Training interpreters

The global spread of English, its diversification into Englishes or varied forms of English at meetings and conferences and the marked increase in source speeches produced by non-native English speakers are key factors impacting the work of conference interpreters today. Yet, interpreting students are still predominantly trained for contexts in which native speakers communicate with other native speakers of different languages. This paper reports on one of the first research-monitored training modules attempting to raise students' awareness of the new situation and help them to develop coping strategies for various (non-native) forms of English in the world. At the ZHAW Zurich University of Applied Sciences’ Institute of Translation and Interpreting (IUED), „global Englishes“ mock conference units were introduced into the curriculum over three autumn terms from 2012 to 2014. The paper analyses students’ interpretations of African ESL (English as a second language) speeches as well as an innovative way of conducting research. It then presents introspective data gathered from the interpreter trainees’ experience of genuine ELF (English as a lingua franca) conference performances. Finally, it discusses the implications of ESL- and ELF-speaker-induced problems for interpreter training. In conclusion, the paper draws attention to the advantages of a systematic module combining interpreting practice with theoretical reflection as well as the benefits of combinational transcription and cross-method analysis procedures.

EPiC Series in Language and Linguistics

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required i...

Demands on conference interpreters have changed in the 50 years since the birth of the modern profession. Meetings on complex topics are compressed into a few hours, English is spoken in many varieties, and interpreters must increasingly deal with discourse which is fast, dense and/or often read from text, and must often provide clear, accurate SI into a B (acquired) language. The paper examines the cognitive and technical challenges posed by these modern conditions, and the strategies of experienced professionals for dealing with them, then reviews the existing interpreter training model and the stages trainees pass through in developing basic competence, and proposes exercises and other measures to upgrade interpreter training to meet the new challenges.

L. Gómez Chova, D. Martí Belenguer e I. Candel Torres (eds.). Proceedings of the International Technology, Education and Development Conference .Valencia: International Association of Technology, Education and Development, 2007

Very little has been said or done regarding L2 training for interpreters and this is not surprising since popular belief - and even some specialists – dictates that interpreters are a small group of gifted human beings who automatically process two or more languages by some divine – or genetic – intervention. Nothing further from the truth, since interpreters everyday and everywhere struggle to comprehend and process their working languages at the speed of lightning; even more so if uttered by non-native individuals. Besides, comprehending cultural references has proved vital in grasping meaning and giving coherence to input. It has been proved that most interpreter trainees in Higher Education lack both abilities, that is, L2 speech processing skills and cultural knowledge. Therefore sound training of these L2 components should precede any interpreter training programme. However, attending lessons in a universityncourse is not enough, since L2 Acquisition researchers within the cognitive field estimate that L2 automatization is only likely to occur under certain circumstances, such as a massive exposure to the L2, focusing on form, and a strong intrinsic motivation. In order to provide interpreter trainees with a framework that includes such scenarios, an E-lab – that is, an online language lab – has been designed. Originally, E-labs serve a community of users providing them with the technology which is needed to develop their work; in this case principles of constructivism and e-learning are the underlying forces upon which this interface is being built. A pilot online tool is already being used for this purpose, although a new more powerful and user friendly environment is being designed at present. As a consequence, interpreter trainees are becoming fluent in L2 listening comprehension and cultural references, together with preinterpreting skills such as note-taking, understanding fast speech and conference preparation; and are developing the actual know-how required by the principles set by the coming European Higher Education Area.

International Journal of Interpreter Education, 2019

trans-kom, 3/2, 126-148 (www.trans-kom.eu), 2010

The unprecedented global spread of English as a lingua franca is a recent phenomenon that poses a challenge to the age-old craft of interpreting. What little research has so far been undertaken has concentrated on the effects of non-native source text production, especially nonnative accents, on the interpreter’s comprehension process. Based on a cognitive-constructivist and functional view of language, this paper analyses the results of a questionnaire-based survey of 32 experienced conference interpreters. Examining the changes inevitably brought about by ELF, the survey looks at the impact on interpreters and their profession. The findings identified capacity-related problems not only in the comprehension process, but also, in the form of accommodation, in the (target text) production process. On a more general level, working conditions are reported to be adversely affected, with consequences for performance quality and job satisfaction.

International Journal of Interpreter Education, 2013

This paper focuses on the use of telephony and video-link technology in interpreting and firstly presents data from relevant contemporary research studies, and secondly from two surveys conducted with practising interpreters and/or examiners, on their own experiences using these technologies and on their suitability as components of training and testing for certification. Technological advances in the means of audio and audio+visual communication are now being trialled in interpreted interactions, but most research findings reveal that an increased use of technology accompanies rather than forms a part of inter-lingual transfer. Responses from two groups of interpreters – practitioners and examiners – show that there is widespread support for telephone and video-link interpreting to form components of training and certification testing, as these two communication channels become more popular with mediators (interpreting agencies) and end-users of interpreting services. These responses are collated and recommendatory guidelines for training and testing are provided in this paper.

Theory and Practice in Language Studies

The lack of practical training in interpreting courses at universities represents considerable challenges. Many university interpretation students suffer from inadequate training that prepares them for the interpretation market. Graduates will not be hired as interpreters unless they have high-quality interpretation skills. In spite of the crucial role of consecutive and simultaneous interpreting training in preparing well-qualified interpreters, researchers have not treated this role in much detail. The present study investigates the impact of consecutive and simultaneous interpreting training on fostering EFL learners' interpretation competencies. The study sample consists of 26 students from the fourth level in the Translation Department, UST, Yemen, who are studying consecutive and simultaneous interpreting. The students will be exposed to extensive training in interpreting courses, including many practical activities such as role-playing, focus group discussion, simulation,...

Scientific Journal of Polonia University

The article deals with the issue of future interpreters’ training. The essence, content and components of the interpreter’s professional competence have been characterized. There has been analyzed communicative competence as one of the main skills for future specialists in the sphere of translation. Communicative competence is an integrated use of language and nonlanguage means of communication. The basis of communicative competence are communicative skills formed through speech skills. Communicative competence also implies the ability to interpret non-verbal forms of communication. Translation as a special type of communicative activity aims at providing the opportunity to communicate and exchange information in a situation of intercultural (bilingual) communication. The process of translation is a kind of language activity, which aims at the most complete reproduction of the content and form of a target text. There have been used different methods in the study: general scientific ...

Meta: Journal des traducteurs, 2000

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