Transcript Document

TrIn 3102: Consecutive
Interpreting
Weeks 13-15
4/ 19, 4/26, 5/3 2006
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What is due this week?
• Turn in lab assignment to your lab
instructor---assessment (6 questions) of
your videotaped legal role play
• Lab #5 analysis of activities from
reading text – 20 pts.
• Thought questions for readings From
Russian into English and Simultaneous
Interpretation
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Lecture Agenda/Goals
1. Introduction to the skills
needed for simultaneous
interpreting
2. Suggestions to practice
simultaneous interpreting
3. Skills/exercises to be done
individually and/or outside
of a classroom setting
4. Group review of essay
topics for the final exam
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Historical Perspective
• The simultaneous
interpreting technique
was originally
introduced by court
interpreters during
the Nuremburg trials
conducted after
World War II.
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Simultaneous Interpreting
• The simultaneous mode of interpreting is typically used when
the person who requires an interpreter is not participating
directly in the communication. Example: a defendant in a
criminal trial listening to witness testimony. It is called
simultaneous interpreting because the interpreter does not wait
for the speaker to finish before beginning to interpret into the
other (or target) language, but rather interprets simultaneously,
lagging at least a few words behind the speaker. In such cases
the interpretation is usually unidirectional, i.e., from language A
to language B but not vice-versa.
• Interpretation is normally consecutive when the person requiring
the interpreter participates directly in the communication, e.g.,
when testifying. Consecutive interpreting is usually bidirectional,
i.e., from language A to B and vice-versa.
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Simultaneous Interpreting
• Most frequently used for large conferences or
meetings, simultaneous interpreting requires
that the linguist "translate" what the speaker is
saying, as they speak. Thus, the interpreter is
both listening and speaking at the same time.
This takes intense concentration; simultaneous
interpreters often work in teams, taking breaks
every 30 minutes or so. Simultaneous
interpreting generally requires equipment such
as microphones, headsets, and, in some
instances, booths.
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Courtroom vs. Conference Interpreting
• The conference interpreter has license to
improve the SL message when converting to
the TL. The court interpreter must retain every
element of meaning, conserving “legal
equivalence.”
• Simultaneous interpreting is used for jury
selection, motions and objections by counsel,
rulings by the court, side-bar conferences,
arguments before the jury and jury instructions.
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Strategies
• Prediction or “guesstimates” are about what is
to occur, based on knowledge of the world, of
the language and culture, and of the subject
matter. The more the interpreter knows, the
better s/he can predict.
• Two types of prediction: 1) language prediction
based on knowledge of the syntax and style of
the SL and TL 2) sense expectation based on
the interpreter’s familiarity with the speaker and
his objectives as well as the situational context
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Strategies
• Decalage: French word for lag time
between the auditory reception and mental
processing of the SL and the oral delivery
of the SL message into the TL. The
amount of lag time or delay depends on:
–
–
–
–
the nature of SL text
the interpreter’s knowledge
the situation
fatigue
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Strategies
• Self-monitoring: listen to your speech without
being distracted by the sound of your own
voice. Attend to the SL message using as much
prediction as possible to decrease lag time.
• Queuing: technique of lagging behind in the
processing of information during heavy load
periods of dense messages delivered rapidly.
Catch up occurs during the pauses and
hesitations of the speaker.
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Suggestions for Practice
• Contact ACEBO company
in Monterey, California.
They have practice tapes
and instructional materials
for interpreter training
(mainly for the courts and
medical, consecutive and
simultaneous). Their
numbers are FAX: 408455-1541 PHONE: 408455-1507
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Skills and Exercises
• Practice abstraction of ideas with paraphrasing
• Practice prediction strategies (build a series of
glossaries by subject area)
• Decrease reaction time (in preparation for
listening and speaking at the same time)
• Dual-task training to deal with 2 different
messages at once
• Practice shadowing (listening and speaking at
the same time within the same language)
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Skills and Exercises
• Use headphones
connected to your radio
or TV set and try to do
some interpreting when
the news or discussion
programs are on. You
can put a cassette
recorder next to you and
record your voice, so you
can check afterwards
what you produced.
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Skills and Exercises
• The best choice of recorded material depends
on the format of what you're going to be
interpreting. Try to find a radio or TV broadcast
with a similar format: phone-ins or discussion
groups if it's going to be a round-table discussion
or a dialogue (handling an exchange between 2
or more voices on your own takes a bit of getting
used to); newscasts or correspondents' reports if
it's going to be one long speech by one speaker.
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Skills and Exercises
• Practice shadowing the news in, say, English,
and then shadowing and/or interpreting the news
from your other language. It is more efficient if
you record the news in both languages and
practice from the tapes. Try to lag a full thought
behind the speaker. This is helpful in your second
language, as it improves your pronunciation,
enunciation and speed. The purpose of
shadowing is to help you later retrieve from
memory words and phrases associated with the
subject matter and in the language into which you
will be interpreting. REPEAT the exercises until
you can repeat without omitting any words.
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Skills and Exercises
• What do you do when you encounter a term that
you don't know?
– In the real world, you have to make something up or
miss it out. Repeat the last thing you understood in
slightly different words. Catch up with the speaker
when you can follow him again. Just keep talking and
remain coherent. He who panics is lost.
• Talk to the speaker beforehand.
– It helps you get used to his voice. Pump him for as
much information as possible. A copy of the
speech/transcript would be nice, because then it's just
sight translation with a bit of acting.
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Skills
• Part of 'official' training is supervised simultaneous
interpreting. You slowly learn how to cope with
listening and thinking and talking at the same time,
you learn how to cope with specific problems of
your language pair. If you feel you have missed
something absolutely essential you might also
simply admit your problem to your listeners by
saying, "The interpreter apologizes but s/he simply
didn't understand the last few sentences. Please
ask the speaker to repeat them." Do that when it is
so essential that without this remark the listeners
will not understand the rest.
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Training the Speaker to Use a
Simultaneous Interpreter
Your presentation is going to be reproduced simultaneously by one
or several interpreters into one or several foreign languages. In
order to make sure that your audience gets the full benefit of your
"performance," please consider the following points to ensure your
interpreters can do justice to it.
• 1. Speak slowly, and pause between sentences, and/or after
you've made a point.
==> Especially if you are reading your presentation. Interpreters
cannot "think up" words and appropriate expressions in the target
language as fast as you can pronounce them. They may need to
use more words than you to express the same thing, especially if
you've had time to review and polish your speech, and they are
doing it in a split second. They will need time to catch up with what
you are saying, and can only do so when you pause.
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Training the Speaker
• 2. Beware of your accent. Try to speak in as neutral an
accent as possible, and/or slow down.
==> Whether you are a native speaker of English or not,
your interpreters might have difficulties if they can't
understand your accent. They may be from a different
area, or a different English-speaking country, or they
may themselves be non-native speakers of English.
• 3. Check with the interpreters all throughout during the
presentation.
==> Make sure everything is fine (the speed of your
delivery, the sound system, ...) Remember to do so
regularly during the whole presentation.
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Training the Speaker
• 4. Speak loudly, clearly, and close to the microphone.
==> Make sure your interpreters can hear you well. If you
don't have a lapel mike, and move away from the podium,
chances are they will not be able to hear and understand
what you are saying, and will not be able to translate
anymore.
• 5. Repeat questions from the audience.
==> Interpreters cannot hear the audience, and will not be
able to translate the question to the rest of the non-English
speaking audience, or simply might not be able to
understand your answer. Even if there is a microphone in the
audience, it might be difficult for the interpreters to hear it.
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Training the Speaker
• 6. Remember these guidelines throughout the whole
presentation.
==> Once you are caught in the delivery of your
presentation, it is very natural to not remember these
guidelines. Do consider adding flags at regular
intervals in your notes to remind you of them.
("INTERPRETERS?!", or "SLOW DOWN!" in red in the
margin at the bottom of each note page, for example.)
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Group Study for Final Exam
5) Purpose of deportation,
• In groups with your class
exclusion, rescission or bond
materials, review the
determination
following terms and concepts:
1) What happens in the
internalizing stage and
integration stage in the process
for change model? (Week One)
2) Review your introductions
3) Strategies for success in
Simultaneous Interpreting
4) List the assessment criteria of a
successful interpreting job
6) Purpose of pre-/post-interview
sessions in mental health
7) Challenges in mental health
interpreting
8) Explain decalage, privileged
communication (definition &
importance)
9) List 6 error types of interpreters
and causes for each
10) Review Code of Ethics
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Lab Goals for Week 13
• Practice role plays that
require process
management: speakers
that talk too fast, or do
not pause or use high
and/or low register
• Practice simultaneous
interpreting skills and
sight translation
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Lab Activity 1: multiple parties
• In groups of 4 use the lab
scripts “Immigration Court
Hearing” to practice
interpreting for multiple
parties where the interpreter
works for 2 people at the
same time (2 mins. per group)
• As a lab group, discuss and
compare techniques and
issues regarding multiple
party interpreting encounters
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Lab Activity 2: shadow & SI practice exercises
I. In pairs in order to practice the
English vocabulary for the final
sight translation from Spanish to
English (to be taped next week),
take turns shadowing as your
partner reads “Physical Changes
During Pregnancy.” (lab p. 145)
II. Now take turns interpreting
simultaneously as your partner
reads the same article aloud.
• 2 minutes per student per activity
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Lab Activity 3: simultaneous interpreting exercise
• Use simultaneous
techniques to interpret
the “Psychiatry” dialogue
Lesson 16 as 2 other
students role play
(pp. 66-68)
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Assignment for Week 14: Final
• Final sight translation (50 pts): Come prepared
to record on your audiotape and the lab
instructor’s audiotape
• Final role play interpreting (100 pts.): Come
prepared to record on your videotape which you
will take home to view for your personal written
assessment (50 additional pts)--due May 3.
• Study slides 28-30 and write take-home essay
• Study final exam questions (slide 31)
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Take-home essay (part of final written test)
[Please type or print and double space your essay which you will attach to your test next week.]
The following is taken from the article
Communication through Interpreters in
Healthcare: Ethical Dilemmas Arising from
Differences in Class, Culture, Language and
Power. Using the principles of the code of
ethics we have discussed in class, how would
you assess this interpreter’s ability to follow or
maintain his or her role? What factors might be
influencing this situation? [slides #28-30]
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Situation (take-home)
There may be a problem of anemia and the
possible linkage to gastrointestinal blood loss.
The physician is initially most concerned that the
patient should understand the association
between her feelings of “weakness” and the
anemia. Later in the meeting, he introduced a
more complex explanation that linked anemia
with her loss of blood, and her darkened stool
with her use of an anti-inflammatory medication.
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Dialogue (take-home)
• Doctor: She’s anemic and pale, which means she
must be losing blood.
• Interpreter (in Cree): This is what he says about you.
You are pale, you have no blood.
• Doctor: Has she had any bleeding from the bowel
when she’s had a bowel movement?
• Interpreter (in Cree): When you have a bowel
movement, do you notice any blood?
• Patient (in Cree): I’m not sure.
• Interpreter (in Cree): Is your stool ever black or very
light? What does it look like?
• Patient (in Cree): Sometimes dark.
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Final Exam Questions
1) What happens in the
internalizing stage and
integration stage in the
process for change
model? (Week One)
2) Review your
introductions
3) Strategies for success
in SI
4) List the criteria to
assess a successful
interpreting job
5) Purpose of deportation,
exclusion, rescission or bond
determination
6) Purpose of pre-/post-interview
sessions in mental health
7) Challenges in mental health
interpreting
8) Explain decalage, privileged
communication (definition &
importance)
9) List 6 error types of interpreters
and causes for each
10) Review Code of Ethics
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Tentative Schedule for Weeks 14-15
• Provide students with preparation for final videotaped
interpretation
• Provide students an opportunity to have their
interpretation (100 pts) and sight translation (50 pts)
skills evaluated and to provide feedback on
performance
• Complete an assessment of the students knowledge
through a written final test (50 pts)
• Have the students assess their own interpretation of
the final dialogue and provide a written assessment
of that dialogue and sight translation (50 pts)
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Week 14
• Lecture:
• Lab:
– Written final test (50 pts)
– ALL ASSIGNMENTS DUE
(except your personal
assessment paper of final
interpreting and sight
translation)!
– Your personal improvement
goals (from the beginning of the
semester) will also be
discussed privately with your
lab instructor next week. Did
you accomplish what you set
out to do (in January) in order
to improve your interpreting
skills?
– Record final sight translation
(instructor and student cassette
recorders)—50 pts
– Videotape final dialogue as
interpreter—100 pts
– Take your videotape home and
write a personal assessment of
your final dialogue (you will be
given a guide to follow)–50 pts
– Next week bring your
completed assessment and
your videotape to turn in to the
lab instructor for the 100-pt.
final interpreting evaluation.
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Week 15
• In lecture room (7:30-9:00pm) • In lab room (6:00-9:00pm)
– Spring Food Fest (May 3, 2006)
– While sharing memories and
good food, fill out the course
evaluation form and leave it
inside the envelope
provided…….with our THANKS!
– Ask questions of Faith and Joe
concerning the summer
translation course (pls. register
ASAP), the legal and medical
specialty courses offered next
fall, your certificate status, etc.
– Each student meets with lab
instructors to discuss final
interpretation based on your
assessment paper (50 pts)
and how many personal goals
were met.
– Turn in your assessment
paper and video taped role
play to your lab instructor
– The results of your final oral
and written evaluations and
videotapes will be mailed to
your designated home or work
address.
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Thank you for a great semester!!
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