1. An INTRODUCTION TO INTERPRETING for Refugees and Asylum Seekers in Receiving Communities

2. TRAINING OBJECTIVES
To develop the skills of speakers of refugee/asylum seeker target languages so they may serve as interpreters in community settings such as health care, education and social services.
To clarify the roles of interpreters and cultural mediators.

3. LEARNING OBJECTIVES
Fluent bilingual speakers of refugee/asylum seeker target languages and receiving community languages will:
Recognize Interpreter Roles and Definitions
Become Proficient in Facilitating Interpreter Encounters
Build Interpreter Skills
Understand Interpreter Code of Ethics

4. INTRODUCTIONS Your Name Your Organization & Title Your Role
Your Languages

5. DEFINING ROLES: Interpreter or Translator?
I often hear the terms “Interpreter” and “Translator” used interchangeably, but there is a significant difference between these two distinct roles.

6. Interpreter
The primary function of the interpreter is to facilitate oral communication between two people who do not speak the same language, without altering or omitting the message.
An interpreter facilitates communication between two people who do not speak the same language, without altering or omitting the message.

7. TRANSLATOR
Renders written text from one language to another in writing
Must have excellent literacy in both languages
**An interpreter is not necessarily a qualified translator

8. DEFINING ROLES: Interpreter or Cultural Mediator?
I would like to also reflect on the differences between interpreters and cultural mediators.

9. What do you think is the key difference between the role of an interpreter and a cultural mediator?
Participants share their ideas.

10. Transmit the speech in the appropriate form
The interpreter must:
The interpreter must listen to the speaker, understand and analyze what is said and then transmit the speech in the appropriate form in a different language. The message must be transmitted in such a manner that the listener can respond as if he or she heard and spoke the other language.
Listen to the speaker
Understand &
analyze what is said
Transmit the speech in the appropriate form

11. INTERPRETING for Refugees and Asylum Seekers in Receiving Communities
Interpreting enables people who are not fluent speakers of the receiving community language to communicate with those who provide social, health, education, government and/or legal services.
Professionals who deliver social, health, education, government and/or legal services to individuals are referred to here as “providers.”

12. CULTURAL MEDIATOR
Host country
Family, work, authority, social values, time, success
Refugee/asylum seeker
Provides supportive services to refugees/asylum seekers with whom he or she shares ethnicity, religion and language
Bridges cultural understanding between service providers and refugees/asylum seekers
May serve as an advocate for refugees/asylum seekers

13. INTERPRETER/ CULTURAL MEDIATOR/ TRANSLATOR
Which hats do you wear and when?
Allow participants to share their experiences
Ask participants to share whether they have received language proficiency testing or interpreter skills training

14. MODES OF INTERPRETATION
Consecutive
Simultaneous
Whisper
Sight Translation
Summarization

15. Interpreter Encounter Role Play 1
Two volunteers speaking the same language (one which the group will understand). One volunteer serves as the speaker, the other as interpreter. The speaker is asked to talk about his or her early life for sixty seconds with no interruption (a third party is the timer).
The interpreter recounts what the speaker has said, in the same language.
3) Brainstorm together the result, including the following learning points: It is impossible to be accurate in interpreting beyond seconds, as one’s memory cannot hold that much information, even in the same language. “Summarizing” is the only avenue available to the interpreter, which is not accurate and invites improvisation. Speaking in the first person is more clear than speaking in third person.

16. CONSECUTIVE MODE Simplest mode of interpretation
Interpreter waits for speaker to pause before beginning the interpretation
Communication is in short and concise segments
Interpreter controls pace, transmits complete message, including intent, tone, emotion and gestures

17. SIMULTANEOUS MODE
Interpreter transmits the message into the target language at about the same time as the speaker delivers it
Can be whispered or spoken in a normal tone of voice
Usually requires two interpreters (more tiring)
Used for conferences
Special equipment often employed
Requires a high level of skill

18. WHISPER INTERPRETATION (simultaneous)
Interpreter ensures that an individual or a few people can hear and understand a speaker in a group setting without disturbing others.

19. SUMMARIZATION
The full content of a spoken communication is condensed, rather than conveyed sentence by sentence, and not fully transmitted. Not recommended as it does not allow for full meaning to be expressed and understood.

20. SIGHT TRANSLATION
Interpreter reads a document in the source language, then rereads it to the refugee/asylum seeker in the target language.
Document should be no longer than a page.
Provider should be present to clarify information. This is not the responsibility of the interpreter.
Requires high skill level, including literacy in both languages.

21. PRIMARY MODES for INTERPRETERS who serve Refugees and Asylum Seekers
Consecutive
Simultaneous
Sight translation

22. SHARE YOUR EXPERIENCE
Participants share their experiences with different modes of interpretation.

23. FACILITATING THE INTERPRETER ENCOUNTER
Participants share their ideas.

24. Interpreter Encounter Role Play 2
1) Trainers demonstrate a poorly managed session with an interpreter and then make changes to address the problems. Participants suggest the setting for the encounter.
2) Brainstorm with participants the approaches in the second part of the role play that made the session go more smoothly, including learning points that positioning and use of first person were critical to managing the encounter.

25. WHAT IS THE GOAL OF THE INTERPRETER ENCOUNTER?
To connect refugee/asylum seeker and provider rather than creating a barrier between them, allowing them to communicate as if they spoke the same language.
The primary goal of the interpreter encounter is to allow a provider and refugee or asylum seeker to communicate directly, as if they were speaking the same language.

26. PREPARING FOR AN INTERPRETER ASSIGNMENT
Obtain as much information as possible about the encounter, including:
Country of origin of the refugee/asylum seeker
Preferred language/dialect
Type of service
Specific terminology required

27. PRE-SESSION
A successful encounter begins with a brief introduction (no more than 30 seconds) in which:
The refugee/asylum seeker is informed of the role of the interpreter and its limitations, along with assurances that confidentiality will be maintained
The interpreter explains how he or she works (signals, short sentences, speak in first person, etc.)

28. PRE-SESSION INTERPRETER SCRIPT
“Hello, my name is……. and I will interpret in ………. language today.”
“Everything that is said will be interpreted and will remain confidential.”
“Please speak directly to each other in the first person.”
“Please speak in short sentences and pause so I can interpret everything. If I need to stop I will raise my hand.”
After each break, have participants pair off and practice saying the pre-session script to each other.

29. POSITIONING http://www.youtube.com/watch?v=3wg-qZjMhU4
Body Positioning 0:37

30. Refugee/asylum seeker
POSITIONING
Goal: To connect the speakers of two languages rather than creating a barrier between them
Place oneself next to and slightly behind the refugee/asylum seeker
Interpreter
Refugee/asylum seeker

31. SPEAKING IN FIRST PERSON
Speaking in First Person 2:35

32. SPEAK IN FIRST PERSON
Goal: To connect the speakers of two languages rather than creating a barrier between them
Use of first person is more clear and easier to follow

33. DO NOT ADD, OMIT OR SUBSTITUTE
Never add, omit, or substitute 4:29

34. DO NOT OMIT, ADD OR SUBSTITUTE
Goal: To connect the speakers of two languages rather than creating a barrier between them
Interpreter must convey the complete meaning intended by each speaker

35. HANDLING SIDE CONVERSATIONS
Handling Side Conversations 7:19

36. HANDLING SIDE CONVERSATIONS
Goal: To connect the speakers of two languages rather than creating a barrier between them
Interpreter must interpret everything that is said
Can intervene with third person to explain

37. CLARIFYING
Clarifying 0:05

38. CLARIFYING
Goal: To connect the speakers of two languages rather than creating a barrier between them
Interpreter intervenes with third person to ensure understanding

39. TONE, REGISTER AND STYLE
Tone, Register, and Style 4:51

40. TONE, REGISTER AND STYLE
Goal: To connect the speakers of two languages rather than creating a barrier between them
Interpreter conveys emotion, sarcasm and other non-verbal cues

41. AFTER THE INTERPRETER ENCOUNTER
Leave the room when the provider leaves
Avoid being alone with the refugee/asylum seeker, if possible
Debrief with the provider (if possible) if the session left an emotional impact
Practice self care strategies, as needed

42. Interpreter Encounter Role Play 3
1) Participants develop an impromptu role-play depicting a social service interview. Each member of the group is assigned a role to play. One person should portray the provider, one person should portray the refugee/asylum seeker and one person should work as the interpreter. Others can be family members.
2) Participants evaluate the encounter according to the following criteria:
Pre-session - Interpreter
Pre-session - Provider
Accurate first person interpretation
3rd person Intervention
Transparency
Positioning

43. SHARE YOUR EXPERIENCE
Participants relay own experiences in interpreter encounters.

44. PRE-SESSION INTERPRETER SCRIPT PRACTICE
Participants pair off and practice saying the pre-session script to each other.

45. DEVELOPING INTERPRETER SKILLS

46. WHAT SKILLS ARE NEEDED FOR INTERPRETING?
Participants brainstorm on a flip chart the skills necessary for interpreting.

47. INTERPRETER SKILLS: LISTENING
Understand the meaning of what is said
Concentrate on message
Make no judgments
Do not interrupt

48. Transmit messages accurately and completely without altering the message
Ensure that meaning is conveyed
Use the first person
Interpret 2-3 sentences at a time

49. INTERPRETER SKILLS: VOCABULARY
Have dictionaries ready
Use software for computer or phone
Create mini-glossaries for specific services
Memorize 5 new words per day from your glossary
Carry a notebook to keep track of new terms

50. INTERPRETER SKILLS: NOTE TAKING
Develop a simple system of shorthand, symbols and abbreviations.
Do not attempt to write everything that is said, but rather focus on key words and action verbs.
Use only one language in note-taking to avoid confusion.
Practice note-taking before trying to utilize it in an encounter.

51. CONSECUTIVE NOTE TAKING VIDEO

52. INTERPRETER SKILLS: INTERVENING
Advocating
Mediating
Clarifying
Transmitting

53. TRANSMITTING The interpreter’s purpose in transmitting is to:
Advocating
Mediating
Clarifying
Transmitting
The interpreter’s purpose in transmitting is to:
Convey messages accurately and completely without alteration
Communicate meaning

54. CLARIFYING
Advocating
Mediating
Clarifying
Transmitting
The interpreter’s purpose in clarifying is to identify and clarify a language misunderstanding, such as:
A need to change register
An explanation of acronyms or idiomatic expressions
Need to search for words or phrases to convey meaning

55. MEDIATING
Advocating
Mediating
Clarifying
Transmitting
The interpreter’s purpose in mediating is to identify and explain a cultural misunderstanding.

56. INTERPRETER SKILLS: INTERVENING
Keep mediations brief
Use only to clarify meaning or to mediate cultural information
Begin with “the interpreter would like to add/ask” using third person
Make eye contact if helpful
Interpret everything that is said with no side conversations
Do not offer advice or answer questions
Return to basic interpreting as soon as possible

57. ADVOCATING
Advocating
Mediating
Clarifying
Transmitting
Advocacy, or representing the refugee/asylum seeker’s point of view, is outside the interpreter role. Interpreters may not advocate unless it is an extreme emergency.

58. INTERPRETER CULTURAL MEDIATOR
Clarifying
Transmitting
Advocating
Mediating
The interpreter is focused on transmitting messages, clarifying when necessary. The cultural mediator’s focus is on bridging culture and advocating for refugees and asylum seekers.

59. Why is it important to differentiate when a cultural mediator is acting as interpreter versus as cultural mediator?
Participants are asked to share their ideas.

60. CHALLENGES FACED BY CULTURAL MEDIATORS
It can be assumed that they have adequate language skills although they may not have been tested for proficiency.
They can be unaware of basic ethical boundaries which can protect them from over-involvement and burn-out.
Service providers may delegate service delivery to them although they are not professionals in those fields.
They may find themselves speaking on behalf of refugees and asylum seekers rather than allowing the voices of these individuals to be heard.

61. Suggested QUALIFICATIONS for INTERPRETERS who serve refugees and asylum seekers
Be 18 years or older.
Demonstrate bilingualism and literacy through language proficiency testing.
Have received training in the essential skills and ethics of interpreting.

62. Suggested QUALIFICATIONS OF CULTURAL MEDIATORS
Be 18 years or older.
Understand the cultural values of both refugees/asylum seekers and the host community, including family, work, authority, social values, time and the definition of success.
Have received minimum training in the essential skills and ethics of serving vulnerable populations.

63. Interpreter Encounter Role Play 4
An interpreter is called to the hospital emergency room. A refugee child has been hit by a car. The family is distraught and everyone is talking at once. The health care team needs answers to specific questions about the child’s allergies and history in order to determine treatment.
1) Assign a character to each member of your role-play group. One person should portray the provider, one person should portray the refugee/asylum seeker, and one person should work as the interpreter. Others can be family members. The group must determine who the refugee/asylum seeker is.
2) The group evaluates the interpreter’s ability to manage the encounter.

64. INTERPRETER CHALLENGES MANAGING THE ENCOUNTER

65. INTERPRETER CHALLENGES
The refugees/asylum seekers keeps repeating the same thing.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

66. INTERPRETER CHALLENGES
You have interpreted in a very stressful situation and feel upset.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

67. INTERPRETER CHALLENGES
The refugee/asylum seeker is unhappy with her physician and asks for the phone number of your doctor.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

68. INTERPRETER CHALLENGES
The refugee/asylum seeker’s family is present during an encounter, and the members are talking among themselves.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

69. INTERPRETER CHALLENGES
You are called to interpret for a legal case but you are not familiar with the terminology.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

70. INTERPRETER CHALLENGES
The refugee/asylum seeker is making a poor decision.
One participant is asked to respond to the challenge. His or her response is then discussed by the group.

71. PRE-SESSION INTERPRETER SCRIPT PRACTICE
Participants pair off and practice saying the pre-session script to each other.

72. INTERPRETER BOUNDARIES AND CODE OF ETHICS

73. INTERPRETER CODE OF ETHICS
Confidentiality
Accuracy
Competence
Professionalism
Self-Determination

74. INTERPRETER CODE OF ETHICS
Confidentiality
The interpreter must treat all information learned during the interpretation as confidential, divulging nothing without full approval of the refugee/asylum seeker and his/her provider. The interpreter must respect refugee/asylum seeker confidentiality in all circumstances, including community social situations.

75. INTERPRETER CODE OF ETHICS
Accuracy
The interpreter must transmit messages accurately, in a thorough and faithful manner, omitting and adding nothing, while at the same time conveying both the tone and spirit of the original message.

76. INTERPRETER CODE OF ETHICS
Competence
The sole function of the interpreter is to facilitate communication. Interpreters must demonstrate proficiency in both the target and host country languages, as well as the skills required to manage an interpreter encounter.

77. INTERPRETER CODE OF ETHICS
Professionalism
Interpreters shall maintain a professional standard at all times, refraining from any personal involvement with the refugee or asylum seeker. Interpreters shall, whenever possible, further their knowledge and skills through continuing studies and training.

78. INTERPRETER CODE OF ETHICS
Refugee/asylum seeker Self-Determination
The interpreter must limit himself or herself to facilitating communication. S/he may not give advice, opinions or treatment options before, during or after the encounter. S/he should not seek to influence opinions or actions of either the provider or refugee/asylum seeker.

79. INTERPRETER BOUNDARIES
Introduce yourself to the refugee/asylee and provider and remind them that you are interpreting, not managing the refugee/asylum seeker’s case.
Remember that the refugee/asylee is responsible for his/her choices.
Remember that an interpreter does not share nor offer his/her original thoughts.
After the encounter, forget what you have interpreted. If you have taken notes, give them to the provider.

80. INTERPRETER CHALLENGES CODE OF ETHICS

81. INTERPRETER CHALLENGES
You are interpreting for a father who has just been told by the physician that his son needs to take medication for hyperactivity. The father has heard of the medicine to “calm children down” and is unsure if his child should be medicated. He asks your opinion.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

82. INTERPRETER CHALLENGES
The refugee/asylum seeker mutters a profanity under his breath during the encounter.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

83. INTERPRETER CHALLENGES
During an interpreter encounter, the provider tries to hand you the refugee/asylum seeker’s paperwork to fill out.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

84. INTERPRETER CHALLENGES
You are the only Arabic interpreter in a small city. You are asked to interpret for a medical appointment. When you arrive, you see that the patient is a friend of yours.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

85. INTERPRETER CHALLENGES
A grateful refugee/asylum seeker presents you with €25 cash as a token of appreciation, and requests that you always be available for her interpreting needs.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

86. INTERPRETER CHALLENGES
A refugee/asylum seeker shares information with you that he/she does not want to share with the provider.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

87. INTERPRETER CHALLENGES
You realize that you have made a mistake in interpreting the meaning of a word.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

88. INTERPRETER CHALLENGES
You have been interpreting for a mother in meetings with her daughter’s teacher. The next time you interpret for them, the mother invites you to dinner in order to show appreciation.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

89. INTERPRETER CHALLENGES
You come home visibly shaken by an interpreting encounter. Your husband asks you to tell him about the experience and the family you have been interpreting for.
Have participants brainstorm responses that would be in line with the Interpreter Code of Ethics.

90. Interpreter Encounter Role Play 5
A young child is having difficulty in school and his parents are having a meeting with the teacher. The mother is the primary caretaker for the child, however, the father will not allow her to speak. Although he is not fluent in the receiving country language, he is trying to interpret for her rather than allowing the interpreter to do so.
1) Assign a character to each member of your role-play group. One person should portray the teacher, one person should portray the father, one should play the mother, and one person should work as the interpreter.
2) The group evaluates the interpreter’s ability to manage the encounter and allow the appropriate speakers to be heard.

91. INTEPRETER SKILLS: UNDERSTANDING COMMUNICATION STYLES
Passive
Aggressive
Passive-Aggressive
Assertive
Verbal
Avoids confrontation
Soft-spoken
Mumbles/Hesitant
Confrontational
Argumentative
Loud
Accusatory
Evasive
Alternates loud and soft voice
Sarcastic
Sincere
Well- modulated voice  Respectful
Non-verbal
Avoids eye contact
Withdrawn
Stares-down
 Tense
Poor eye contact
Distant
Good eye contact
Relaxed
1) Discuss how communication style can affect interpretation
2) Consider how culture affects communication style
3) Ask participants to reflect on their own styles of communication

92. SUGGESTIONS FOR INTERPRETER SELF CARE
Maintain boundaries – the most effective means of self-care
Be sure to give yourself time to recover from long or difficult encounters
Establish an interpreter “support group” or at least another individual with whom you can discuss interpreter challenges without breaking confidentiality