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Decalage is not a dirty word: Teaching simultaneous mode to healthcare interpreters
The document outlines a webinar by the National Council on Interpreting in Health Care, focusing on the teaching and use of simultaneous interpreting in various healthcare contexts. It includes discussion on effective practices, decision-making frameworks for interpreters, and techniques to enhance interpreting skills. Additionally, it provides resources for further training and collaboration among interpreter trainers.
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Decalage is not a dirty word: Teaching simultaneous mode to healthcare interpreters
- 1. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE WWW.NCIHC.ORG
- 2. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE You can access the recording of the live webinar presenta6on at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Work Group An ini6a6ve of the Standards and Training CommiBee www.ncihc.org/home-‐for-‐trainers
- 3. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Housekeeping -‐ This session is being recorded -‐ Cer6ficate of ABendance *must aBend full 90 minutes *trainerswebinars@ncihc.org -‐ Audio and technical problems -‐ Ques6ons to organizers -‐ Q & A -‐ TwiBer #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup An ini6a6ve of the Standards and Training CommiBee www.ncihc.org/home-‐for-‐trainers
- 4. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Welcome! Guest Presenter: Elena Langdon, M.A., CT, CoreCHITM
- 5. Elena Langdon, C.T.,MA, CoreCHI
- 6. ž Why teachsimultaneous ž Original and current context ž Non-booth simultaneous ž When to use + decision-making tree ž Basic theory ž Best practices ž Teaching it: technology, drills, feedback, expectations
- 8. ž Certification ž Natl.Standards for HCI Training Programs ž Better preparation ž Career ladder/other interpreting fields
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- 22. ž Mental health ž Educational sessions ž Multiple speakers ž Family members ž Medical rounds ž In QUESTION box, answer: In what other specific healthcare situations do you use simultaneous?
- 23. ž When itenhances message transfer – PURPOSE of having an interpreter
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- 25. SIMULTANEOUS is neededin any of these: ü Mental health + long segments ü Side conversations ü One-way class/presentation ü Patient is not LEP, but others are
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- 27. ž Listener/speaker balance ž Equipment ž Concentration
- 28. Split attention: listening, speaking,remembering, monitoring Audio capacity/configuration No rephrasing Predicting Mic technique/breathing control Speed & flow control Feels more one-way
- 29. A simultaneous interpretermust: ž remember she is communicating ž not be distracted by focusing attention on individual problematic words ž cultivate split attention, with active, analytical listening to the speaker and critical monitoring of her own output ž use, where possible, short, simple sentences ž be grammatical ž make sense in every single sentence ž always finish her sentences
- 30. ž Unit of meaning:smallest usable unit for interpreter (no more than 7-8 words) ž Start interpreting after one unit, remain one unit behind speaker ž BUT: only when you have enough to finish sentence ž Avoid beginning w/ relative or subordinate clauses
- 31. ž Placement (rovinginterpreter) ž Pre-session ž Clarifications ž Mistakes ž Eternal vigilance
- 32. ž Speechpool ž InterpreTimeBank ž ORCIT ž Voiceboxer, Headvox, KUDOS ž Equipment ž Audacity
- 37. TECHNIQUES (Gonzalez) ¤ Monitor yourself ¤ Prediction/Anticipation ¤ Understand procedures ¤ Take notes ¤ Queuing ¤ Decalage
- 38. QUALITIES (Mikkelson) ž Language Skills ž Analytical Skills ž Listening & Recall ž Interpersonal Skills ž Ethical Behavior ž Speaking Skills ž Cultural Knowledge ž Subject Knowledge
- 39. SKILLS (Roderick andNolan) ž Diction ž Memory ž Speed ž Split attention ž Prediction
- 40. SHADOWING (record selfand listen critically) ž into same language, same place ž into same language, one unit of meaning behind ž into same language, with distractions (list numbers, do simple math operations, etc.)
- 41. Clozing As February ticksaway, the rumors surrounding the next ______ are flowing fast and furious. Apple has the habit ____ pushing out its tablets in the spring, releasing the ____ 2 in March 2011 and the original model in ____ 2010. Here’s a general look at the rumors that are ___ there about the tablet — remember to take all with a ____ pinch of salt.
- 42. Two stories: ž listento two stories being told at same time and then ž retell each one ž focus on differences between the two (two stories should then be nearly the same)
- 43. Frozen Translation ž organize atext into units of meaning, splitting them line-by-line ž hide all lines but one, then cover that one and uncover the next ž while you read the second line with your eyes, state out loud the first line, and keep going ž for increased practice, do the same but interpret the previous line into another language
- 44. ž Focus onbig picture ž Don’t dwell on little details, facts, mistakes ž Have a goal for each exercise ž Focus on different aspects each time Constructive: ž What went well – be specific and focus on big picture ž How to improve next time and why
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- 50. • Healthcare podcasts • Interpretapes & ACEBO recordings • Buddy system • InterpreTimeBank • SpeechPool • Set a schedule • Incremental difficulty • Remember: audio files are not matches!
- 51. ž Camayd-Freixas, Erik.“CogntiveTheory of Simultaneous Interpreting and Training.” Proceedings of the 52nd Conference of the American Translators Association. 2011 ž Gillies, Andrew. Conference Interpreting:A Student’s Practice Book. Routledge 2013. ž Gonzalez,Roseann Dueñas,Vásquez,Victoria and Mikkelson, Holly, Fundamentals of Court Interpretation:Theory,Policy,and Practice. Carolina Academic Press 1991. ž Jones, Roderick. Conference Interpreting Explained. St Jerome Publishing 2002. ž Kornakov, Peter.“Five Principles and Five Skills for Training Interpreters.” Meta:Translators' Journal, vol. 45, n° 2, 2000, p. 241-248. (http:// www.erudit.org/revue/meta/2000/v45/n2/003342ar.pdf) ž ______.“The place of grammar (syntax and verbal government) within a self- training interpreting course.” (http://www.brad.ac.uk/staff/pkkornakov/ porto.htm.) ž Mikkelson, Holly.“Interpreting Is Interpreting - Or Is It?” at https:// acebo.myshopify.com/pages/interpreting-is-interpreting-or-is-it ž Nolan, James. Interpretation:Techniques and Exercises. Multilingual Matters Ltd. ž Setton, Robin and Dawrant, Andrew. Conference Interpreting: A Complete Course. John Benjamins 2016. ž ________.Conference Interpreting: A Trainer’s Guide. John Benjamins 2016.
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- 53. Elena Langdon, C.T.,MA, CoreCHI elena@acolalang.com Twitter: acolalang
- 54. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE • New topics coming soon! • Please complete evalua6on • Follow up via email: TrainersWebinars@ncihc.org Home for Trainers Interpreter Trainers Webinars Work Group An ini6a6ve of the Standards and Training CommiBee www.ncihc.org/home-‐for-‐trainers Announcements
- 55. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Thank you for aBending!
- 56. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE You can access the recording of the live webinar presenta6on at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Work Group An ini6a6ve of the Standards and Training CommiBee www.ncihc.org/home-‐for-‐trainers