Dr. Najia AlGhamedi Office: bld 4 room 16 Twitter: naj_dr

 Classes will be conducted in labs (49 & 3)  Two in-terms= 30 marks + participation=5 ◦ First In-term: 11/10/ 2015 & 14/11/ 2015  Attendance is very important for students ’ progress.  Class participation is essential for students ’ practice.

 This course builds on previous oral courses.  It provides students the opportunity to practice interpreting skills and expose them to various types of texts from general to highly technical subjects.  Students will be able to use previously acquired interpreting skills such as analytical and comprehension skills, and improve their memory and active listening skills.  Basic interpreting skills include: active listening, memory, analytical skills, public speaking,

 When practicing interpreting, some scholar suggest focusing on one skill at a time. For example, working on memory, concentration, comprehension, or analytical skills.  This can be achieved by listening to the same source text several times. Each time rendering the text while focusing on one skill such as remembering numbers..etc, even if it means overlooking other parts of the texts.

 Others emphasise the importance of constant practice with various types of speeches.  In this course will explore both approaches. Students can find their own style of learning through practice at home.  Resources for the training are diversified, mainly online speeches and interviews. Students can also contribute by suggesting topics of interest or by providing transcripts with their audio for practice in class.

 Political issues: Palestinian cause, Syrian Crisis,  Economic: financial crisis, Greek debt  Educational: UNESCO  International affairs: UN forums and conferences  Social: parenting, Bullying  Health: primary care, breastfeeding, 

 Interpreting or interpretation can be defined as conveying understanding. Its main purpose is to facilitate communication between interlocutors.  Interpreting is an oral form of translation, enabling real-time cross-linguistic communication either face-to-face, in a conference setting or over the phone  Types of interpreting: ◦ Simultaneous ◦ Consecutive

 Most effective for large meetings and conferences.  Requires specialised equipment: all contributions are relayed by microphone to the team of interpreters working from soundproof booths within the room – their interpretation is then transmitted back to the delegates through individual headsets.  At least two interpreters per language in a booth who each interpret for thirty minutes. When not interpreting, the other interpreter will stay in the booth and prepare for the next speech and help the other interpreter if necessary.  A high level of education, training and preparation is required on the part of interpreters in order to carry out the skill of simultaneous interpreting.

 Most efficient at meetings and presentations with a small audience.  The interpreter needs to have excellent concentration, memory and understanding.  Samples of situations when consecutive interpreting is used are question and answer sessions, presentations, press conferences, speeches, court hearings, conference calls and interviews.  ​The interpreter takes notes while a participant speaks, and an interpretation is then rendered after the speaker has finished, or at appropriate intervals during the speech.  No specialist technical equipment is required.

 Whispering interpreting or ‘chuchotage’ is usually only used when one or two people do not understand the source language.  This type of interpreting is useful for one-to-one or small meetings, walking visits, tours or during social events and dinners.  The interpreter is seated next to the meeting participants and simultaneously renders the interpretation in a low voice.  No technical equipment is required.  This form of interpreting would not be recommended if more than two people require interpretation as it would create too much noise and distraction. It would only be recommended for short meetings as the technique of whispering and speaking continuously in a low voice strains the vocal chords.  As this is a form of simultaneous interpreting, this mode would also require a team of two interpreters.

 This is also referred to as bilateral interpreting.  This procedure is often used for informal situations, small business meetings, and it is also suitable for court interpreting.  It involves interpreting on a more one-to-one basis whereby the interpreter will interpret, and ‘liaise’ between two languages to two or more people.  This type of interpreting is often used for interpreting in the community, at the request of doctors, lawyers, hospitals, Gardaí, social services and schools.  It can also be used over the phone for telephone interpreting.

 Linguist ◦ Active/Passive Languages ◦ Continuously working on language acquisition  Communicator ◦ Fast analytical listening (identify key ideas) ◦ Transfer verbal and non verbal messages  Facilitator ◦ Cultural expertise ◦ Understand parties involved and agendas

 Multi tasking ◦ Listening/speaking ◦ Reading/listening/speaking ◦ Listening/taking notes/speaking  Analytical listening ◦ Listening/Understanding/Analysing/Reformulating ◦  Memory ◦ Working memory/ Long time memory  Anticipation Skills

 Good speakers  Able to focus and relax  High level of energy  Well organised  Able to use equipment  Work with colleagues in reduced spaces  Cope with stress  Up to date with current affairs  Important background knowledge

 What do you know about “the stolen generation”? The Stolen Generations (also known as Stolen Children) were the children of Australian Aboriginal and Torres Strait Islander descent who were forcibly removed from their families by the Australian Federal and State government agencies and church missions, under acts of their respective parliaments. The removals occurred in the period between approximately 1905 and 1969,although in some places children were still being taken until the 1970s