Simultaneous interpreting is tested by one of the national certifying entities for healthcare interpreters, yet trainers do not always include it in their offerings and sometimes interpreters are ill equipped or hesitant to use it in a medical context. This webinar will address these gaps on why and how to teach simultaneous interpreting to healthcare interpreters, and is structured with them in mind, presenting 1) the reasoning and context of training interpreters in this mode, and 2) the techniques and tools for doing so. The presenter will discuss a bit of theoretical underpinnings, best practices for simultaneous, a decision-making tool for when to use it, practical ways to incorporate it into classroom-based and remote education, outcome measures, and how to provide constructive feedback. Current technological options will be heavily featured – no need for tape decks or audio labs!

1. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
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2. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
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3. NATIONAL
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INTERPRETING
IN
HEALTH
CARE
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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 teach simultaneous
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

19. Legal/court
Classroom/teaching
Performances
Webcasts
Healthcare

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 it enhances message transfer –
PURPOSE of having an interpreter

24. !
!
Is!the!session!between!more!than!two!
people!(excluding!interpreter)?!
Are!there!multiple!
LEP!individuals?!
Is!it!a!class!or!
group!session?!
SIMULT!WITH!
EQUIPMENT!
Is!it!counterproductive!to!
control!the!speaker’s!flow?!
Are!there!side!
conversations?!
CONSECUTIVE!
PREMTRANSLATION!
OR!SIGHT!
TRANSLATION!
HYBRID!WITH!
“WHISPERED”!
SIMULT!
Is!the!session!a!mental!health!or!
involve!emotional!content?!
Is!there!neuropsych!
testing!involved?!
Is!interpreter!for!nonM
patient(s)!only?!
Is!there!
equipment?!
DecisionMmaking!chart!for!when!healthcare!spoken!language!interpreters!
should!consider!using!simultaneous!instead!of!consecutive!mode!
©!Elena!Langdon!Fortier!2017!
YES$
YES$YES$
YES$
YES$
YES$
YES$
YES$
YES$
NO$
NO$
NO$
NO$
NO$
NO$
NO$
NO$
NO$
Are!there!side!
conversations?!
NO$
YES$

25. SIMULTANEOUS is needed in any of these:
ü Mental health + long segments
ü Side conversations
ü One-way class/presentation
ü Patient is not LEP, but others are

26. CAREFUL WITH CACOPHONY!

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 interpreter must:
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 (roving interpreter)
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 and Nolan)
ž Diction
ž Memory
ž Speed
ž Split attention
ž Prediction

40. SHADOWING (record self and 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 ticks away, 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 listen to 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 a text 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 on big 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

48. Presentation
Clear
Concise
Articulate
Well
paced
Linguistically
"pure"
Register
Professional
Vocabulary

49. Content
Accuracy
Coherence
Consistency
Bigger
Picture
Specific
Details
Omissions
Distortions
Faithfulness to
original

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.“Cogntive Theory 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.

52. Q & A

53. Elena Langdon, C.T., MA, CoreCHI
elena@acolalang.com
Twitter: acolalang

54. NATIONAL
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CARE
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56. NATIONAL
COUNCIL
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INTERPRETING
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