TrIn 3102:
Consecutive Interpreting
Week One
Welcome back!!
¡Feliz Año Nuevo!
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Class agenda for Week One
Lecture
Course goals, format
and requirements
Review steps of
interpreting model
Process for change
model
Steps for a skill
development plan
Reading assignment
for Week 2
Lab
General introduction of
lab structure and
purpose
Skill practice:
prediction, identify
main idea, short term
memory practice with
chunking, visualizing
and focus on key
words
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Review of Interpreting Model
A.The Source/Target Message boxes include the
components of message meaning in the handout
“How do we construct meaning (the message)?”
B.Receptive/Expressive Channels
These areas refer to the channels of
transmission from the speaker (receptive) or
expression from the interpreter (expressive).
The speaker may be speaking English but may
be also pointing/gesturing/posturing through the
visual channel. That is why it is important to
hear and see the speaker when possible.
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Analysis and Composition Factors
1.Process skills
a. ANALYSIS refers to the interpreter’s
ability to quickly and accurately derive
meaning from the source message; it
includes attending (blocking distraction),
analysis and synthesis, ability to access
short-term memory, ability to access
long-term memory for knowledge, and
retaining form when appropriate (e.g.
proper names).
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Composition
b. COMPOSITION refers to the
interpreter’s ability to quickly and
accurately construct language forms from
the Message; it includes retrieval of
linguistic and cultural knowledge, ability
to access short-term memory, ability to
access long-term memory for knowledge,
as well as planning the production of the
target message.
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Process Management
This element of the process is responsible for
“supervisory” functions:
 Allotting and modifying process (lag) time to
allow for analysis/composition
 Chunking message units into manageable sections
 Monitoring the sequence of operations
 Making decisions about obtaining clarification/
restatement from the speaker in analysis stage
 Making decisions about repairing a portion of
the target message in the composition stage
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Competence in Source/Target
Language and Culture
Language refers to both knowledge about
grammatical rules, vocabulary, discourse
styles, and phonological constraints as
well as the ability to perform functions
appropriate to context.
Culture refers to both knowledge about
norms, values, rules, traditions and
beliefs held by members of the culture
as well as the ability to behave in
culturally appropriate ways.
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Knowledge
This term refers to the stored
experiences in long-term memory
and the learning which the
interpreter has accumulated in all
sensory and intellectual contexts.
For any given assignment, it refers
specifically to knowledge relevant to
the message being interpreted.
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Preparation
This item refers to any means the interpreter
has used to prepare for the task at hand.
Physical dimensions: sleep, exercise,
nourishment
Emotional/psychological dimensions:
confidence, stress management
Content-related dimensions: meeting with
speaker, researching topic
Contextual dimensions: researching
participants, environment
Task-related dimensions: meet with team
members, coordinator
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Environment
Any and all conditions which exist
at the time of the interpretation
External environmental include:
Physical factors (lighting,
temperature, time of day, noise)
Psychological factors (stress,
emotional displays)
Cultural factors (conflicting behaviors
and/or expectations)
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Internal environment includes:
Physical factors such as fatigue or
illness
Psychological factors: perceived
evaluation, bonding with speaker
Emotional state of the interpreter
as s/he reacts to the speaker,topic,
or audience
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Filter(s)
The term refers to the interpreter’s own
“baggage” which may filter in, filter out, or
distort any aspect of the message as well as
process factors. Interpreters have their own
biases, beliefs, personalities and habits which
do affect how they perceive people, situations
and meaning. The ability to recognize when
filters may be hindering performance and
accessing the resources necessary to intervene
may be crucial to the outcome.
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Message
Refers to the meaning of the
speaker’s message, represented
through non-linguistic means, which
has been extracted by the
interpreter during the analysis
phase of the process.
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Process for Change Model
Often people resist change because they are
uncertain as to the results they will get. New
behavior can take some time to be internalized.
Once you are aware of how the change process
works and have a better understanding of its
dynamics, you will be able to approach change
more positively. The following model consists of
a 4-step process for integrating and
internalizing a new behavior or skill so that the
behavior or skill eventually becomes part o your
behavior pattern for improved effectiveness.
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Change Process Model
Step 1: Nonawareness
Unconscious of one’s
behavior that results
in ineffectiveness
Step 3: Internalizing
Consciously putting
into practice the
new behavior or
skill
Step 2: Awareness
Conscious of one’s
behavior that results
in ineffectiveness
Step 4: Integrated
Unconsciously
applying the new
behavior or skill
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Internal Experience that Takes Place when
Integrating a New Skill or Behavior
Resistance: Natural tendency to stay with
what is familiar.
Being Unsure: When we start to apply new
skills and behaviors, we may feel phony.
Assimilation: Feeling less phony and becoming
comfortable with the new behavior and new skill.
Transference: Applying behavior or skills
learned in one setting over to another setting or
situation.
Integration: Automatically and unconsciously
reproducing the new behavior or skill.
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Beyond the Classroom:
Establishing Personal Structure
What can we do after we graduate
from our Interpreter Training
Programs and workshops and while
we wait for the next? Bill Isham, in
his article “Beyond the Classroom:
Self-Directed Growth for
Interpreters”, describes 5 major
categories of self-directed growth:
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1. Goal Setting
Two reasons for setting personal goals
1. Identify, define and improve
weaknesses
A. Personal identification of problem areas
B. Consumer feedback
2. Prioritize weaknesses to avoid frustration
A. Concentrate on improving one or two
weaknesses and file the rest for later
B. Examples: production errors, insufficient
technical vocabulary/terminology, too little lag
time, appropriate affect, register and style
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2. Time Frames
Language-related skills have to become second
nature as much as possible. REPETION and
PRACTICE are essential! Set an arbitrary
amount of time in which to tackle these goals.
Through trial and error, one quickly learns what
are realistic time frames for any given goal.
But DO NOT change goals the minute you notice
improvement. Adjust your time frame as you
notice a habit is forming and you don’t have to
concentrate as much.
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Time Frames continued . . .
Improvement in language skills
is necessarily slow and gradual,
and we can only notice lasting
change after longer periods of
time.
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3. Written Records
It is helpful to record and react to your daily
experiences. This journal can be part diary where
new experiences can be jotted down, such as
unusual ethical situations you have encountered.
New lexical items from either language are also
listed, along with synonyms and a few equivalents
in the other language. Terms difficult to
translate can be noted . . . leaving enough space
to fill in appropriate interpretations later.
Carry your journal with you at all times. Leaving
it at home encourages avoidance.
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4. Feedback
Ask consumers appropriate questions:
Was my voice loud enough?
Ask fellow interpreters for input and
encouragement
Observe another interpreter and
compare to oneself. Look for yourself
(weaknesses or strong points) in other
interpreters.
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5. Guidance
Mentorship: Develop a relationship with someone
you respect and trust implicitly, someone whose
help you need or want. The idea of a mentor is
particularly appropriate for our field.
Interpreting requires a lifelong commitment to
learning and more individualized and on-going
instruction are a plus. Meeting once or twice a
month to go over journal entries and discuss
concerns can be a rewarding experience for
both parties involved.
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Steps for a Skill Development Plan
In small groups, brainstorm steps to establish an
individual skill development plan:
Stage 1: Identify the skills a professional
interpreter is expected to have.
Stage 2: Assess the level of your individual skills.
Stage 3: Establish realistic goals and timeline to
improve or refine those skills. How will
you know you have accomplished those goals?
Stage 4: List your specific plans/activities to
develop your professional skills.
Stage 5: Develop a plan to monitor your progress.
Bring your typed plan for the instructor during the next class.
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Lab Structure and Purpose
Small group work and individual work
Practice of dialogues and sight translations
Review of individual work or partner’s work for
feedback
Feedback from the instructor
Role modeling of techniques and skills
Discussion and practice of difficult situations
Introduction of vocabulary for specific settings
Please bring your video cassette tape, tape
recorder and audiotapes for every class. Make
sure your recorder batteries are charged.
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Week One: Skill practice and review
in English or non-English language
1. Apply prediction to interpreting work
2. Practice comprehension with focus on
main ideas
3. Practice increasing short-term memory
by using various techniques such as
chunking, visualizing and focusing on key
words or ideas
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Lab Exercise 1.1: Prediction
The context of a text will be described.
Brainstorm with your partner all the
possible topics that might come up. Make
a short list of possible terms/vocabulary
with your partner.
As the text is read aloud, check off the
topics and vocabulary that have been
predicted.
Why is using prior knowledge important
in interpreting?
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Lab Exercise 1.2: Intra-lingual
Listening activity
Groups of 3-4 students (Students A, B, C, D).
Each student will write a 1-2 minute story on
paper. Use dates, numbers, names, and action
verbs.
Student C leaves the room and Student A tells
Student B a 1-2 minute story. Student C
returns to the group and Student B tells student
C the story. Student A listens for accuracy.
Repeat the activity with each student assuming
each role. The fourth student can take notes
while Student A tells the story and can listen
for the accuracy of the story when it is retold.
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Lab Exercise 1.3: Paraphrasing
Note: Paraphrasing is NOT interpreting; it is
restating the meaning of the message by using
different words or phrases.
Pair activity (Students A and B)
All students listen to the lab instructor
read a text aloud. The instructor will
designate either Student A or B to
paraphrase the text for the partner.
The partner should listen to the
paraphrasing for accuracy in terms of
content.
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Lab Exercise 1.4: Main Idea
A short text will be read aloud.
Write down the main idea in 10
words or less. Focus on the main
purpose of the text.
Students will compare their
responses with a partner. Identify
differences or difficulties.
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Lab Exercise 1.5: STM-Visualization
As you listen to the text, sketch
pictures/symbols to assist in
remembering the information.
With a partner, use your sketched
symbols to retell the text to your
partner.
Compare notes and assess how you
were visualizing the information.
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Lab Exercise 1.6: STM-Chunking
A text will be read aloud with a
pause after each sentence.
Focus on your chunking skills
(<7 units) to improve your memory.
Repeat the sentence for your
partner.
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Assignment for Jan. 25, 2006
Please re-read the article, Consecutive
Interpreting (González) and Steps to
Consecutive Interpreting (Bowen and
Bowen) in your reading text.
Write down 1 thought question per article
Type a one-page double spaced analysis of
your present skills and three (3)
professional goals with your plan to
achieve those goals (see slide #24).
Have a great week!
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