1 TrIn 3102: Consecutive Interpreting Week Two 1/25/06

2 Class agenda for Week 2 I. Lecture Instructor will collect 2 thought questions Review change process model Review steps for skill development plan Collect development plans

3 Class agenda: Lecture 1. Review skills needed for consecutive interpreting 2. Five steps in the goal-setting process 3. Discussion of preparation for an assignment 4. Introduction to the social service setting as an interpreting setting

4 Review: Change Process Model Pair activity in English or Spanish: One student will explain in his/her own words the 4 steps of the Change Process Model (Slide 15 of Week 1 lecture). The other student will explain also in his/her own words the 5 aspects of the internal experience for learning a new skill (Slide 16 of Week 1 lecture).

5 Review Consecutive Interpreting Skills Brainstorm (from your personal assessment assignment?) and make a composite list of the specific skills trained interpreters need in order to use the consecutive mode efficiently.

6 Consecutive Interpreting Skills 1. Listening (attending) 2. Predicting 3. Chunking 4. Retrieving information: short term memory drawing on long term memory 5. Note-taking 6. Controlling the situation 7. Other....

7 Preparation for an Interpreting Assignment In groups of 3, brainstorm a 9-10 point list of possible ways you might prepare yourself for an up-coming encounter in a medical facility. Linguistic preparation Cultural preparation Mental/emotional/physical preparation Take turns enacting short excerpts of the script. Observers are encouraged to comment only on skills the interpreter performed well.

8 Social Service Setting List at least 5 social service settings that may require an interpreter. List ~3 characteristics unique to social service settings (vs. medical or legal settings). Example: extensive knowledge of terms related to general community services and organizations.

9 Social Service settings Judicial system Public schools Counseling offices Mental health Rehabilitation or crisis centers Social Service facilities (public assistance, etc.)

10 Lab Class agenda 1. Social service setting: Bilingual vocabulary list/glossary 2. Interpreted Dialogue Practice I: Social work dialogue 3. Interpreted Dialogue Practice II: Daily living questionnaire 4. Extra: Main Idea activity (L A to L A ) 5. Extra: Comprehension (taped activity L A to L A and L B ): Visualization and Chunking

11 1. Glossary for Social Services 1. Lab group: Brainstorm (3 minutes) and list English vocabulary that may be related to the social service area such as: intake, screening, foster parents. 2. Then look at the list on lab p. 7. With a partner, define in “other words” each term (first in English, then in your other language). 3. Compare your definitions and translations with the class.

12 Possible English-Spanish translations Social worker Intake worker Referral WIC Screening Foster parents Trabajador/a social Asistente de admisión Dirigir/enviar para informes, exámenes, etc. Mujeres, Infantes y Niños “Discernir” Padres de crianza

13 More Social Service translations Eligible Gross/net income Residence Current status Health insurance Benefits Eligible Ingreso bruto/neto Domicilio/residencia Status actual Seguro de salud Beneficios

14 2. Social Service dialogue (controlled script) Activity: groups of 3. (lab pp. 8-10) Practice: Students assume the roles of social worker, foster mother and interpreter. Only the mother and social worker read from the script. The mother must sight translate her lines from English to Spanish. Divide the dialogue script in half for each group. As one group “performs” for ½ script, the other will take notes on observed skills and interpreting techniques used by the interpreter. Observers use the following question guide.

15 Interpreting assessment 1. How are the parties addressed (formally or informally)? 2. Is the interpreter prepared? 3. Which inappropriate roles were noted? 4. Was there awareness of cultural dimensions? 5. Did the interpreter ask for clarification and pauses when needed? 6. Did the interpreter use eye contact and the first person in addressing the parties? 7. Was the message preserved? 8. Is the message loud enough? 9. Is the interpreter’s speech clear and well-pronounced? 10. Does the interpreter’s intonation pattern convey the same impact as that of the original speaker? 11. Does the interpreter react to the message or the participants?

16 3. Questionnaire Interpreting a “semi-open” dialogue (pp. 5-6) Groups of three. Students will assume the roles of social worker, client and interpreter. The social worker has a script with questions, the client does not. Take turns acting as the interpreter; switch roles three times when each interpreter works with 3 question sets at a time (1-3, 4-6, 7-9). Discuss skills and techniques observed. Use the questions on the next slide for your assessment.

17 Interpreting assessment 1. How are the parties addressed (formally or informally)? 2. Is the interpreter prepared? 3. Where is the interpreter positioned? 4. Which inappropriate roles were noted? 5. Was there awareness of cultural dimensions? 6. Did the interpreter ask for clarification and pauses when needed? 7. Did the interpreter use eye contact and the first person in addressing the parties?

18 4. Main idea activity Lab group: A paragraph of an article in each language will be read aloud. After each paragraph, a pause will allow you to write down the main idea in 10 words or less. Details are to be avoided. Share and compare your main ideas with the class. Lab p. 87 el estrés and p. 13 or 25

19 5. Chunking and visualization 1. Prepare your microphone to record a text as it is read aloud. 2. Pairs: Student B (who does not read the text) will record Student A reading a text on lab p. 99. As Student A pauses, Student B will repeat the passage verbatim (in the same language as the text) into the same tape recorder. Reverse roles and repeat the procedure using Student A’s recorder. 3. Individually: rewind and listen to the taped reading while taking picture notes. Keep the tape running to the end; do not pause. 4. Back together: using your pictures, relay the message to your partner, first in English, then in Spanish. Both students then listen to the reading to compare notes and message accuracy. What was “lost in the translation”?

20 Syllabus Lab Exercise #1 (20 pts.): Student-generated “role play” questions: – Identify the community setting and the English- speaking professional involved. – Type 10 questions in English that could be asked in this setting (similar to the questions on lab pp. 5-6). – List the questions in logical order. Make 3 copies, including one to give to the instructor next week. – Prepare yourself to be the client/patient for the “role-play” next week. You do not need to write your answers to the questions, but come prepared to “play the part.” – Due before 9:00pm, Feb. 1, 2006.

21 Assignment for Week 3 Read and write one thought question for Sight Translation article. Prepare lab exercise #1: Student generated questions for a role play (20 points) Be safe.. Be warm.. Be happy!