Sixth National conference on Quality Health Care for Culturally Diverse Populations
An Evolving Interpreter Training Model: Research Insights and Interpreting Competencies
Seminar Learning Objectives:
By the end of this three hour seminar, participants will be able to:
1. Highlight research and practices that can strengthen current interpreter training curricula
2. Identify at least four competencies necessary for effective interpreting
3. Identify ways to practice cognitive skills and/or integrate skills into trainings
4. Demonstrate skills in interactive activities
Content and sample activities from modules developed for Connecting Worlds, Central Valley
Version, Health Care Interpreter Training by Claudia Angelelli, Ph.D. and Christian Degueldre,
MA.
I. Developing Basic Listening Skills (Excerpt)
What is listening? “Listening is the activity of paying attention to what speakers say and trying to work
out what they mean.” (Underwood, 1989) There is a distinction between just hearing the words and
listening for understanding. When interpreters listen effectively they work to understand what the
speaker is thinking and feeling.
Listening Module Learning Objectives:
By the end of the 3-hour Listening module, participants will be able to:
1.
2.
3.
4.
Identify listening as a central activity in interpreting.
Explain the listening process that is required for interpreting.
Describe the elements in a message that the interpreter must listen to.
Demonstrate components of active listening skills.
Sample Activity 1: Active Listening
Write down three to five sentences in a paragraph that describes your morning. In pairs, one will be the
speaker and one will be the listener. The speaker will read their paragraph. When the speaker stops, the
listener states what he or she thinks the speaker said. This allows the speaker to find out whether the
listener really understood. If the listener did not, the speaker can restate it again. After the listener is
able to restate the information correctly, the activity will be repeated with the first listener becoming the
speaker.
Many people think of listening as a passive rather than active skill and do not recognize the amount of
effort it takes to become a good listener. It is important to realize that building a skill such as active
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Sixth National conference on Quality Health Care for Culturally Diverse Populations
listening takes time and practice. There are many opportunities each day to practice active
listening. You can ask friends or family members to help you practice.
Unlike hearing, listening requires conscious effort and sustained attention. It is an acquired skill that can
be improved with practice. Good listeners are usually able to restate the ideas exchanged during a
conversation.
Sample Activity #2: Listening for Understanding and Content
A)
Listen carefully to the speaker (facilitator) reading a paragraph and answer the following
question:
1. What is the speaker trying to say? (What is the main idea?)
Listen to the paragraph again. This time, answer the following questions:
1.
2.
3.
4.
What is the speaker talking about?
What is the speaker’s tone?
What is the speaker’s opinion about the subject?
What information does the speaker use to support her beliefs?
B)
Listen carefully to the speaker (facilitator) reading a paragraph and answer the following
questions.
1.
2.
3.
4.
What is the speaker talking about?
What is the speaker’s main concern?
What suggestions does the speaker offer?
Try to explain what the speaker said in one or two short sentences. (Imagine that you are telling
this to a friend who just walked in your room and has not heard the information.) The sentence
should capture as much as possible.
The following sample is an activity used in professional development classes with Spanish-speakers
using materials in their field of work. We also use Hmong materials in professional development classes
for this language group.
II. Paraphrasing (Excerpt)
A paraphrase is...
 a restatement of important information and ideas that were spoken by a speaker (or written).
 going to include all of the minor details.
A paraphrase
 is not a summary.
 does not use the same words or phrases as the original.
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Sixth National conference on Quality Health Care for Culturally Diverse Populations


is not replacing a technical term with a popular one. For example: replacing the technical term
“micturition” with the term “urination” would be a change of register.
works at the level of a phrase, not at the level of the word.
Summarizing is condensing or abbreviating information. A summary may contain the main idea(s) but
details are usually left out. A summary is substantially shorter than a paraphrase.
Paraphrasing is restating another person’s words into your own words. It is usually as long or longer
than the original message.
Sample Activity 1: Paraphrasing
Instructions
Work in pairs. One participant will act as the reader and the other will listen and follow the reader’s
instructions.
The reader reads: “I want you to listen and play close attention to the following. I will read this
paragraph out loud. After I have finished reading it, you will be asked to 1) Tell me the main idea and
then 2) re-state the information in English using your own words.”
Listen to Text:
1) Tell me the main idea (What is this text about?)
2) Re-state the information in English using your own words (Paraphrase)
Listen to Text
1) Tell me the main idea (What is this text about?)
2) Re-state the information in English using your own words (Paraphrase)
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Sixth National conference on Quality Health Care for Culturally Diverse Populations
Written Text
Restate each sentence differently (change the word order and/or use other words to state the meaning of
each sentence).
Text
I’m going to go over with you how you should check your blood sugar level at home.
First you need to wash your hands with warm water and soap for at least twenty seconds and dry
them well before doing the test.
Shake your hand at your side for a minute.
Prick the side of your fingertip with a sterile lancet to get a small drop of blood.
Place the drop of blood on the test strip.
Insert the test strip into the glucose meter.
The meter will give you a number for your blood sugar level.
Please, write this number down on your daily log.
Text
I’m going to go over with you how you should take care of your feet.
It’s important for you to wash your feet every day with lukewarm water and mild soap.
After washing make sure to use a soft towel to dry your feet well, especially between the toes.
Apply cream or lanolin lotion to keep the skin of your feet smooth, especially on the heels.
During the day keep your feet dry by putting non-medicated powder on your feet before putting on
shoes, socks or stockings.
Check your feet every day including the bottoms of your feet with a mirror.
Cut toenails straight across to avoid ingrown toenails.
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Sixth National conference on Quality Health Care for Culturally Diverse Populations
Don't let your feet get too hot or too cold.
Don't walk barefoot.
III. Anticipation (Excerpt)
Anticipation is the “act of thinking of something before it takes place”.
(http://www.brainydictionary.com/words/an/anticipation130930.html)
Anticipation is a skill that interpreters use at many levels. This skill helps interpreters mentally prepare
for an assignment. It also helps interpreters become more aware of the importance of increasing general
background knowledge.
Also, as interpreters listen and observe speakers, they are constantly predicting (anticipating) what the
speaker(s) might say next. It is helpful for interpreters to become consciously aware of how verbal and
non-verbal cues (tone, speed, pitch) contribute to their analysis of the speaker’s message and intent. It is
easier for interpreters to interpret a topic that they are more familiar with than a completely new topic.
Interpreters find it easier to interpret for a patient and doctor that they know versus a new patient. This is
because they already know more or less what to expect: they know the topic, they have heard the person
speak... thus their level of anxiety is lower. Interpreters are able to “anticipate” because they are more
prepared, know what to expect, and are able to put their background knowledge to use.
As interpreters listen to what a patient tells the doctor, they are probably also thinking about what is
going on in the doctor’s mind as a result as well as what his reaction might be. They try to anticipate the
future turns of the encounter. But, as they do that, they must be very careful! Interpreters must continue
to listen to what is said rather than to only concentrate on what they think (or anticipate) will be said.
Listening, text analysis and anticipation are important parts of how a message is produced, processed
and received.
Sample Activity:
SMOKING: AN ADDICTION
You know that in a few days you are going to interpret for a patient who is a smoker. He will come to
see the physician about his addiction. You want to be as prepared as possible. To prepare, you will do
some research and read about the topic.
Preparation
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Sixth National conference on Quality Health Care for Culturally Diverse Populations
English terms about smoking, statistics about smoking, the danger of smoking, etc.
You should also think of 1) what the patient might tell the physician, and 2) what the physician might
tell the patient.
Use the space below to write down your list of terms that you think will be used by each.
Anticipation
What the patient might say
What the physician might say
In summary, there are many cognitive (thinking) skills that are important for interpreters to recognize
and practice in a structured way. This seminar introduced some basic skills and exercises that we hope
are helpful for interpreters and interpreter trainers to begin using. We hope that other training programs
will join us in our efforts to identify, develop and practice the “how to” interpreting skills to further
enhance these competencies.
Tatiana Vizcaíno-Stewart, MA
Marilyn Mochel, RN
Healthy House Within a MATCH Coalition
1729 Canal St. Merced, CA 9340
(209) 724-0102 Phone
(209) 724-0153 Fax
http:/www.healthyhousemerced.org
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