This document provides an overview of four units from an interpreting course: Theory of Interpreting, Memory, Note-Taking, and Sight Translation. Key points covered include the Seleskovitch-Lederer model of interpretation, the three phases of the interpreting process, five tasks of interpreting, types of memory (short-term, working, long-term), note-taking techniques, sight translation process, skills required, and challenges. Examples and guidelines are provided for improving memory, note-taking abbreviations, sight translation documents, and responding to a case study.

1. Unit 4
Theory of interpreting & Memory
Unit 7
Sight translation & Note taking

2. Unit 4
Theory of Interpreting
Presented by: Lina Liu

3. Unit objectives
 Describe Three phases of the interpreting process as outlined in the
Selekovitch-Lederer Model of interpretation
Five constituent tasks of interpreting
Explain the importance of Short Term memory in the interpretation
process

4. Three
Five
Six

5. Key contents of theory of interpreting
Seleskovitch-Lederer model of interpretation
Three phases of interpreting process
Five tasks of interpreting

6. Seleskovitch-Lederer model of interpretation
We have different models of interpretation. Seleskovitch-lederer is
straightforward and ties with Five constituent tasks in the interpreting.

7. Three phases of interpreting process
-Perception in SL
-Recognition LTM
-Retention in STM
-Comprehension
-Meaning
retention in STM
WM
-Mental translation
-Production in TL
-WM involvement
Phase 1
verbal
Phase 2
Non-verbal
Phase 3
verbal

8. Five constituent tasks of interpreting
 Listening
 Memory
 Note-
taking
Phase1
verbal
Phase 2
Non-
verbal
• Transposing
into TL
• Verbalization in
TL
Phase 3
verbal
Memory

9. Five constituent tasks of interpreting
Active listening
Memory
Note-taking
Transposing into TL
Verbalization in TL

10. Five constituent tasks of interpreting
• Active Listening
 Involves both hearing and understanding
• Memory
 Storing the source language in memory
 Moving from words to senses and holding it for a piece of time
 Short, working, long-term
• Note taking
 Aids both listening and retention of important material
 Helps to focus concentration
 Notation of specific elements

11. Five constituent tasks of interpreting
• Transposing into target language
Choosing the best way to get the message across in the other language
• Verbalization in the target language
 Saying it out loud in the other language
Hesitations may take place because interpreter has not quite decided the
best way to get the message across or because interpreter has taken too
many notes.

12. Active Listening
1. What is active listening?
2. What are the listening barriers?
3. What are the tasks of listening?
4. How do you prepare for active listening?
5. What is the key point in listening?
6. How do you improve listening skills?
Six answers

13. 1.What is active listening?
Attention: No distractors
Full attention to the message
Not formulating an answer when you listen
Body language: Nodding
Attentive posture
Feedback : Reflecting ideas
Reinforcement

14. 2.What are the listening barriers?
Lack of interest
Lack of focus
Physical or emotional condition
Bias
Making judgements

15. 3.What are the tasks of listening?
Identify main points
Note verbal and non-verbal elements
Note details accurately
Follow sequence of ideas

16. 4.How do you prepare for active listening?
Prepare physically: position yourself carefully, remove barriers…
Prepare mentally: terminology, be aware of relevant information…

17. 5.What is the key point in listening?
Focus on understanding the message not only words

18. 6.How do you improve listening skills?
Concentration
Practice note-taking
Analyze written texts
Summaries speeches

20. Unit 4
Memory
By: Nada Hassan

21. Five constituent tasks of interpreting
Active listening
Memory
Note-taking
Transposing into TL
Verbalization in TL

22. What is memory?
Memory: The mental faculty by which the brain stores and remembers
information.

23. Stages of Memory
Storage
Encoding Storage Retrieval

24. Types of memories
• Short term memory (STM)
• Medium term memory (MTM)
• Working memory
• Long term memory (LTM)

25. Types of memories
Short term memory: refers to the ability to withhold information in the
brain for a brief span of time from (6 to 30 seconds).
It’s often mentioned in relation to interpreting as It can be defined as your
ability to retain information without having to create a neural mechanism
for later recall.

26. Types of memories
Another type of memories that the interpreter relies on is
Working memory: It is a slightly longer duration than short term memory
which allows the interprets to keep the information long enough to process
and reproduce the information in target language.
It’s relatively short term but slightly longer than the immediate
Short-term (e.g, remembering the message long enough to switch between
two languages.)

27. Types of memories
Short term memory decay rapidly and has limited capacity that’s why we
use CHUNKING
Chunks of information: The units of information that an interpreter is able
to recall with ease.
And It helps increase the capacity of STM

28. Types of memories
Short term memory was commonly studied by measuring person’s Digit
Span
Digit span: The maximum number of random numbers a person can store in
STM (generally 7+/-2)
The magic memory number a human mind can remember is
Seven (give or take Two) Chunks of information whether
single digits or pieces of data.

29. Types of memories
The long term memory is where the knowledge is stored along with the
non-linguistic knowledge and concepts.
Long term memory: refers to information that stored in the brain for long
periods of time it could be up to a life time and it’s essential for interpreting
to store concepts, knowledge and culture.
A well stocked LTM is essential for interpreting however, it can’t be
improved much with training

30. Types of memories
Medium term memory: refers to information stored in the brain for a time
span between a few seconds up to 24 to 48 hours.

31. Tips for Improving Memory
A good memory is essential to interpreter. Improving memory skills like
learning new vocabulary has to be done continually and gradually.
Developing memory capacity takes time and it’s done through repeated
exercises.

32. Tips for Improving Memory
1. Concentrate
2. Visualize
3. Echo key phrases
4. Count key phrases
5. Jot down numbers
6. Build memory capacity

33. Tips for Improving Memory
Concentrate: You can not retain what you have heard unless you are
focused on what is said.
• If necessary, close your eyes, and clear your mind of any thoughts
unrelated to what you are hearing.
• Learn to silence your own mental voice so that you can hear the voice of
the person for whom you are interpreting.

34. Tips for Improving Memory
Visualize the series of events being recounted.
• For example, if the client says he starts work at 8:00 p.m., then has a break
at 10:30 p.m., eats his dinner at 12:00 a.m. and finishes work at 4:00 a.m.;
while you’re listening,
• Picture him going to work and picture the clock at 8:00 p.m.; picture the
clock a 10:30 p.m. when he stops for his break, and so on.
• Playing back this “video” can then help you remember the series of
events.

35. Tips for Improving Memory
Echo key phrases in your mind.
Ex: I went out in the morning and got back in the afternoon
The red colored words are examples that you should echo these easily forgotten
words in your mind to be able to interpret the whole sentence with ease.
Echoing does not mean that you only interpret these words,
you must interpret everything, but by echoing the words as you listen you create a
neutral pathway that makes it easier to “Find” those key words again.

36. Tips for Improving Memory
Count the key points
Ex: The social worker asks “Have you or anyone in your family received
income from employment, contract work, tips or gratuities, employment
insurance or disability payments in the last month?”
It may help to count the list: one, two, three, four, five, six.
Now, when you get to this list, you know you have six items to name.

37. Tips for Improving Memory
Jot numbers down
• As they are said so that you can look at them when you interpret.
• It can also help to picture numbers in your mind.

38. Tips for Improving Memory
To build memory capacity
• This is done through practice
• Practice with an audio or video tape ( sound only) of material that has
been recorded. Start the tape and let it run for a sentence. Stop the tape
and repeat the sentence. Then let the tape run for two sentences. Stop
the tape and repeat the sentences. When you start to miss words, go
back and listen again, then you can correct yourself.

39. Memory game
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18

40. Memory Game

41. Memory game
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18

42. Memory game
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18

44. Unit 7
Note-Taking
By: Lily Zhuo

45. In this part You will learn
• Note-taking techniques
• Develop an individual system for note-taking

46. Five constituent tasks of interpreting
Active listening
Memory
Note-taking
Transposing into TL
Verbalization in TL

47. Divided into Two categories
• Notation of specific items
• Notation of ideas, whatever the interpreter feels is important to help him/her
remember

48. Some questions for you
• why is note-taking so important for an interpreter?
• what are the purposes of note-taking?
• what are the five principal items to note during interpretations?
• how could be note-taking helps interpretation? (four way)
• which language should you use?
• how to help the interpreter to jog down the frequently occurring notions?
• what important points should be remember?
• when should you start taking notes?
• what are the common abbreviations and symbols?
• how to remember links and linking words?
• How to divide the page of note-taking?

49. Why is note-taking so important for an interpreter?
• It is a memory aid, especially because the memory of the interpreter is
divided between the communicating parties. The interpreter must be
able to deliver the message natually with no difficulties in deciphering
words.

50. What are the purposes of note-taking?
1. To relieve the short term memory .
2. Jogging the interpreter's memory.

51. What are the Five principal items to note during
interpretations?
1. Main ideas
2. Links between ideas
3. The point of view being expressed by the speaker
4. Any elements that an interpreter cannot remember, like numbers, names, address, dates
5. Any facts and descriptions that might be lost in STM

52. How could be note-taking helps interpretation?
(Four Ways)
1. It increases your self-confidence.
2. It helps you focus on the meaning rather than words by words.
3. It helps to report faithfully all the information and in the same order as said.
4. It increases your credibility with the speaker.

53. Which language should the interpreter use when note
taking?
In the first language that comes easily to mind (CISOC recommend)

54. How to help the interpreter to jog down the
frequently occurring notions?
• Use abbreviation or symbol
• Some examples:
WAD = Whiplash Associated Disorder
UTI = Urinary Tract Infection
MRI = Magnetic Resonance Imaging

55. What important points should be remembered?
• Make Clear Notes.
• Use sign symbols you know
• Keep your head up and look at the person you are
dressing
• Speak naturally and convincingly

56. When should you start taking notes?
• Have a notepad and pen ready
• Assess the need for note-taking
• Don't note everything said
• Restrict note-taking to easily forgotten details

57. What are the common abbreviations?

58. What are the common symbols?

59. Remember
links and
linking words?

60. Note-taking: Dividing the page

61. Additional considerations
• Use a bigger notepad
• Don't use separate sheets of paper
• Memorize a list of frequently used symbols
• Develop your own list of frequently used symbols

62. Disadvantages of note-taking
• Prevent from picking up non-verbal cues
• Make the parties uncomfortable and tense
• Confidentiality concerns
• May be disruptive in certain situations

63. Note-taking Practice Video

65. Unit 7
Sight translation
By: Manpreet Kaur

66. Objectives
After completion of this topic, you will be to:
-Define Sight Translation
-Determine common documents of sight translation
-Elucidate basic skills required for sight translation
- Determine challenges associated with sight translation
-Apply the principles of sight translation

68. SIGHT TRANSLATION
Written
document
Visual
input
Verbal
delivery

69. Process of
Sight
Translation
1- Scan the
document to
determine
the subject
matter,
context,
style, and
country of
origin.
2-Make a
mental note
of common
pitfalls
unique to
the source
language.
3- Skim the
passages
quickly and
identify key
features,
commas,
parentheses,
etc.
4- Translate
sentence by
sentence,
focusing on
one unit of
meaning at a
time.
5- Maintain a
steady pace,
translating
as smoothly
as possible.

70. BASICS SKILLS REQUIRED FOR SIGHT
TRANSLATION
CLEAR PRONUNCIATION
KNOWLEDGE OF SYNTAX
AND GRAMMAR
ADEQUATE PACE OF
DELIVERY

71. CHALLENGES AND BENEFITS OF SIGHT
TRANSLATION
CHALLEGES
• DIFFICULT TO FOCUS ON MEANING
• HIGHER REGISTER
• MORE TECHNICAL OR ADVANCED
• MORE COMPLEX SENTENCE STRUCTURES
• LONGER SENTENCES
• OFTEN GREATER USE OF PASSIVE VOICE
• SIMILAR TO SIMULTANEOUS INTERPRETING
SKILLS
BENEFITS
• EASILY PRACTICED
• EXCELLENT TRAINING FOR VOCABULARY,
STRUCTURES, AND PHRASES ETC.
• GET MORE TIME TO THINK BEFORE INITIATING
THE INTERPRETATION
• LOOK UP AND KEEP A GLOSSARY OF ANY
DIFFICULT TERMS
• HELPS IN RECOGNIZES
PERSONAL SHORTCOMINGS BEFOREHAND

72. COMMON SIGHT TRANSLATED DOCUMENTS
• CONSENT FORMS
• REGISTRATION FORMS
• APPLICATION FORMS
• AGREEMENT FORMS
• ACCIDENT REPORTS
• WORK RELEASES
• QUESTIONNAIRES/SURVEYS/INSTRUCTIONS
• PRESCRIPTIONS
• APPOINTMENT REMINDER CARDS
Note: Always follow the
CALL Model; that is; avoid
Complex, Advanced, Legal
and Long documents.

73. CASE STUDY

74. RATIONALE BEHIND IT

75. THE MODEL ANSWER AND IT'S RATIONALE WOULD BE
• ANSWER
I would like to do it as this information
brochure is very long, I think it would
be much faster, safer and easier for the
patient to understand if you explain and
summarize the document while I
interpret your explanation.
• RATIONALE
This allows the register to be lowered
and appropriately returns the
responsibility for editing and
summarizing to the provider. Moreover,
always remember SAY NO MODEL: Be
Gracious, Give Reasons, and Offer
Choices.

76. SIGHT TRANSLATION GUIDELINES
• Go over the whole document before sight translating
• Know your limitations
• Sight translate in the presence of SP
• Deliver at a steady, moderate pace
• Sight translate exactly what is written
• If asked to explain to LES, ask the SP to do so and interpret

77. SIGHT TRANSLATION CHECKLIST
Scan the entire text for meaning
Find closest equivalents in TL
Write down unfamiliar terms
Identify problem areas( e.g., syntax)
Read carefully paying attention to details
Convey accurate meaning
Monitor your pace

78. MARKING A TEXT
Save time
Avoid pauses
Avoid fillers
Reduce mistakes
Prevent re-reading and backtracking
Reduce self-corrections
Make rendition more fluid, coherent, natural

79. CASE STUDY

80. THE IDEAL RESPONSE WOULD BE

81. THE MODEL ANSWER WOULD BE
• This is an important instructional discharge document and I’m happy to
have so much confidence in my ability to sight translate it. But, I’m afraid
if Mr. Singh will have some queries during that time, I’m not sure I will be
able to answer the queries. Could you please make some time during
sight translation session for clarifying his doubts and provide reassurance
for better treatment compliance and outcome?

82. Thank You For Your attentive Listening
• Lina Liu
• Nada Hassan
• Lily Zhuo
• Mapreet Kaur

83. Questions