2. 1 TrIn 3102: Consecutive Interpreting Week 7 3/1/06

3. 2 Week 7 Agenda: Lecture Turn in the transcription without corrections to the lead instructor; the transcription with corrections (40 pts.) and the error analysis paper (60 pts.) may be turned in by March 22. Review Code of Ethics Discuss discourse and how it affects the interpreting process Discuss the interpreting setting of the job interview

4. 3 Review Code of Ethics Groups of 4: What principles are the same in every code? Why are these 4 principles key to the interpreting profession? (one principle per 2 students) confidentiality impartiality accuracy integrity

5. 4 Discussion of article “The Problem of Discourse ” How is discourse defined? How can differing discourse styles affect communication? What are possible problems for discourse between cultures? What are the implications for the interpreter?

6. 5 Definition Human beings do not just copy and transmit information like one computer to another. Human communication creates a point of view or a context, a means of defining cultural identity. Through our discourse we negotiate a world in which we can understand our differences. It establishes the syntax we use to create meaning and comprehension. Two speakers, or two cultures, are more than the sum of their parts.

7. 6 Definition We create our culture in the act of speech and in the inter-subjectivity of discourse. We negotiate and perform our cultural reality in communication with one another. Latin meaning of discourse: “a running to and fro” Discourse is essential to dynamic human interaction; it enables people to communicate freely within a sustaining social order; it connects people of different generations.

8. 7 How can differing discourse styles affect communication? The oral traditions of people native to this land are a form of discourse that connects them to the land and to their ancestors. Their discourse gives them a different form of government; it honors and enables both individuality and social responsibility. Their shared common oral traditions contrast sharply with those whose discourse is conditioned by written documents.

9. 8 Possible problems Attempted discourse between different cultures may create conflict, ambiguity, even oppression. A culture whose primary discourse is story- telling will be at odds with a culture whose discourse is traditionally based on a factual, legalistic approach to communication. As the Dunne-za and Cree people said in the article, “Whitemen believe paper has more power than testimony from people with experience.”

10. 9 Interpreter What are the implications for the interpreter who has to accurately and completely interpret one language/ discourse/culture to another?

11. 10 Week 7 Agenda: Lab For next week, the interpreter should sign up for a 20-minute time period (6:00-8:40pm) and make sure his/her group is ready to be videotaped 10 minutes in advance. With the lab instructor: 1. Pre-session preparation for the midterm 2. Turn in sight translation to instructor (from week 6) Independent/small group work: 3. Interpreting dialogue (5 key words per job) 4. Video interpreting and error analysis 5. Childhood screening terminology

12. 11 Lab group activity 1: Pre-interview preparation for midterm: Each student-interpreter will be given approximately 5 minutes to visit with the school psychologist who will be meeting with the parent to discuss the childhood screening. What 4-5 questions does the interpreter need to ask the psychologist BEFORE the interview session takes place? Briefly practice your introductions with each other. What information is missing? Not necessary?

13. 12 Lab activity 2: Sight translation (carryover from week 6) ( 20 pts.) One-on-one sight translation with the instructor While the lab instructor and student listen to the recorded sight translation as assigned last week, each student will assess and comment on 1 minute of the message. Each student also compiles and turns in a 10 word vocabulary list from the translated material to the instructor.

14. 13 Lab activity 3: Interpreted dialogue practice Students work in groups of 3 to determine which key “specialized” vocabulary you might need to know for each type of job (at least 5 words per job). Seneca plant or McNeilus Corporation House-keeping Dishwasher/bus “boy” Cook, etc.

15. 14 Lab activity 4: interpreting practice Note-taking and memory 1.Turn your tape player on when the video begins. 2.After each beep render your Spanish interpretation into the recorder. 3.Listen to your work and write down every sound that you made. 4.Compare your Spanish transcript with the original English transcript. 5.With a partner, write the corrections, label each type of error and rate the seriousness of each error.

16. 15 Lab activity 5: terminology In pairs, students review terminology by comparing translations from the childhood screening narrative done last week for the error analysis text. Keep a written list of the translated terms that were discussed!

17. 16 Assignments for Week 8 Midterm oral exam (70 pts.): you will interpret a dialogue in a role play situation. Setting: early childhood screening. You will be videotaped talking to the professional prior to the interpreting session, then the introductions and finally the interview. Each student interpreter will be scheduled for a 20-minute time slot. The provider and parent may make minor changes in the core script to vary content. Midterm Sight Translation (30 pts.) Bring completed lab assignment #3 (20 pts.) See p. 7 of syllabus (idiomatic phrases)