1. TrIn 3101: Introduction to Interpreting
Unit 3: The Linguistic, Cultural, Situational and Professional Tasks of Interpreting

2. Unit 3: Goals 1) Collect 6 thought questions
2) Review Unit 2: 1 video vignette, 4 situations
2) Review personal and contextual factors affecting the interpreter’s performance
3) Describe basic linguistic, cultural, situational, and professional tasks of interpreting
4) Define culture
5) Identify possible cultural conflicts in an interpreted encounter in a community setting
6) Identify some of the linguistic issues in finding appropriate equivalents in a cross-cultural medical encounter
7) Identify cultural issues that impact communication (video)
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3. 6. The client assumes you will give him a ride home.
Application activity 2-2:What is the most effective response in the following situations? Role play each of the 4 situations where the interpreter uses the group’s most effective response.
5. While you are waiting for the lawyer, the mother asks you to watch her children so she can make a phone call.
6. The client assumes you will give him a ride home.
7. The parents think their child is ill because he is not eating much. The weight gain chart shows that the baby is fine. The doctor tells the mother that everything is fine, but the parents are not satisfied.
8. After the financial worker leaves, the client asks you which insurance plan is best for his family.
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4. Video: The Professional Interpreter
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/she
3. Yes No
4. Yes No 5.
6. Simultaneous, consecutive, summary
7. Editing, giving advice, adding, omitting information
8. Yes No
9. Yes No
10. Yes No
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5. Video: The Professional Interpreter
11. Did the interpreter use eye contact and the first person “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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6. Review message construction
Speakers have a GOAL: oral expression
Speakers have their own personal context:
language
culture
ideas
feelings
personality
style of communication
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7. Message Construction
Speakers also communicate within a broader context:
Setting
Language
Culture
Participants
Expectations
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8. Humorous sign
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9. Refugee Mental Health: Interpreting in Mental Health Settings
Video: Resources

10. Locating and using available resources:
Refugee Mental Health: Interpreting in Mental Health Settings (video guide)
Locating and using available resources:
1. Identify qualified interpreters.
2. Introduce them to the mental health setting.
3. Call qualified interpreters when needed.
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11. Q1: What are the local and regional sources of interpreters?
St. Paul courthouse has lists of certified court interpreters plus a roster of those who have passed the ethical test.
Graduates of “our” Program in Translation and Interpreting.
People from other countries (Argentina) who have majored in Interpreting/ Translation.
Professional Interpreter Agencies (private, profit/non-profit, local, state, federal).
Staff interpreters in hospitals, clinics, education systems
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12. Prior assessment of patient’s language needs
Q2: What do interpreters need to know before accepting assignments in the mental health setting?
Prior assessment of patient’s language needs
Prior knowledge of actual setting of the interview
Prior knowledge of patient case history, personality, cultural taboos/ folklore
Prior briefing of current interview topic/needs
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13. Q3: What are the elements of a professional relationship between interpreters, clinics and agencies?
How can scarce resources (such as a lack of professional interpreters of less common languages) best be used?
Interpreter asks for patient/client information in advance of the interview.
Interpreter gives pre-interview explanation of interpreter roles to all interested parties.
All parties assist in “professionalizing” the profession.
Centralized agencies cooperate in providing qualified interpreters, especially for the less common languages represented in the community.
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14. Interpreter’s Role
Listen carefully. Do not play an active role in the dialogue.
Comprehend the message completely.
Re-express the message accurately in the other language.
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15. Tasks of the Interpreter
According to the video:
What is interpreting?
What are the differences between interpreting and translating?
What is the difference between simultaneous and consecutive interpreting?
What are the components of the speaker’s utterance?
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16. Five tasks of the mental health interpreter
1. Psychological and linguistic tasks
2. Cultural and sociolinguistic tasks
3. Situational tasks
4. Professional tasks
5. Learning tasks
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17. Tasks of the Interpreter
1. Psychological and Linguistic Tasks

18. Linguistic tasks: Components of the speaker’s utterance
Words and affixes (prefix/suffix), or inflections Care, careful, careless, uncaring Call me! vs. Call me? Syntax—the way words are put together
You are here. Are you here?
Pronunciation—stress, intonation, tone (high/low)
I know him. I know him. I know him?
Body language—gestures, gaze, sitting position
Contextual linkage—connection with previous and future messages and the setting or context
Note: ALL components carry meaning.
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19. Tasks of the Interpreter
2. Cultural and Sociolinguistics Tasks

20. Cultural and Sociolinguistic Tasks Sociolinguistic differences: Vignette #4--girlfriend
An interpreter who does not know both languages and cultures can make serious mistakes.
Knowing both languages and cultures well is not enough; the interpreter must have the skills, ability, discipline, and endurance to interpret.
Spanish language differences influenced by cultures:
Amante – girlfriend or lover?
Mueble – furniture or car?
Guapo – brave or handsome?
Simpático – nice or good-looking?
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21. Cultural and Sociolinguistic Tasks Inappropriate language: Vignette #5--angry Patient
An interpreter needs to interpret everything, even if it feels uncomfortable.
The interpreter should not judge what language is inappropriate but must interpret all that is expressed, especially in mental health or courtroom situations.
What inappropriate language was used in Vignette #5?
Examples of swearing or offensive language?
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22. Cultural and Sociolinguistic Tasks Unfamiliar cultural practices: Vignette #6--coining
Sometimes the interpreter needs to stop interpreting and act as a cultural broker by elaborating briefly on the topic (such as folk remedies and practices) being discussed, but . . .
Only when crucial to complete understanding
Only when the interpreter is knowledgeable of the practice/remedy within the specific culture of the patient/client
At times important cultural issues outside the expertise of the interpreter may arise. The mental health professional may need to consult cultural experts such as anthropologists or knowledgeable members of the refugee community.
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23. Tasks of the Interpreter
3. Situational Tasks

24. Situational Tasks Pre-interview tasks Interview tasks
Post-interview tasks
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25. Pre-interview tasks With the patient With the clinician Scheduling
Greeting
Accompanying the patient
Evaluating language needs
With the clinician
Scheduling
Deciding on mode
Seating
Informing him of patient language needs
Getting accustomed to clinician’s speaking/ interviewing style
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26. Interview tasks Introductions Seating Monitoring communication
Maintaining role
Stepping out of role
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27. Post-interview tasks With the patient With the clinician
Accompany patient to other appointments
Laboratory
Pharmacy
Translating written materials
Scheduling
With the clinician
Post-interview discussion of communication problems or cultural issues, within the interpreter’s expertise
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28. Tasks of the Interpreter
4. Professional Tasks

29. Professional tasks Ethical issues Signs of stress and fatigue
Emotional issues
Interpersonal issues
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30. Ethical issues Confidentiality Neutrality Limits of expertise Fidelity
Even if a person is qualified in a mental health profession and is a competent interpreter, they should NOT be asked to practice both activities at the same time, just as a lawyer does not defend and interpret at the same time.
Limits of expertise
Be realistic about fields of expertise
No resources or time to prepare? – just say “no”!
Fidelity
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31. Stress and fatigue What are the signs of stress and fatigue?
How do you plan to deal with stress and fatigue?
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32. Emotional issues What emotional issues can be anticipated?
Emotional involvement can lead to bias.
Many refugee interpreters have also lived through what their clients have lived.
How can emotional issues be addressed?
Mutual trust
Comfort
Understanding
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33. Interpersonal issues What interpersonal issues can be anticipated?
Supervisors: agencies vs. freelance
Personal vs. professional code of ethics
Respect and budget issues
Transference
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34. Tasks of the Interpreter
5. Learning Tasks

35. Learning Certified professional training
Additional specialized training
Constant reading of varied genre
Glossary of field-specific terms, expressions, slang, technical terms, etc.
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36. What is CULTURE? Group activity (5-6 per group-<5 minutes):
Select a recorder for your group.
Based on the suggestions as shown on the transparencies, each recorder will write down the group’s composite definition of “C/culture” to share with the class.
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37. Cultural Issues: Areas of conflict
(see handout 3-3)
Age/status
Gender
Beliefs and values
Verbal and
non-verbal communication
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38. The Bilingual Medical Interview II: The Geriatric Interview
The scenes depict medical interviews by physicians with non-English speaking geriatric patients. Each of the segments is an edited version of a complete visit, including a history, physical exam and review of medicines.These vignettes are designed to highlight points of interest regarding geriatric clinical issues, cross-cultural concerns and techniques for the bilingual interview.
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39. Cultural issues: a review
As each scene is shown on the video dealing with geriatric medical interviews:
a) circle the cultural areas of conflict observed
b) briefly identify the specific conflict(s) demonstrated in each vignette
c) How might/should the interpreter deal with each conflict?
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40. Video: the geriatric interview
Scene 1
House call:
Mature daughter
interprets for
elderly Spanish-
speaking mother
who is a bilateral
amputee with an
unstable heart
condition
Age/status
Gender
Beliefs and values
Verbal and
non-verbal communication
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41. Video: the geriatric interview
Scene 2
hospital room:
young nephew
interprets for
elderly Chinese
uncle
Age/status
Gender
Beliefs and values
Verbal and
non-verbal communication
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42. Video: the geriatric interview
Scene 3
house call:
Hindi-speaking
female nurse
interprets for
elderly female
patient
Age/status
Gender
Beliefs and values
Verbal and
non-verbal communication
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43. Video: the geriatric interview
Scene 4
Male physician +
male interpreter
pre-interview
consultation
interview with elderly Spanish-speaking male
Age/status
Gender
Beliefs and values
Verbal and
non-verbal communication
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44. Discussion of cultural issues: areas of potential conflict
Handout 3-3 (groups of 3-4): From his/her native culture perspective, each student will first identify at least one category in each of the four listed areas that may cause a conflict in a medical interview.
Individually, please share with the group what those conflicts entail.
Discuss how an interpreter might resolve each conflict.
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45. Linguistic issues Group application activity 3-5
1. Divide into groups of four, preferably with individuals from at least two different cultures.
2. Answer the following questions on your handout based on the norms of your “native language” culture. Assuming a medical encounter in a doctor’s office, give one answer for each question.
3. How might any of these factors influence an interpreted encounter?
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46. Linguistic Issues: discussion
1. Introductions (verbal and non-verbal)
2. Concept of time
3. Seating arrangements- how close together?
4. Appropriate vs. inappropriate questions and topics
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47. Linguistic issues: discussion
5. What is said at the beginning of an interaction?
6. Addressing each other: first, last names, titles?
7. Who makes the decisions?
8. How to signal an encounter is over?
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48. Linguistic issues: discussion
9. How formal or informal are people?
10. What is the polite way to interrupt?
11. How can age, status or gender affect an interaction?
12. How important is “saving face”?
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49. Quiz preparation Date: October 6 Length: 40-60 min. Points: 50 total
Content:
definition of terms (2 pts. each)
short essay answers (3-10 pts. each)
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50. Possible essay questions on quiz
Definition of terms plus the following essay topics:
Why is literal translation or interpreting usually meaningless?
Why should the interpreter speak in the first person (“I”) while interpreting?
What are the roles of the interpreter?
Define culture and explain why the interpreter should be knowledgeable of both cultures.
Contrast and/or compare translating and interpreting in 4 ways.
What knowledge, skills and qualities does a competent interpreter need to have?
Explain the phenomenon of transference in the interview.
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51. Assignments due on 9/29/04
Read again the article “The Problem with Interpreters: Communicating with Spanish-Speaking Patients” by Vásquez and Javier (text pp ). Write the answers to the questions on the handout 3-6.
Write one thought question for each article from the text:
Codes pp. 1-4, 5-13
Rules pp
NAJIT pp
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52. Until next Wednesday . . .
Have a wonderful week!
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