Interpreting Theory & Practice for
Interpreters
Overview of Module & Related Units
Overview
This module applies theoretical models of interpretation to the work of interpreters. Learners explore the theory and practice of consecutive interpreting, simultaneous interpreting, and sight translation. Learners also engage in observation and role-play activities whereby they gain experience with a variety of approaches and disclassse styles.
The New Valley Curriculum states that “Students shall be made aware of the distinctions between translation and interpretation; theoretical aspects of interpretation; aspects of research findings in disciplines that have a bearing on interpretation, for example, the language and cognitive sciences.”
The module sequence represents work in progress, additional modules will be added under this and other headings as they become available. We therefore recommend that you check back regularly for updates.
These modules are designed to complement classse offerings on the Theory of Interpreting. While the content of some modules may be accessible through other media (such as print media), some modules are unique in that they offer content that many interpreting students might find difficult to access due to language barriers. However, in order to promote less widely used languages, we are also offering some modules both in a less widely used and a widely used language.
DEFINITIONS:
These need not be discrete modules. In addition, a range of optional classses may also be offered.
The theory of interpretation
Students shall be made aware of the distinctions between translation and interpretation; theoretical aspects of interpretation; aspects of research findings in disciplines that have a bearing on interpretation, for example, the language and cognitive sciences.
The practice of interpretation
In order to prepare the students for their future professional careers, the program shall include elements such as communication skills, e.g. voice coaching, public speaking; conference preparation techniques such as terminology, information retrieval and other uses of information technology; professional ethics; conference procedures; working practices and conditions.
Consecutive interpretation
At the end of the program students shall be able to provide a fluent and effective consecutive interpretation of speeches reflecting professional conditions, accurately reproducing the content of the original and using appropriate terminology and register.
Training in these skills will require a variety of exercises, such as content analysis and memory exercises, consecutive interpretation without notes, summarization, sight translation and note taking techniques. Speeches used shall confront the students with a diversity of subject areas, styles, and registers, and their length, information density and degree of technicality and specificity will increase as the program progresses.
Simultaneous interpretation
At the end of the program students shall be able to provide a fluent and effective simultaneous interpretation of speeches of at least 10 minutes, accurately reproducing the content of the original and using appropriate terminology and register.
While training in these skills will build on the same kind as those used to practice consecutive interpretation, additional exercises specifically designed to establish and consolidate the SI skills will be required. Furthermore, students shall be trained in booth techniques and team interaction. Speeches used shall confront the students with a diversity of subject areas, styles, and registers, and their length, information density and degree of technicality and specificity will increase as the program progresses.
Once they have acquired simultaneous interpreting skills, students shall also be taught how to interpret with the text in front of them.
Definition of working languages:
ACTIVE LANGUAGES
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.
B: A language other than the interpreter's native language, of which she or he has perfect command and into which they work from one or more of their languages.
Some interpreters work into a 'B' language in only one of the two modes of interpretation.
PASSIVE LANGUAGES
C: Languages, of which the interpreter has a complete understanding and from which s/he works.
The role of interpretation and translation is not only limited in transferring information, studies or researchers from one language to another, indeed this role extends beyond that, the interpreter or translator should not be only familiar with vocabulary contained in dictionaries but must respect the different aspects of translation process in terms of style, vision and behavior. As well as the infinite environmental and cultural differences that could affect the translating process and spoil the meaning. interpreting is a translation form wherein a first and final version in a language is created based on a one-time presentation of statement in the source language . interpretation is an operation on the original message which consists of a series of words, facial expressions, pauses and intonations as well as cognitive content
Interpretation is often referred to as the second oldest profession in the world, it is considered an opposed to written translation. It involves conveying orally the meaning of the source text (ST) by the target text (TT), for both spoken and sign languages .In short, it can be deduced from the definitions above the interpreting is the oral transformation of messages from SL to TL in real time.
Interpretation Types:
2- Simultaneous Interpretation
Simultaneous interpretation is another mode of conference interpreting, a simultaneous interpreter listens to the speaker equipped by headphones and a microphone, taking a soundproof booth as a seating position, reproducing the target speech as in the source one, this requires being at time, practice and attention, simultaneous interpreters generally work in team of two, they take turn of 30 minutes. interpreters have to analyze the source information and produce them in the target language. That is why interpreters wait for enough block of information to deliver an accurate interpretation. Simultaneous interpreters need to have a background about the speaker and the displayed information shown in conferences .
3- Telephonic Interpretation:
Telephone interpreting is a type of interpretation done through telephone
sight translation is the oral translation in one language into another of a written text. It is done immediately. It requires understanding of the text. reading skill) and delivering an oral text in the target language (speaking skill).
4- Conference Interpreting. Conference interpreting allows participants in a multinational meeting to communicate with each other in a continuous manner that overcome language barriers between them, and it is done simultaneously by interpreters
5- Seminar Interpreting. Unlike conference interpreting, seminar interpreting takes place in a small meeting, the difference here is the size of the conference
6- Companion Interpreting. Companion interpreting refers to the translation offered to official employees, businessman, investors, supervisors, and others who do a field visit
7- Media Interpreting. Media interpreting is performed in press conferences, public meetings, interviews, also in movies, video tapes, video conferences, radio and TV shows as well
8- Classt or Legal Interpreting. Classt interpreting refers to the interpretation delivered in classts and any kind of legal issues, it refers to the translation that is done
9-Business Interpreting. Business interpreting involves business management, in the narrowest meanings, this term means that two businessmen are discussing between them via the translator, but translation in business and trade is widely taken. It may cover all situations out of sociology, medicine, and law that require an intermediary in the conversation
10-Medical Interpreting. Medical interpreting also known as health care, hospital or medical cases translation. It comprises several situations as a routine consultation with a doctor or emergency proceedings
11-Educational Interpreting. Educational interpreting is in growing and fast spread especially between sign language interpreters. This type is concerned with translation delivered to the students whom cannot understand the language used in education inside classrooms, as well as the translation between teachers and parents
12-Community Interpreting. Community interpreting is also known as cultural interpreting, this term was the most controversial of all the other types, it means the translation that allows people who do not speak fluently the official languages of the country to communicate with the employees of the public services sector
That is to say that interpretation is a profession that requires different ways of performing in addition to the technical equipment. Interpreting with its various types has to meet many objectives and services in conferences, work, education, or inside society and facilitate the communication to open the door for new perspectives
Interpretation in EFL Learning
Interpretation is a demanded job everywhere, it needs language mastery to communicate and deliver messages, so that it is recommended to be taught in EFL classes and the educational team has to give it much importance since it has a great role in learning and developing foreign languages and its aspects as well. Translation and interpretation can be considered as a tool to teach and learn second or foreign languages due to their
importance in improving language learning.
Translation activities help to ameliorate the for skills and improve accuracy, clarity and flexibility in addition to enclassage communication skills of students. They assumed that interpreting and translation are useful for students to be aware about phonology and grammar of both working languages L1 and L2, they are also useful in simplifying grammar and teaching vocabulary. The use of translation and interpreting in language learning especially the second language through students’ experiences by interviewing them. In other words, interpretation activity with all its modes provides chances for learners to learn the language and develop it and helps them make a correlation between their L1 and L2 based on the intercultural aspects. It further enables to notice th linguistic system and the non- linguistic elements in L1 and target
language and how both languages work. Interpretation process improves English as a foreign language; it helps learners to learn from each other, acquire and strengthen their knowledge and competences, it facilitates comprehension and increases their motivation to learn English as well as other languages. As consequence, it is worth mentioning that the integration of interpretation into language learning is beneficial and practical
Part 1 Videos for Connectivism and interpretation
Connectivism learning theory
Connectivism: Connecting with George Siemens
The Connectivism Learning Theory
https://www.youtube.com/watch?v=vbDgyv6KS48
Principles and Application of Connectivism in Adult Education as a Top Modern Learning Model
https://www.youtube.com/watch?v=LL4eFZy4Jxw
Connectivism as an online learning theory
https://www.youtube.com/watch?v=Oa2ULVZhDlA
The 5 Learning Theories
https://www.youtube.com/watch?v=sAxAegfVd00
How to Become an Interpreter
https://www.youtube.com/watch?v=y5rmhQbDcUw
https://www.youtube.com/watch?v=IPuddPLGKgw
https://www.youtube.com/watch?v=ttHYtsmT18g
https://www.youtube.com/watch?v=U5jjak3ZMiE
https://www.youtube.com/watch?v=5a5VSkkdpB4
https://www.youtube.com/watch?v=MbRZZrbf0TI
https://www.youtube.com/watch?v=F7D1YMT_mlE
Interpreting: An Overview
https://www.youtube.com/watch?v=5wI7yHO1XgU
Different Interpreting Modes
https://www.youtube.com/watch?v=MGmffejFm4s
https://www.youtube.com/watch?v=-NXew5HJNwA
INTERPRETING BASICS
https://www.youtube.com/watch?v=Ua0bpaTyVE8
https://www.youtube.com/watch?v=2GzHDzRtUjU
Part.2- New set of MP3 recordings
Interpreting Theory & Practice for Interpreters
Overview of Module & Related Units
Overview
This module applies theoretical models of interpretation to the work of interpreters. Learners explore the theory and practice of consecutive interpreting, simultaneous interpreting, and sight translation. Learners also engage in observation and role-play activities whereby they gain experience with a variety of approaches and disclassse styles.
Purpose
Learners examine the benefits of applying theoretical models of interpretation to improve interpreter effectiveness. Decision- making is central to the task of interpretation and translation. Learners also analyze decision-making process/es to enhance their skills as interpreters. This module also stresses the importance of staying current in the field by reading, analyzing and synthesizing the growing body of research on interpreting and interpreter practice.
Objectives
Upon completion of this module, learners will:
Demonstrate the application of interpreting models to analyze and improve interpretation and translation skills.
Relate theories to competencies for interpreting practice.
· Identify the meaning and types of interpretation.
· Acknowledge interpretation techniques and strategies
· Answer EXTRA ACTIVITIES questions.
· Feel the value of interpretation to decrease speaking anxiety.
· identify interpretation definitions and theories.
· be acquainted with examples of sound interpretations.
· learn more about equivalence.
· value the role of interpretation as a component of language learning and a means of communication.
· To develop students' translation and interpretation skills
· To reduce students' speaking anxiety when communicating in a foreign language
· To promote the use of technology in language learning
· To apply connectivism principles in language learning
Types of Translation and Interpretation:
· Simultaneous interpretation
· Consecutive interpretation
· Sight translation
· Literary translation
· Technical translation
Methods:
· Role-playing
· Group discussions
· Case studies
· Online translation tools
· Virtual interpretation practice
Teaching Aids:
· Videos
· Audio recordings
· Texts
· Translation software
· Interpretation equipment
Strategies:
· Providing constructive feedback
· Encouraging peer-to-peer learning
· Using authentic materials
· Incorporating cultural elements
· Providing opportunities for practice
Applying Connectivism Principles:
· Encouraging collaboration and networking
· Providing access to a variety of resources
· Encouraging self-directed learning
· Providing opportunities for reflection and self-assessment
Teacher and Student Roles:
· Teacher as facilitator and guide
· Student as active learner and participant
· Encouraging student-led discussions and activities
Evaluation and Feedback:
· Providing regular feedback
· Using rubrics and self-assessment tools
· Encouraging peer-to-peer feedback
· Providing opportunities for improvement and growth
Approach & Sequence
The four units in this module taught in sequence (recommended) include readings, videos, presentation slides, and activities involving in-class exercises and open dialogue. These enable trainers to support learners in understanding essential concepts for effective
interpreter practice, supplemented by resources assigned in advance as well as homework assignments.
Unit 1: Models of Interpretation
Unit 2: Translation
Unit 3: Consecutive Interpreting
Unit 4: Simultaneous Interpreting
Connectivism is a learning theory that emphasizes the importance of networks and connections in learning. Here's how you can apply connectivism principles to the skills you mentioned:
Consecutive Interpretation, Simultaneous Interpretation, and Translation:
- Encourage learners to engage in professional networks or communities of practice for interpreters and translators. This would allow them to learn from others, share resources, and stay updated on industry trends.
- Utilize technology and online resources to access real-life interpretation and translation scenarios, such as videos, audios, or live events, to provide authentic learning experiences and opportunities for making connections with real-world applications
Models of Interpretation
Purpose
This unit provides an overview of key models useful in understanding the interpretation process and improving interpreter practice.
These include the Cokely Sociolinguistic Model of Interpretation, the Gile Effort Model, and the Gish Information Processing Model.
Objectives
Upon completion of this module, learners will:
Demonstrate the application of interpreting models to analyze and improve interpretation and translation skills.
Relate theories to competencies for interpreting practice.
· Identify the meaning and types of interpretation.
· Acknowledge interpretation techniques and strategies
· Answer EXTRA ACTIVITIES questions.
· Feel the value of interpretation to decrease speaking anxiety.
· identify interpretation definitions and theories.
· be acquainted with examples of sound interpretations.
· learn more about equivalence.
· value the role of interpretation as a component of language learning and a means of communication.
· To develop students' translation and interpretation skills
· To reduce students' speaking anxiety when communicating in a foreign language
· To promote the use of technology in language learning
· To apply connectivism principles in language learning
Key Questions
How do the models of interpretation help interpreters clarify the process of interpreting?
How can interpreters use these models to identify their strengths and areas needing improvement?
How do these models help interpreters identify and resolve underlying causes of breakdowns in interpretation?
How can interpreters use the models of interpretation to make effective interpreting decisions?
MATERIALS YOU NEED:
You will need to gather the following resources in order to work with the practice scripts provided and to finish the practice activities in this packet. Among them are the following:
A device (digital voice recorder or similar device, smartphone, or computer with recording software and a microphone) that may record, save, and playback audio tracks for later use
A device (computer, phone, tablet, or MP3 player or similar digital recording device) that allows you to play audio tracks of the practice material you record
Speakers to listen to the recorded audio, ideally external Headphones (to hear the concurrent recording while doing the interpretation) A stopwatch or timer
Dictionaries in both languages and one language
Additional linguistic reference resources as required Pens or pencils; paper pad
Connectivism is a learning theory that emphasizes the importance of networks and connections in learning. Here's how you can apply connectivism principles to the skills you mentioned:
- Consecutive Interpretation, Simultaneous Interpretation, and Translation:
- Encourage learners to engage in professional networks or communities of practice for interpreters and translators. This would allow them to learn from others, share resources, and stay updated on industry trends.
- Utilize technology and online resources to access real-life interpretation and translation scenarios, such as videos, audios, or live events, to provide authentic learning experiences and opportunities for making connections with real-world applications
CONNECTIVISM PRINCIPLE:
Learning and knowledge rest in a diversity of opinions
Interpretation is to be developed through communicative chunks and vocabulary exercises, so learners acquire new vocabulary. The apps displayed in the blog are aimed to have students get enough input to achieve Interpretation . Utecht states that blogs “have strengths in areas such as completeness and accessibility.”
·
· Simultaneous interpretation
· Consecutive interpretation
· Sight translation
· Literary translation
· Technical translation
Methods:
·
· Role-playing
· Group discussions
· Case studies
· Online translation tools
· Virtual interpretation practice
Teaching Aids:
· Videos
· Audio recordings
· Texts
· Translation software
· Interpretation equipment
Strategies:
· Providing constructive feedback
· Encouraging peer-to-peer learning
· Using authentic materials
· Incorporating cultural elements
· Providing opportunities for practice
Applying Connectivism Principles:
· Encouraging collaboration and networking
· Providing access to a variety of resources
· Encouraging self-directed learning
· Providing opportunities for reflection and self-assessment
Teacher and Student Roles:
· Teacher as facilitator and guide
· Student as active learner and participant
· Encouraging student-led discussions and activities
Evaluation and Feedback:
· Providing regular feedback
· Using rubrics and self-assessment tools
· Encouraging peer-to-peer feedback
· Providing opportunities for improvement and growth
1.Activity
As preparation for this activity, have learners review The Interpreting Process in So You Want to be an Interpreter?
Review and discuss Glossary definitions of interpretation and translation, and engage learners in dialogue:
What does interpretation mean, and what does it involve?
What does translation mean, and what does it involve?
What are the goals of translating and interpreting content?
Provide an overview of the translation process.
Record yourself talking about your personal hobbies. Share your recording with the class. You can tell your part and finish with a question to create a further debate
2. Activity
As preparation for this activity, have learners view an explanation of the Cokely Sociolinguistic Model of the Interpreting Process (Solow, n.d.) and review Interpretation: A Sociolinguistic Model (Cokely, 1992). Review each stage of the Cokely Model:
Message reception—Perceive source language
Preliminary processing—Recognize
Short-term memory retention—Chunk
Semantic intent realized—Understand
Semantic equivalent determined—Analyze
Syntactic message formulation—Rehearse
Message production—Produce target language
3. Activity
As preparation for this activity, have learners review the Integrated Model of Interpreting (Colonomos, 1989, rev. 2015). Review and discuss the Concentrating-Representing-Planning (CRP) elements of this model:
Concentrating—Understanding source message (attending, analyzing, releasing)
Representing—Source frame/target switch (visualizing)
Planning—Constructing target message (composing, modifying, delivering)
Lead learners in dialogue, comparing the Cokely and Colonomos models. How does each model support interpreters in assessing interpretation work, and in giving and receiving feedback?
4. Activity
As preparation for this activity, have learners review:
Comprehension in Translation and Interpretation and The Effort Models of Interpreting in Basic Concepts and Models for Interpreter and Translator Training (Gile, 2009)
Interpreting Processes: Comprehension, Knowledge Acquisition, Effort Model in Interpreting and Translation
Review and discuss key elements of the Gile Model—C (comprehension)
= KL (knowledge of the language) + ELK (extra-linguistic knowledge) + A (interpreter’s analysis):
Emphasize how KL and ELK contribute to the effectiveness and quality of comprehension of the content.
Explain how not having KL and ELK increases comprehension effort necessary for effective translation and interpretation and how preparation is critical to decrease the amount of comprehension effort, thus preserving mental energy required for interpreting.
Select one or more videos from trainer’s collection for group viewing and dialogue, as follows:
Assess the language of the students and determine the mode of interpreting required.
Discuss how the consumer’s language use or communication style may tax comprehension, according to the Gile Model. What KL and ELK can learners identify to support analysis of the consumer’s message?
Discuss potential challenges to memory and production efforts inherent to working with the consumer’s language or communication.
Engage in dialogue about professional development resources that would be helpful to increase KL and ELK for comprehension of the content for translation or interpretation.
Determine methods available to the interpreters that would help to reduce comprehension effort.
5. Activity
As preparation for this activity, have learners read the Gish Approach to Information Processing (Gish, 1996). Review and discuss the structure of the model: Speaker goal, theme, objective/s, unit/s, and data/details.
Select a video text and using the mapping activity and the Gish structure, guide learners in developing a disclassse map using appropriate structural elements.
Guide learners in analyzing the similarities and differences between the Gish Model and the other three interpreting process models (Cokely, Colonomos, and Gile).
Assessment:
Formative evaluation:
Analysis of readings and videos, as applicable
Knowledge shared in group dialogue and responses to trainer questions
Active participation during in-class activities, including role-play and group exercises
Delivery of written and video assignments, as applicable
Links For simultaneous interpreting, you can try these links:
-http://interpreters.free.fr/simultaneous.htm - a site dedicated to conference interpreting with a large number of simultaneous and consecutive training tips and exercises
-http://www.orcit.eu/resources-shelf-en/story.html - an online library of conference interpreting resources
-http://www.americanrhetoric.com/speechbank.htm - a large repository of recorded speeches for simultaneous practice
-https://www.vsotd.com/ - Vital speeches of the day—resources for simultaneous practice
-http://learningenglish.voanews.com/p/5611.html - Voice of America news videos at three levels of difficulty and speed. Includes texts and
Websites that offer activities for interpreting skills:
Sources:
[theinterpretingcoach.com](https://www.theinterpretingcoach.com/3-useful-websites-for-boosting-interpreting-skills/) (1) [interpretereducation.org](http://www.interpretereducation.org/aspiring-interpreter/mentorship/mentoring-toolkit/activities/) (2) [aslinterpreting.com](https://www.aslinterpreting.com/) (3) [noviceinterpreters.org](https://noviceinterpreters.org/interactive-interpreting-practice-library/) (4)
1. Interactive Interpreting Practice Library - CATIE Center<https://noviceinterpreters.org/interactive-interpreting-practice-library/>
2. InterpreMed - Medical Interpreting Practice Materials<https://interpremed.com/>
The first website, Interactive Interpreting Practice Library - CATIE Center, offers a collection of videos created from the GTC project that were created as an opportunity to give GTC participants authentic practice with actual conversations. The videos are suitable for interpreting practice for novice interpreters and interpreting students
The second website, InterpreMed, is a learning community created for medical interpreting professionals and students interested in acquiring and honing their skills through hands-on activities, training materials and resources. They offer live practice sessions, audio interpreting practice, and medical vocabulary exercises
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