Conference Interpreting - A Trainer's Guide

Name: Conference Interpreting - A Trainer's Guide | A Trainer's Guide
Brand: John Benjamins Publishing Company
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A Trainer's Guide

Robin Setton Andrew Dawrant(Author)

John Benjamins Publishing Company

1st Edition

Published on 15. February 2016

XXIX, 629 pages

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978-90-272-6756-6 (ISBN)

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Intro
Conference Interpreting A Trainer's Guide
Editorial page
Title page
LCC data
Authors' bios
Table of contents
List of tables and figures
Abbreviations
General introduction
Acknowledgements
1. Introduction to the Trainer's Guide
Professionalism: the devil is in the detail
Revisiting testing and certification
Theory and research
2. Teaching conference interpreting
2.1 Introduction
2.1.1 Overview
2.1.2 Key pedagogical principles and rationale
2.2 What makes a good instructor?
2.2.1 Pedagogical and class management skills
2.2.2 Feedback and demonstration expertise
2.2.3 Human qualities
2.2.4 Theoretical knowledge
2.2.5 Training the trainers
2.2.6 Postgraduate teaching assistants (TAs)
2.2.7 Other auxiliary instructors
2.2.8 Pedagogical coordination and cohesion
2.3 The student's experience
2.3.1 Morale and motivation
2.3.2 The learning curve
2.4 Class design and configurations
2.4.1 Types of class configuration
2.4.2 Class size, composition and duration
2.4.3 Diversity and class participation
2.4.4 Language combination of instructors
2.4.5 Team- or assisted teaching and 'triangular' classes
2.5 The interpreting skills classroom
2.5.1 Student-centred learning
2.5.2 Putting yourself in the student's place
2.5.3 Learning what and learning how
2.5.4 Teaching methods and classroom procedures
2.5.5 Choosing the right materials
2.5.5.1 Progression in materials
2.5.5.2 Assessing speech difficulty
2.5.5.3 Finding authentic speeches and maintaining a speech bank
2.5.6 Topic and event preparation and brainstorming
2.5.7 Student performance and discussion
2.5.7.1 Taking turns and class involvement
2.5.7.2 Discussion: staying focused
2.5.8 Feedback
2.5.8.1 General principles
2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy
2.5.9 Explanations, theory, metaphors and models
2.5.10 Agreeing on terms
2.5.11 Instructor demonstrations
2.5.12 Combining teaching modes
2.6 Expertise and deliberate practice
2.6.1 Expert performance research
2.6.2 Deliberate practice
2.6.3 Private study and deliberate practice
2.7 Summary
Appendix A
3. Curriculum and progression
3.1 Introduction
3.2 Revisiting the standard training paradigm
3.2.1 Origins: instinct and apprenticeship
3.2.2 The call for a scientific basis for training
3.2.3 Component-skills approaches
3.2.3.1 Component skills (part-task) vs. holistic training
3.2.3.2 Task analysis: models of interpreting
3.2.3.3 What kind of task is interpreting?
3.2.3.4 Conditions for effective part-task training
3.2.3.5 Incremental realism and motivation
3.2.4 What can be taught and how?
3.2.4.1 Teaching interpreting 'strategies'
3.2.4.2 Bridging the declarative-procedural gap
3.2.5 Apprenticeship, scientific teaching and student-focused learning
3.2.6 Individual variability and flexibility
3.3 Curriculum design
3.3.1 Curriculum components
3.3.2 Progression: steps to expertise
3.3.3 Cross-cutting skills
3.3.4 Bridging theory and practice
3.3.5 Course duration and staging
3.3.5.1 Why Consecutive and Sight Translation before SI?
3.3.5.2 Sight translation
3.3.5.3 Working first into A, then into B
3.3.6 Curriculum flexibility
3.4 In-course assessment
3.4.1 The Midpoint Exam: selection for SI training
3.4.1.1 Rationale, criteria and procedure
3.4.1.2 Test items
3.4.1.3 Midpoint assessment criteria
3.4.2 Assessment through the course: progression of constructs and criteria
3.4.3 Other forms of in-course assessment
3.4.3.1 Self- and peer-assessment
3.4.3.2 Student portfolios and journals
3.5 Pedagogy and curriculum: updating the apprenticeship model
3.5.1 Existing weaknesses
3.5.2 Summary of recommendations
Further reading
4. Selection and admission
4.1 Introduction
4.2 Defining standards for admission
4.2.1 Language proficiency
4.2.2 The profile of a promising trainee: other criteria
4.3 Entrance examinations
4.3.1 General procedure and pre-screening
4.3.2 The written exam
4.3.2.1 Standardly scorable tests
4.3.2.2 Performance tests
4.3.2.3 Choice of tests and grading: the decision tree
4.3.3 Oral test and interview
4.3.3.1 Panel composition and qualifications
4.3.3.2 Guidelines for speeches
4.3.3.3 Live speech vs. video
4.3.3.4 Rater training and preparation
4.3.3.5 Oral exam procedure
4.3.3.6 Adapting or varying test procedure (on the fly)
4.3.4 Assessment, grading and deliberations
4.3.4.1 Scoring procedure
4.3.4.2 What to look for
4.3.4.3 Final selection
4.3.5 Candidate profiles
4.3.6 Admission exams and pedagogy
4.4 Research on aptitude testing: criticisms and solutions
4.4.1 Consensus and best practices
4.4.2 Criticisms of the traditional aptitude test
4.4.3 The search for (more) objectivity
4.4.3.1 An early experiment with psychometric testing
4.4.3.2 Staggered or extended selection procedures
4.4.4 Aptitude testing in practice - the challenge of feasibility
4.5 Summary and recommendations
Further reading
Appendix A
Appendix B
Appendix C
5. Initiation to interpreting
5.1 Introduction
5.2 Active Listening exercises
5.2.1 Idiomatic Gist
5.2.2 Listening Cloze
5.2.3 Discourse Modelling and Outlining
5.3 Concision and compression
5.4 Deverbalization and interference-busting
5.5 First steps in real interpreting
5.5.1 Short Consecutive without notes
5.5.2 Role and mediation: impartiality and fidelity
5.6 Public Speaking and Delivery Skills
5.7 Initiation: pedagogical notes
5.8 The learning curve: a novelty bonus
5.9 Initiation: structure and objectives
5.10 Some basic theory for instructors (and students)
5.10.1 A general theory of communication
5.10.2 Language, context and communicative intent
5.10.3 What makes a speech a speech? Function, rhetoric and genre
5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT)
5.11 Summary
Further reading
6. Teaching consecutive interpreting
6.1 Introduction: teaching full consecutive
6.1.1 Note-taking: doctrine and pedagogy
6.1.2 Progression in consecutive
6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9)
6.2.1 Student morale and the learning curve
6.2.2 Demonstration: notes as a help and a hindrance
6.2.3 The place of theory
6.3 Note-taking: the 'Standard Method'
6.3.1 Cue-words and links
6.3.2 Note-taking II: layout and information capture
6.3.3 Note-taking III: Completing the Toolkit
6.4 Coordination (mid- S1, weeks 10-13)
6.4.1 Focus and class procedure
6.4.2 The learning curve: getting on the bicycle
6.4.3 Coordination: pedagogy and feedback
6.4.4 The method and the individual
6.5 Experimentation through practice (late S1, early S2)
6.5.1 Focus: adaptation and flexibility
6.5.2 The learning curve: student and class morale
6.5.3 Pedagogical focus and class organization
6.6 Consolidation (from early/mid S2 through S3)
6.6.1 The learning curve: resurfacing
6.6.2 Consolidation: pedagogy and feedback
6.6.3 'At the table': adapting to setting and environment
6.6.4 Consecutive and new technology
6.7 Polishing and advanced consecutive (Year 2, S3-S4)
6.8 Research and modelling
6.8.1 Observational research: the role of notes
6.8.2 Consecutive and memory
6.8.3 Attention and processing capacity
6.8.3.1 The Effort Model of Consecutive Interpreting
6.8.3.2 Reducing cognitive load: knowledge and procedural skills
6.8.3.3 Distributing effort between capture and delivery
6.8.4 Technique, process and product in consecutive
6.9 Summary
7. Language, knowledge and working into B
7.1 Introduction and overview
7.1.1 Language and knowledge in interpreter training
7.1.2 The directionality debate: ideals and reality
7.2 Language enhancement in the curriculum
7.2.1 LE classes for interpreters
7.2.2 Feedback in interpreting skills classes
7.2.3 Remedial coaching in tutorial format
7.2.4 Independent study and practice
7.3 Interpreting into B: needs, challenges and strategies
7.3.1 Parameters for successful interpreting into B
7.3.1.1 Quality of the B language
7.3.1.2 Speech and event type
7.3.1.3 Finding the right balance
7.3.2 Timing and management of into-B training
7.3.3 Common into-B problems and remedies
7.3.4 SI into B: feedback
7.3.4.1 Participation of 'pure users'
7.3.4.2 Relay interpreting from a pivot working into B
7.3.5 Working into B in difficult conditions
7.4 Knowledge Enhancement: general and special modules
7.4.1 General domain modules: Law and Economics
7.4.2 Talking the talk: the language of research reports and presentations
7.4.3 Specialized knowledge and customized modules
7.5 Some background science
7.5.1 Language enhancement: the art of the possible
7.5.2 Implicit and explicit competence
7.5.3 Linguistic knowledge, pragmatic competence and motivation
7.5.4 Selective activation in the multilingual brain
7.6 Summary
Further reading
8. Teaching simultaneous interpreting
8.1 Introduction
8.1.1 Prerequisites for SI training
8.1.2 The instructor's challenge
8.1.3 The learning curve: discovering SI
8.2 SI-Initiation
8.2.1 Rationale and organization
8.2.2 Orientation
8.2.3 Initiation 'Strand A': Easy SI on line (weeks 2 and 3)
8.2.4 Initiation 'Strand B': controlled input (classroom)
8.2.5 Transition to real SI: Spoonfeeding
8.2.6 Staffing and classroom procedure in SI-Initiation
8.2.7 Feedback in SI-Initiation
8.2.8 Variety and class momentum
8.3 Coordination and Control (early/mid-semester 3)
8.3.1 SI with help
8.3.2 Take-off: Real SI on fresh trainer speeches
8.4 Experimentation (and personal style)
8.4.1 The learning curve: adapting to 'natural terrain'
8.4.2 Where to jump in and open grammar
8.4.3 Time, effort and meaning
8.4.4 Introduction to SI-text
8.4.5 Practising with numbers
8.4.6 Experimentation: common problems, diagnosis and treatment
8.5 Consolidation - from basic to confident SI
8.5.1 The learning curve: new horizons
8.5.2 International community-speak: acclimatization
8.5.3 SI-Text (continued)
8.5.4 Consolidating the product
8.5.5 Stronger and weaker students
8.6 Teaching SI: themes and controversies
8.6.1 Modelling the SI process
8.6.1.1 SI and the théorie du sens (ITT)
8.6.1.2 The Effort Model of SI
8.6.2 Component skills and SI
8.6.3 Preparatory exercises for SI: a controversy
8.7 Teaching SI: summary
Further reading
Appendix A
Appendix B
9. Reality and advanced tasks
9.1 Introduction
9.1.1 The last mile
9.1.2 User orientation
9.1.3 Complex but routine tasks vs. hazards and impossible conditions
9.1.4 Overview of the final semester
9.2 Competence for the real world: complex but routine tasks
9.2.1 Extending comprehension and knowledge
9.2.2 Completing the skill-set
9.2.3 Compression and Abstracting (cf. CC-9.2.4)
9.2.4 Pedagogy and feedback
9.3 Making life easier: preparation and teamwork
9.3.1 Conference preparation (Semesters 3 and 4)
9.3.2 Teamwork
9.4 Simulation and reality
9.4.1 The mock conference
9.4.2 Internships and on-site visits with dumb booth practice
9.4.3 Mentoring and apprenticeship ('Y3 and Y4')
9.5 Expertise and survival
9.5.1 Expertise in interpreting
9.5.2 Crisis management and coping tactics
9.5.3 'Tough Love' Crisis Management Drill
9.6 Hazards and impossible conditions
9.6.1 Expertise and its limits
9.6.2 What is difficult and why?
9.6.2.1 Speed and density
9.6.2.2 Unfamiliar or technical subject-matter
9.6.2.3 Register, eloquence and style
9.6.2.4 Linguistically deviant or incoherent speech
9.6.2.5 SI from recited text - but without the text
9.6.2.6 Multiple channels or 'mixed-media' interpreting
9.6.2.7 Screened-off: tele- and remote interpreting
9.6.2.8 SI-text from an unknown language (with the help of a translation)
9.7 Last-mile feedback
9.8 Summary
Further reading
Appendix
10. Professionalism and ethics
10.1 Introduction
10.2 Confidentiality and integrity
10.2.1 Confidentiality
10.2.2 Integrity and conflicts of interest
10.3 Neutrality and the interpreter's role
10.3.1 'Loyalty': Speaker vs. Client
10.3.2 The interpreter's role: scope and balance
10.4 Fidelity, optimization and mediation
10.4.1 Fidelity
10.4.2 Default, constrained and optimized interpreting
10.4.3 Interactions with setting, mode and role
10.4.4 Formal optimization
10.4.5 Content Optimization
10.4.5.1 Content Optimization (1): CLARIFYING by
10.4.5.2 Content optimization (2): CORRECTING obvious (factual) speaker errors
10.4.5.3 Content optimization (3): FILTERING
10.4.6 Optimizing the communication process
10.4.7 Optimization: weighing risks and benefits
10.5 The scope of mediation
10.5.1 'Strong' mediation: advocacy and arbitration
10.5.2 Judging our own usefulness
10.5.3 Knowing the audience ('audience design')
10.6 Summary
Further reading
11. Testing and certification
11.1 Introduction
11.2 The Professional Examination in Conference Interpreting (PECI)
11.2.1 Current status, functions and standards
11.2.2 Should schools act as credentialling authorities?
11.2.3 How well do training programs fulfil the credentialling function?
11.3 Basic requirements in testing
11.3.1 Essential attributes of a good test
11.3.1.1 Reliability
11.3.1.2 Validity
11.3.1.3 Accountability, transparency, feasibility
11.3.2 Criterion-referenced performance tests
11.3.2.1 Validity in criterion-referenced performance tests
11.3.2.2 Reliability in criterion-referenced performance tests
11.3.2.3 'Open' and 'closed' skills
11.4 Current PECI practices and problems
11.4.1 Problems with PECI procedures
11.4.2 Discussion of main issues
11.4.3 Some expedients adopted in schools
11.5 A case-study in standardization: the FCICE
11.5.1 Background and description
11.5.2 Discussion and review
11.6 Applying best CRT practices to conference interpreter certification: a first attempt
11.6.1 The test development process
11.6.2 Defining the test's purpose
11.6.3 The test framework: delineating the domain
11.6.3.1 Tasks to be performed: modes and language directions
11.6.3.2 Input speeches: genres, subject-matter and delivery
11.6.3.3 Parameters of delivery
11.6.3.4 Covering interpreting pitfalls: known local hazards
11.6.3.5 Working and environmental conditions
11.6.3.6 Assessment criteria
11.6.4 Writing detailed test specifications
11.6.5 Reliability: scoring system and rater qualification
11.6.5.1 Holistic and analytic scoring
11.6.5.2 Assessment criteria: A closer look at Fidelity, Expression and Delivery
11.6.5.3 Developing scoring guides
11.6.5.4 Benchmark performances
11.6.5.5 Rater training and IRR
11.6.5.6 Exam administration
11.6.6 Scoring and reaching a final decision
11.6.6.1 Scoring test performances
11.6.6.2 Score resolution and review procedure
11.6.6.3 Determining PECI outcomes: applying a cut score
11.6.7 Exam retakers
11.6.8 Testing professionalism
11.7 Discussion
11.7.1 Standard-setting
11.7.2 A role for continuous assessment?
11.7.3 Analytic and holistic scoring: adapting method to purpose
11.7.4 Testing and task difficulty
11.7.5 Certification at different levels
11.7.6 Responsibility for credentialling
11.7.7 Consulting assessment experts, assessing test properties
11.8 Conclusion and recommendations
11.8.1 Short-term measures to improve school-based PECIs:
11.8.2 Longer-term recommendations to improve interpreter testing:
Further reading
12. Theory and research in interpreter training
12.1 Introduction
12.1.1 Theory and practice in the curriculum
12.1.2 Theory for students
12.1.3 Theory for instructors and course designers
12.1.4 Theory for (future) researchers
12.2 What theory and where do we find it?
12.2.1 The discipline of Interpreting Studies
12.2.2 A general theory of communication and cognition
12.2.2.1 Origins and overview of Relevance Theory (RT)
12.2.2.2 Key RT concepts for interpreting
12.2.2.3 Relevance and (written) translation
12.2.2.4 Relevance and quality in interpreting
12.2.2.5 The goal of interpreting
12.2.3 Linguistics and translation
12.2.4 Functionalist approaches to translation
12.2.5 Models of interpreting
12.2.6 Language selection and interference
12.3 Theory and Practice: a mini-syllabus
12.3.1 Focus and timing
12.3.2 On the scene: interpreting as live situated communication
12.3.3 Prerequisites, constraints and potentials: what can be done and how
12.3.4 Modes of interpreting
12.3.5 Settings, situations and the interpreter's role (mediation)
12.3.6 The interdependence between quality and conditions
12.4 Postgraduate studies and research
12.4.1 The MA thesis
12.4.2 PhD-level studies
12.4.2.1 Institutional challenges and disciplinary positioning
12.4.2.2 Aims and content
12.4.2.3 A syllabus for a PhD in Interpreting Studies
12.5 Summary: theory in interpreter training
Further reading and materials
Appendix
13. Institutional issues
13.1 Introduction
13.2 Existing models and best practices
13.2.1 Conference interpreter training: the standard (AIIC) model
13.2.2 Establishment, status and autonomy
13.2.3 Leadership, faculty and staffing
13.2.4 Course design and structure
13.2.4.1 Relationship with other Translation specialisations
13.2.4.2 The curriculum for interpreter training
13.2.4.3 Extensions and repeat years
13.2.5 Student selection, testing and certification
13.2.5.1 Admissions procedures
13.2.5.2 Midpoint assessment: checking readiness for SI training
13.2.5.3 Degree and graduation requirements
13.2.6 Responsibilities of a vocational course and external relations
13.2.6.1 Transparency: target skillset and market demand
13.2.6.2 Committing to improving quality
13.2.6.3 Relations with the market and the profession
13.2.7 Best practices: summary
13.3 Challenges, constraints and responses
13.3.1 General challenges to best practices
13.3.2 Establishment and status - launching and maintaining a CITP
13.3.2.1 Emerging markets and quality standards
13.3.2.2 Market (mis)match
13.3.2.3 Establishment and autonomy: forestalling problems
13.3.2.4 External challenges: noise and mixed signals
13.3.2.5 Funding models: private vs public
13.3.3 Leadership, faculty and staffing
13.3.3.1 Faculty credentials
13.3.3.2 Timetable flexibility
13.3.4 Course design and structure
13.3.4.1 Relationship with other Translation specializations
13.3.4.2 Keeping the curriculum focused
13.3.5 Student selection, testing and certification
13.3.5.1 Admissions procedures
13.3.5.2 Restrictions on in-course testing
13.3.5.3 Streaming
13.3.5.4 Degree and graduation requirements
13.3.5.5 Pressure on selection and testing: summary
13.3.6 Responsibilities of a vocational training course
13.3.6.1 Responsibility to a sponsor or host institution
13.3.6.2 Responsibility to users and the profession: quality and gatekeeping
13.3.6.3 External relations
13.4 Summary
Further reading
14. Lifelong and teacher training
14.1 Introduction
14.2 Initial or basic training in interpreting
14.2.1 Preparation for professional training
14.2.2 Initiation to interpreting for mature students
14.3 Further training: upgrades and refreshers
14.3.1 Adding or upgrading Skills
14.3.2 Adding or upgrading languages
14.3.2.1 Adding a C language
14.3.2.2 Upgrading and activating: C to B and Bcons to Bsim
14.3.3 Expanding or adding domain knowledge
14.3.4 Ancillary competencies: technology, voice, stress, career
14.4 Evaluating upgrade and refresher courses
14.4.1 'Area Studies': cultural-linguistic refreshers
14.4.2 Upgrades with practice and feedback
14.4.3 Initiation to new technology
14.5 Training of Trainers (ToT)
14.5.1 A ToT syllabus: outline and components
14.5.2 Methodology
14.6 Training interpreters for non-conference settings
14.6.1 Community interpreting
14.6.2 Interpreting in conflict situations
14.7 Summary and recommendations
Further reading
15. Conclusions and future prospects
The spectre of automatic translation
Remote interpreting
English as lingua franca
Responses
A stronger and more flexible (traditional) skillset
Multiskilling
Diversification and 'full service'
Futurology and interpreter training
References
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Conference Interpreting - A Trainer's Guide

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