interpreting (1-1, 1-5)

•Summary Interpreting (1-5)

•Bilingual (1-1, 1-2)

•Professional interpreter (1-1, 1-2)

•Register (1-1)

How do we construct meaning (the message)? (2 handouts pp. 28-29)

Fr: SOURCE LANGUAGE To: TARGET

LANGUAGE SOURCE LANGUAGE

1. Utterance in source language (LA)

2. Auditory perception

3. Comprehension

4. Discarding of the source language wording

5. Retention of mental representation (ideas, etc.)

TRANSFER6. Restructure message

7. Produce new utterance that expresses original meaning of the source language

8. Interpretation (LB)

9. Utterance in the target language

TARGET LANGUAGE

Message diagram (2 handouts)

Speaker variables:

•L/language•C/culture• Ideas•Feelings•Personality•Style of Presentation

L/language

• Community Language (e.g. English, ASL)

• Speaker’s form of the language which is affected by age, gender, ethnic/racial background, geography, education, occupation

C/culture

• Primary Culture of speaker

• Speaker’s identification with other cultural groups such as ethnic, gay/lesbian, religious, vocational, recreational that modify behaviors, norms and values

Ideas•What does the speaker communicate with regard to content?

Feelings•How does the speaker feel about the content, the setting, her/himself?

Personality

•Is the speaker introverted or extroverted?

•Detail-oriented or holistic?

•Confident or insecure?

Style of presentation•Is the speaker dramatic?•Serious?•Slow and deliberate?•Entertaining?

What is your dominant style?

Contextual Factors

•Setting•Language(s)•Culture(s)•Participants

Setting

•Type •School, office, lecture hall

Language(s)

•Are the language(s) similar to or different from the speaker(s)?

Culture(s)

•Are the C/culture(s) similar to or different from the speaker(s)?

• Do the expectations match?

Participants

•What is the relationship to the speaker? – Power?– Status?– Familiarity?

Dynamic equivalence

What is the concept of “dynamic equivalence”?

Example: What is the dynamic equivalent of “I love my china doll.” in your non-English language? What are the possible literal translations?

Discuss the shortcomings of literal translation.

Interpreting Simulation

Groups (4): A, B, C, D (all use English)

A introduces self through B (5-6 sentences non-stop)

B interpreter restates discourseC responds and also introduces self

through B (7-8 sentences non-stop)

D observer takes notes on accuracy of “interpretation”

Discussion: What information was omitted, added or distorted? Why?

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TrIn 3101: Introduction to Interpreting

Unit 2: The Interpreter’s Role

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Reading texts* for next week:

Downing, B. pp. 37-56 pp. 123-139

Condon pp. 14-20González pp. 57-76, 77-98Mikkelson pp. 99-108

*Please write your 6 thought questions on the cards provided and return them to the instructor. On each card, include the author’s name for each article from which you thought of the question. Include your name also, pls.

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Unit 2: Goals• Describe the basic role of the interpreter and give

examples to illustrate what the role entails and what it does not entail.

• Compare and contrast the dynamics of an interview when the interpreter is a child, a family member, an untrained interpreter, and a trained professional interpreter.

• Compare and contrast the dynamics of an interview when the professional and the client are knowledgeable about the role of an interpreter and when they are not.

• Explain the rationale for the standard use of the first person (“I”) when interpreting.

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Video: The Professional Interpreter (vignette #1: lawyer’s office)1. Who is the interpreter?

2. How are the parties addressed?3. Is the interpreter prepared?4. Were introductions made?5. Where is the interpreter

positioned?6. Which interpreting mode was

used?7. Which inappropriate roles were

noted?8. Was there awareness of cultural

dimensions?9. Did the interpreter ask for

clarification and pauses when needed?

10. Was the interpreter aware of his/her own limitations and biases?

1. Family member, untrained person, professional

2. I, you, he/she3. Yes No4. Yes No5. Beside, behind, hidden from

client6. Simultaneous, consecutive,

summary7. Editing, giving advice, adding

information 8. Yes No

9. Yes No

10. Yes No

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Video: The Professional Interpreter

11. Did the interpreter use eye contact and the first person (all statements with “I”) in addressing the parties?

12. Does the interpreter treat all parties with respect?

13. Is the interpreter sensitive to ethical issues as they arise? Explain.

14. Was the interpreting done accurately and completely?

Comments:

11. Yes No

12. Yes No

13. Yes No

14. Yes No

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Video: The Professional Interpreter (vignettes #2 -3: medical doctor’s office)1. Who is the interpreter?

2. How are the parties addressed?3. Is the interpreter prepared?4. Were introductions made?5. Where is the interpreter

positioned?6. Which interpreting mode was used?7. Which inappropriate roles were

noted?8. Was there awareness of cultural

dimensions?9. Did the interpreter ask for

clarification and pauses when needed?

10. Was the interpreter aware of his/her own limitations and biases?

1. Family member, untrained person, professional

2. I, you, he/she3. Yes No4. Yes No5. Beside, behind, hidden from

client6. Simultaneous, consecutive,

summary7. Editing, giving advice, adding

information 8. Yes No

9. Yes No

10. Yes No

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Video: The Professional Interpreter

11. Did the interpreter use eye contact and the first person (all statements with “I”) in addressing the parties?

12. Does the interpreter treat all parties with respect?

13. Is the interpreter sensitive to ethical issues as they arise? Explain.

14. Was the interpreting done accurately and completely?

Comments:

11. Yes No

12. Yes No

13. Yes No

14. Yes No

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Application 2-1: brief look at the interpreter’s role

1. Preparation2. Introductions3. Seating

arrangements4. Mode selection5. Communication of

message6. Inappropriate

roles

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1. Preparation

• Determine the purpose of the interview.

• Discuss any paper forms that may be used.

• Discuss in advance any terms that may be unfamiliar or difficult to interpret.

• Have a note pad and 2 pens ready.

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2. Introductions• The interpreter should always

introduce her/himself briefly and familiarize both parties with the interpreter’s role.

• Class: What aspects of the interpreter’s role should be included if the interpreter has 30 seconds to introduce him/herself?

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3. Seating arrangements

• The interpreter needs to make a quick but well-informed decision about spatial and seating arrangements. The patient/client is the center of attention--not the interpreter. The patient has a right to privacy so the interpreter may need to work “behind the scenes.”

• Class: What other considerations must be taken into account?

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4. Mode selection

• Decide the predominant mode to be used.

• Under which circumstances might the interpreter decide to use the following modes:– Consecutive– Simultaneous– Sight translation– Summary paraphrase (?)

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5. Communication• The interpreter’s role is to

communicate messages across languages and cultures accurately, not to edit (add or delete), summarize, or embellish (“improve”). The interpreter is responsible for an appropriate interpretation, NOT for the decisions that clients and providers make.

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6. Inappropriate roles

• The interpreter does not:– give his/her own opinion– counsel– advise– nor make decisions for the client.

• Class: Can you think of any other inappropriate roles?

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More roles . . . .7. Cultural

dimensions8. Communication

flow9. Awareness of

limitations, biases10. Direct

communication11. Acceptance of

assignments

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7. Cultural dimensions

• The interpreter must be well aware of the cultural dimensions of each interpreted interview.

• Class: List a few cultural dimensions.

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8. Communication flow

• The interpreter manages the flow of communication. The interpreter will ask for clarification and pauses as needed in order to fully understand, process and convey the message.

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9. Limitations and biases• Each interpreter needs to be very

aware of his/her own skills, biases, and limitations, and not let these factors interfere with the interpreted encounter.

• Class: List possible biases and limitations.– Abortion, death and dying, language

specialty, terminology

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10. Direct communication• Through eye contact, positioning and

the use of the first person form of address, the interpreter encourages the two parties to communicate with each other as directly as possible. The interpreter may use the 3rd person when referring to self or to differentiate between speakers.

Note: 1st person = I 2nd person = you

3rd person = he or she

• Class: Why should all parties in an interview use the first person form of address “I”?

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11. Accepting assignments

• The interpreter accepts assignments that are appropriate for his/her own skill level and knows what to do when a situation becomes too difficult for his/her skill level.

• Class: What should the interpreter do if s/he realizes the assignment is too difficult after the interpretation has already started?

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And more roles . . . . . 12. Show of dignity

and respect13. Continuous

development14. Adherence to

ethical principles15. Accurate and

complete interpretation

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12. Dignity and respect

• The interpreter personally treats the parties involved with dignity and respect. And . . . as a professional “team member”, the interpreter deserves to be treated respectfully by all parties as well.

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13. Professional development

• The interpreter continues to develop his/her skills and knowledge.

• Class: Suggest a list of concrete ways that specific skills and knowledge might be developed.

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14. Ethical principles

• The interpreter strictly adheres to ethical principles.

• Class: Give an example of an important ethical principle for an interpreter.

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15. Accurate/complete interpretation

• The interpreter is responsible for providing an accurate and complete interpretation. The interpreter is not responsible for solving the problems of the client or the provider.

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Activity 2-2: Discussion in groups

A situation will be assigned to each student. As a small group, decide how the interpreter should manage each situation.

1. What is the interpreter’s role?2. What is the use of good judgment and common

sense?3. What are the interpreter’s options and

consequences of each?4. Choose the best response and discuss effective

ways of communicating your response.5. Jot down your ideas for handling each situation and

keep them in your notebook for later.

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Thought question 1 (post Activity 2-2)

• Would your response to any of the situations differ if the client were a recent immigrant who had never visited an American hospital or clinic and/or had never worked with an interpreter before?

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Thought question 2

• Could any of these situations have been avoided or minimized by including certain information in your introduction or pre-meeting with the client(s)?

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Thought question 3

• How might the interpreter not “block” communication?

• Keep in mind that the statement “That’s not my role.” is not an effective response. What are better options?

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Homework for 9/22/04

• Read the following articles:– Vásquez pp. 155-57– The Interpreting Process pp.

173-186– General Issues pp. 187-198

• Write one thought question for each article (due next week).

• Have a good week!