Integrating technology in an Interpreting class Iria González-Liaño University of Nevada Las Vegas UK April 16-18, 2009
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
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)
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.
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…)
Technology applied to Interpreting Phase 1: Language Training Phase 2: Field Research Phase 3: Interpreting Task
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
&feature=related Just Vocabulary Extraneous and Efface Opprobrious and Phlegmatic Youtube.com
[TOEIC/TOEFL Vocabulary] [GRE Vocabulary] gresuper.php?count=7&qn=7 gresuper.php?count=7&qn=7
PHASE ONE: TRAINING (II) Being knowledgeable Current news (Online newspapers and in- depth reports, magazines) Specialized Topics (academic or scientific journals, wikis)
PHASE TWO: RESEARCH (I) About the content: Journals: Google Scholar Online databases: Academic Search Premier Wikis Blogs Q&A Interaction with experts
PHASE TWO: RESEARCH (II) About the language: Monolingual & bilingual dictionaries
PHASE TWO: RESEARCH (III) Glossaries and Specialized dictionaries Eurodicautom bin/uncgi/acronyms bin/uncgi/acronyms
PHASE TWO: RESEARCH (VI) Translation issues: ?vdeb=34 ?vdeb=34
PHASE THREE: INTERPRETING ACEBO: CD’s – SI, CI, BI Repeat (and translate) speeches: 5- second décalage -SI Note-taking techniques- CI –symbols Real-life conditions: Roxio Media Player
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
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”.
Hyperonym Examples: Mary, Rose, Jennifer, Gina … and other girls. -Germany, France, Belgium, Portugal… and other European countries. -UN, WHO, EU,…and other international organizations
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)
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
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.
SECONDARY SKILLS Refer to the form of the message: Tone Speed Enunciation Accent Digressions Silences Voice
Unlike the audience, teachers should attach more importance to primary skills Goal: Refine the interpreter’s speaking skills
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
EXAMPLES Bilateral Interpretation Consecutive Interpretation Simultaneous interpretation
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…)