Interpreting as Language Teaching and Training for Professional Interpreting Svetlana Carsten

Undergraduate programmes in interpreting Interpreting as a useful language-learning exercise on U/G degrees –Rational –Pedagogy U/G degrees in Interpreting –Objectives –Pedagogy –Value

Postgraduate programmes in interpreting Objectives Pedagogy Resources

Objectives Attainment of either –professional level or –aim to prepare professionally

Pedagogy Selection How to reconcile: - desire to be an interpreter and -aptitude

Pedagogy Memory training and Public speaking ‘A good interpreter must be a trained public speaker’ (Herbert 1952) –Early speeches/presentations: topics of ‘visual’ nature with simple structure and argument; clear pros and cons –Developing skills in analysis and synthesis –Ability to research

Cont… Consecutive proper with Note-taking –Notes are only an aid/signposts –Decoding/encoding linguistic meaning through symbols –Problems of transition from work from memory to work from memory with note-taking –More challenging speeches: more complex structure and subject matter, factual material –Never being perfect

Cont… Simultaneous –Consecutive as a preparation for simultaneous –General knowledge in simultaneous –Anticipation and importance of background knowledge –Ability to research

Speech making, rationale perfect your analytical skills learn how to sound coherent improve your mother tongue and B language develop spontaneity in speaking learn to overcome nerves learn to research and ask the right questions when researching

Text production v situated sense making ‘The sensing of what is meant as opposed to knowing a language as such is the very foundation of interpretation....’ (Seleskovitch, 1977, p. 28) The process of interpretation is ‘conveying messages’ and ‘expressing ideas’ Sense is non-verbal (keyhole concept)