Interpreting: A Lifelong Learning Experience
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Interpreting: A Lifelong Learning Experience

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Interpreting: A Lifelong Learning Experience

Interpreting: A Lifelong Learning Experience

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Interpreting: A Lifelong Learning Experience Interpreting: A Lifelong Learning Experience Presentation Transcript

  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Interpreting: A Lifelong Learning Experience webinar presented by Enrica J. Ardemagni, Ph.D. Vice President, NCIHC board Professor of Spanish Midwest Association of Translators and Interpreters April 24, 2014
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARENATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG  Europe higher education and lifelong learning = linked learning to work, through paid educational level and recurrent education  US 1975 Lifelong Learning Act = traditional adult education (Resnick and Wirth, 1996).  Commonality: both respond to changes in the workplace ◦ Education in tandem with changes in the organization of work. Brief Historical Overview
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Clarification of terminology Education – implies humanistic, social responsible, environmentally aware values, usually considered to be a long- term investment over time Training – learning based on a field, the work, very time-specific, usually short period of time Absence of values???
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Deliberate (structured) learning Four characteristics: Intentional - learners are aware of what they are learning Specific goals or learning outcomes Goals are the reason the learning is undertaken Learner intends to retain and use what has been learned for long period of time (Tough, 1971)
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Interpreting field • Nascent field as a profession where many still “promote” being interpreter (translator) as a fall-back profession because they are bilingual. Fall under the realm of adult education. Most of the “training” is currently done outside the formal education system. Result-high level of adults who depend on organized adult education, this dovetails into learning on the job with minimal structured or deliberate learning.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Traditional vs. adult education Traditional university-level students are equipped for adult life, but still continuing to learn on the job, but “may” have more exposure to critical thinking skills that allow for advances in skills through work. Many interpreters come to employment as adults, so a different framework needs to be the reference point for defining competencies that have not been acquired through formal education.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Key competencies • Is language proficiency in 2 languages the Number 1 competency? • Ability to communicate well in native tongue L1. • Ability to communicate well in L2. • Ability to interact linguistically, socially, and culturally and in different contexts associated with these. • Ability to perform.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Impact on lifelong learning • Requires the ability to pursue and organize one’s own learning. • Think about WHY an interpreter needs to go beyond an initial training, i.e., 40 hours, 60 hours, 150 hours, etc.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Why is Latin a dead language? • Languages are in a state of flux, dynamic. • You’re bad or You’re bad!!!! • Do you want to join? I’m straight • Social, culture changes take place • Chaperone dating or acceptable cohabitation • Technology is now the driver • Floppy disk or flash drive or dropbox • Advances in field • Changes in law, practice, insurance
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Lack of lifelong learning impact on interpreters/translators • Skills decline or fossilize • Not able to interpret concepts, in oral or written form • Digression in communication in L1 • Lack of progression in L2 • Overall result – level of proficiency does not depend on maintaining skills but sustaining skills • Sustaining skills depends on lifelong learning
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Brainstorming-what learning opportunities are there? • Courses, degrees • On-site trainings • Webinars • Read in L1 and L2 • Listen in L1 and L2 • Study groups (physical, hang- outs)
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG To keep up with learning I will… • L1 • L2 • Social/cultural • Field of interpreting
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Proactive movements • Develop key competencies. • Update key competencies through lifelong learning focusing on adapting to change and integration (European Parliament 2006). • Goal of the EU – develop education and training systems that facilitate peer learning, exchange of good practices, follow up developments and report on progress (Education and Training 2010).
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Questions to be answered • How will this movement towards lifelong learning impact other countries? • How will the recognition of forms of learning be recognized, i.e., diplomas, certificates, licensure, certifications, advanced certifications? • How much more time and money needs to be invested in learning? • How much learning will be done on the job? • Will there be research to support innovative pedagogy for instructors?
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG U.S. developments • U.S. National Research Council Panel on Continuing Education is reviewing continuing education with sciences since changes are so rapid many cannot keep up with the rate of change. • Report The Engineer of 2020 focuses on lifelong learning for the engineering professional because of their career trajectory will take more directions (nae website)
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Engineers, doctors, interpreters, Oh my… • Dr. Chris Cassel (President, American Board of Internal Medicine) relates engineering and medical professions through imperative of lifelong learning (Cassel 2009). • Certification addresses up-to-date content knowledge, professionalism and application of knowledge in practice. • Learning in medicine has evolved to lifelong learning or “perpetual motion.” • Lifelong learning revisited from academia, continuing education, private sector, professional societies.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG What will be needed? • Self-motivated learners. • Creation of materials. • Time. • Work support. • Buy-in from stakeholders. Who are stakeholders? • Funding. • Match of salary to credentials.
  • 5/1/2014 NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Resources • Cassel, C., M.D. (2009). “Lifelong Learning Imperative in Engineering: Summary of a Workshop,” www.nap.edu/openbook.php3 • European Parliament and of the Council of 18 December 2006 on key competencies for lifelong learning. 2006/962/EC. Official Journal L 394 of 30.12. 2006. • Commission Communication. Lisbon European Council 2001, revised 2005, objectives for Education and Training 2010 work programme, www.ec.europa.eu/../doc28_en.htm and www.eacea.ec.europa.eu/…/2010. • U.S. National Resource Council Panel on Continuing Education (2011). www.nae.edu/.../26533.aspx • Resnick, L.B., Wirth, J.G. (1996) Eds. “Linking school and work,” San Francisco: Jossey Bass. • Tough, A. (1971) The Adult’s Learning Projects. Toronto: Ontario Institute for Studies in Education.