Interpreting Quality at Courts in Germany TRAFUT-Workshop, Ljubljana, 25.11.2011 Martin Wenning-Morgenthaler, Presiding Judge at the Landesarbeitsgericht.

Slides:



Advertisements
Similar presentations
Communication Choices
Advertisements

Curriculum Development and Course Design
Integrating the gender aspects in research and promoting the participation of women in Life Sciences, Genomics and Biotechnology for Health.
EULITA Code of Professional Ethics adopted by the EULITA General Assembly in Prague, Czech Republic, 4 February 2012.
The Silent Way Tell me and I forget Teach me and I remember
Dr. V. C. Velayudhan Pillai Chairman. Rule 1: Title These rules shall be called “IMA Mediation, Conciliation & Grievance Redressal Cell (IMA-MCGRC)” Rules.
Diversity, Patient Rights and Confidentiality. “You have the Right” The Basic Rights all Patients are entitled to while entrusting their care to us.
The German Experience: Patent litigation and nullification cases
Exec Handover Training Chairing Skills
TESTING ORAL PRODUCTION Presented by: Negin Maddah.
Community Capacity Building Program Interpersonal Communications.
Clinical Examination and Procedural Skills The assessment of psychomotor skills in WPBA for the MRCGP examination.
Consistency of Assessment
English-medium courses at the University of Oulu: Experiences of Teaching & Learning Language Centre: Sabine Grasz & Suzy McAnsh, Teaching Development.
SAFA- IFAC Regional SMP Forum
EULITA / Liese Katschinka Copyright 2014 The Legal Interpreter Versus The Legal Translator Liese Katschinka, EULITA.
Baltic Dental Meeting Palanga Dana Romane The Patient in the Centre – Patient’s Involvement in the Treatment Process, Full Awareness and.
Surviving the Data Collection Report. What is a Qualitative Interview?  Qualitative interviews are interviews designed to :  Have the interviewee do.
Deciding How To Apply NEPA Environmental Assessments Findings of No Significant Impact Environmental Impact Statements.
Drama Methods & Education Douglas Gosse, Drama in Education At the University of Winnipeg  The University of Winnipeg has an excellent Education.
Utility Requirement in Japan Makoto Ono, Ph.D. Anderson, Mori & Tomotsune Website:
Communicative Language Teaching (CLT)
Interstate New Teacher Assessment and Support Consortium (INTASC)
(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate.
MODELS OF REFLECTION.
Designing and implementing of the NQF Tempus Project N° TEMPUS-2008-SE-SMHES ( )
Ways for Improvement of Validity of Qualifications PHARE TVET RO2006/ Training and Advice for Further Development of the TVET.
Taking of evidence within the European Union Council regulation no 1206/2001 on cooperation between the courts of Member States in the taking of evidence.
Prepared by Thuy Tran, Sep 2012 Communication skill.
Talking and Listening Skills SOW3350 and SOW5379 Professor Nan Van Den Bergh, PhD, LCSW.
The Almighty Critical Look at Critical Language Teacher Education.
International Communications Understanding Communication.
Report on 353 interviews carried out in 7 European countries relating to the use of languages in the Tourism Sector Research carried out by the work group.
1 Competence modelling and learning outcomes Simon Grant University of Bolton, JISC CETIS Organic Autumn School, Mesta, Chios
Transdisciplinary Skills Placemat: Greenfield Park International Thinking Skills Acquisition of knowledge: Are you able to find out new facts? Show me.
Professional Administrative Support for Adult Learning Pro- SAL PROJECT INFORMATION.
Graduate studies - Master of Pharmacy (MPharm) 1 st and 2 nd cycle integrated, 5 yrs, 10 semesters, 300 ECTS-credits 1 Integrated master's degrees qualifications.
SPEECH AND WRITING. Spoken language and speech communication In a normal speech communication a speaker tries to influence on a listener by making him:
Non-verbal messages Posture Open/closed stance Facial expression Eye contact Gestures /active listening Personal space.
EFFECTIVE WRITING 8 Readability. Writing - time and resource consuming, stressful process Texts have a strong tendency of using more complex, more sophisticated.
ORAL COMMUNICATION SKILLS Discussion skills and Presentation skills The course is designed to improve students’ speaking skills in English by: activating.
Informative Speeches. What is an informative speech? Speech that conveys knowledge and understanding Survey says..... Informative speeches rated #1 most.
SEMANTICS VS PRAGMATICS Semantics is the study of the relationships between linguistic forms and entities in the world; that is how words literally connect.
Course Requirements Class participation Written paper: around 1500 words Mock class Final exam (no midterm)
Interpersonal communication. defining the process of message transaction between people to create and sustain shared meaning.
Negotiating Across Cultures
Unit 11: Use observation, assessment and planning
Counseling for Family Planning. Learning Outcomes for Study this Session Adapting the counseling process Characteristics and skills of family planning.
COURSE AND SYLLABUS DESIGN
What is counselling & how does it differ from other forms of helping? Session Overview Aims: Define Counselling Identify how counselling differs from other.
Bahasa Inggris 3 Arranged by Pikir Wisnu Wijayanto, M.Hum Aris Hermansyah, S.S. Prodi D3 Manajemen Informatika Fakultas Ilmu Terapan Universitas Telkom.
King Saud University, College of Science Workshop: Programme accreditation and quality assurance Riyadh, June 13-14, 2009 III.1 The accreditation report:
Communication Applications Chapter 9 Exploring the Interview Process.
Communication Part I Dr.Ali Al-Juboori. Communication is the process by which information is exchanged between the sender and receiver. The six aspects.
Being a GAL in Tribal Court NAILS Pre-NLADA Indian Law Training Paul Stenzel – Stenzel Law Office LLC November 6, 2007.
Involving children in decision-making has received much attention in New Zealand, and internationally, recently. Care of Children Act 2004 attempts to.
Commission Staff Working Document Free Movement of Workers in the Public Sector 18 January 2011 Ursula Scheuer European Commission DG Employment, Social.
LOGIC, PHILOSOPHY AND HUMAN EXISTENCE
Interviews & focus groups
TRAINERS AND TRAINING PROCESSES
NEEDS ANALYSIS.
Coache's Seminar in Youth WECH 17 in Gdansk
A comparative study in Saudi Arabia and China
Interviews & focus groups
Zhao Wenxue , Gu Fei College of Foreign Languages, Jilin University
Essentials of Oral Defense (English/Chinese Translation)
Opinion Testimony, In General
Interviews & focus groups
Theory of Knowledge Human sciences.
Interviews & focus groups
Presentation transcript:

Interpreting Quality at Courts in Germany TRAFUT-Workshop, Ljubljana, Martin Wenning-Morgenthaler, Presiding Judge at the Landesarbeitsgericht Berlin-Brandenburg, Spokesman of Neue Richtervereinigung (NRV), Germany

1.Current situation 2.Problems from a judge’s perspective 3.Objective requirements from the court’s perspective which the interpreter must meet 4.Need to improve the cooperation between interpreters and courts

1.Current situation a.When lawyers (that means every jurist) study and train in Germany, they are not taught the essential aspects to apply when recruiting an interpreter. b.As a rule, the lawyer/defence counsel determines whether and for what language an interpreter is needed, or this is established on the basis of the investigation file. Normally, judges don’t engage in any investigations themselves. c.For the normal course of business, forms for assigning interpreters to a case are available, which indicate for what language an interpreter is needed. Usually, further details are not provided. d.Interpreters contact a central court service where they are admitted to a list. The list does not contain further details concerning their qualifications, except for their working languages. e.As a rule, the administrative services of the court choose the interpreter, either on the basis of personal preferences or according to abstract criteria such as sequence in the list, so that every registered interpreter is recruited regularly. f.As a rule, the judge will only find out at the hearing who is the interpreter in the pending case.

2. Problems from a judge’s perspective 1.A feeling of unease if the foreign party speaks at great length and the interpreter simply interprets by saying “he said ‘yes’”. 2.Situations where the judge understands at least some of what the foreign party is saying, but where the actual interpretation of the words does not seem to correspond to what was said. 3.No information about the background, qualifications and quality of the interpreter. 4.Insufficient knowledge about the specific problems of the litigating party such as, for example, gender-specific needs that may influence the choice of a male or female interpreter. Nationality alone does not facilitate conclusions on the adequacy of the language skills.

3. Objective requirements from the court’s perspective which the interpreter must meet a.Interpreters are more than mere translators. Judges expect reliability, neutrality and competences. b.Interpreters are language communicators, on the one hand. They must be able to clearly communicate to the foreign parties what judges would like to hear from them, or what a German-speaking party has said, so that they can actively participate in the proceedings and explain to the court in detail what they wish to be taken into account. c.Interpreters are also experts on culture, on the other hand, explaining to the court verbal utterances and non-verbal behaviour. This includes explaining what significance a certain concept has in the culture of the foreigner. It also requires competences to explain to the judge intercultural variances such as speaking to the point or speaking in vague terms, formulating precisely or expressing oneself in broad terms, dependence upon a person and dependence upon a role, rationality and intuition. This also includes providing information about the importance or insignificance of gestures and symbols. d.Interpreters should also have the necessary technical knowledge. They should have mastered the legal contexts just as much as they need to be familiar with any required technical subject (e.g. medical, psychological, technical vocabulary).

4. Need to improve the cooperation between interpreters and courts a.Courts need more detailed information about the skills and qualifications of interpreters. b.There should be regular – person-to-person – contacts between the court and the interpreters in order to learn more, on a mutual basis, about needs and problems. c.Judges should treat interpreters with respect and consideration for their situation and needs. d.Regular breaks should give interpreters an opportunity to relax whenever interpreting assignments take up a long time. e.When assigning an interpreter to a case, the summons should at least give a brief description of the case, including the aspects mentioned in item 3, as well as the estimated length of the hearing. In complicated cases the judge/court may give the interpreter a short brief of the case over the telephone. f.Copies of important documents should be handed to the interpreter.

Thank you for your attention.