1. Integrating technology in an Interpreting class Iria González-Liaño University of Nevada Las Vegas Iria.Gonzalez@unlv.edu UK April 16-18, 2009

3.  According to ATISA (American Translation & Interpreting Studies Association) there is a growing need of trained translators & interpreters in this multicultural society  This calls for accredited schools & programs that provide qualified interpreters that will be able to enter a very competitive job market

4. What is interpreting?  Conveying an oral message from one language into another  It is different from TRANSLATION (conveying a written message from one language into another)  Interpreters ≠ Translators  SL (Source Language) & TL (target language)

5. Modes of Interpreting  Bilateral I: Transferring a message between 2 or more people  Consecutive I: Listening to a speech and then rendering it into the target language. It implies note-taking.  Simultaneous I: Listening in the SL and translating the message into the TL at the same time.

6. Interpreting skills  Active knowledge of 2 languages  Deep understanding of a discipline  Analytical skills  Speaking skills  Specific Interpreting training  Ability to research a term (sources & experts)  Good memory (terminology & glossaries)  Well-informed (journals, news…)

7. Technology applied to Interpreting  Phase 1: Language Training  Phase 2: Field Research  Phase 3: Interpreting Task

8. PHASE ONE: TRAINING (I) Competence in SL and TL  Build-in vocabulary Freerice.com Facebook: word du jour Itunes: podcasts, vocabulary issues (Just Vocabulary), audiobooks Speeches in youtube GRE Vocabulary Builder TOEFL & GMAT Vocabulary Builder

12. http://www.youtube.com/watch?v=3PuHGKnboNY &feature=related Just Vocabulary  Extraneous and Efface  Opprobrious and Phlegmatic Youtube.com

13. [TOEIC/TOEFL Vocabulary] http://supervocab.com/toefljavascript.cgi [GRE Vocabulary] http://www.ohmyvocabulary.com/slide/slidee gresuper.php?count=7&qn=7 http://www.ohmyvocabulary.com/slide/slidee gresuper.php?count=7&qn=7

14. PHASE ONE: TRAINING (II) Being knowledgeable  Current news (Online newspapers and in- depth reports, magazines)  Specialized Topics (academic or scientific journals, wikis)

16. http://www.world-newspapers.com/usa.html

17. PHASE TWO: RESEARCH (I) About the content:  Journals: Google Scholar  Online databases: Academic Search Premier  Wikis  Blogs  Q&A  Interaction with experts

24. PHASE TWO: RESEARCH (II) About the language:  Monolingual & bilingual dictionaries www.wordreference.com www.rae.es http://www.merriam-webster.com/ http://thesaurus.reference.com/ www.sinonimos.org www.onelook.com

31. PHASE TWO: RESEARCH (III)  Glossaries and Specialized dictionaries www.glossarist.com http://www.lai.com/glossaries.html Eurodicautom www.lexicool.com http://acronyms.silmaril.ie/cgi- bin/uncgi/acronyms http://acronyms.silmaril.ie/cgi- bin/uncgi/acronyms http://www.word2word.com/dictionary.html

40. PHASE TWO: RESEARCH (VI)  Translation issues: www.proz.com www.english-spanish-translator.org http://cvc.cervantes.es/debates/debates.asp ?vdeb=34 http://cvc.cervantes.es/debates/debates.asp ?vdeb=34 http://www.aquarius.net/questions

45. PHASE THREE: INTERPRETING  ACEBO: CD’s – SI, CI, BI http://www.acebo.com/edge3.htm  Repeat (and translate) speeches: 5- second décalage -SI  Note-taking techniques- CI –symbols  Real-life conditions: Roxio Media Player

48.  Clozing exercises El cuidado del medio ambiente no debe ser sólo una __________ de estados –aunque todavía existan algunos que ilusoriamente quieran _____________ del tema-. Cada ciudadano del mundo puede hacer algo para proteger el lugar en el que _______. Por muy pequeñas e insignificantes que parezcan sus __________, todo _________. Eso es lo que quiere mostrar la asociación ecologista Amigos de la Tierra España, que el 9 de diciembre de 2004 celebró sus 25 años de ____________. Acorde al número de velitas que lleva su torta la ______ presentó una lista con 25 diferentes _________ de comprometerse con el __________ del planeta. Amigos de la Tierra EspañalistaAmigos de la Tierra Españalista

49.  Paraphrasis (rewording)  Synonyms  Antonyms  Definitions (term & wording)  Derivation  Register  Dictation (figures)  Hyperonym: word whose meaning is inclusive of, but wider and less specific than the range of meaning of another word. “Parent” is hyperonym of “mother”.

50. Hyperonym  Examples: Mary, Rose, Jennifer, Gina … and other girls.  -Germany, France, Belgium, Portugal… and other European countries.  -UN, WHO, EU,…and other international organizations

51. Generalizing translation  Date, figures, statistics, measures… The revolution took place in 1846 (mid-1800’s) A Coruña has 243,349 inhabitants (250,000, quarter of a million) Franco died in 1975 (20 th century, in the 70’s) The box weighs 990 grams (almost a kilo) 1,173 people attended the conference (more than 1,000) The campaing was launched in January 2009 (at the beginning of the year)

52. ASSESSEMENT  In assessing a students interpreting performance I follow Roberto Gracia García’s article, “Evaluadores potenciales de la calidad en la interpretación simultánea de conferencias y la evaluación desde el punto de vista del oyente”  2 categories: primary skills secondary skills secondary skills

53. PRIMARY SKILLS Refer to the content of the message Long-term process, constant training  Full comprehension of 2 languages & topic  Quick & reliable sources of information  Concentration  Long/short-term memory  Information analysis and synthesis  Accurate and complete rendering into the target language.

54. SECONDARY SKILLS Refer to the form of the message:  Tone  Speed  Enunciation  Accent  Digressions  Silences  Voice

55. Unlike the audience, teachers should attach more importance to primary skills Goal: Refine the interpreter’s speaking skills

56. Interpreter’s speaking skills 1. Intelligibility 2. Accuracy 3. Coherence 4. Completeness 5. Manner 6. Correctness 7. Fluency 8. Pronunciation 9. Voice quality Brian Harris: The need for several standards of conference interpretation

57. EXAMPLES  Bilateral Interpretation  Consecutive Interpretation  Simultaneous interpretation

58. CONCLUSIONS  Easy access to technology (user-friendly)  Emulating real-life conditions  Teaching all the steps in the interpretation process  Techniques for constant practice & life- long learning  Providing trained interpreters required in today’s multilingual society (court, hospitals, international organizations, businesses, in the community…)