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Language Interpreter Training as a Stepping Stone to Work Review of the Pilot Courses Final conference Berlin, 10 September 2014 
Centro per lo Sviluppo Creativo “Danilo Dolci”
About the courses 
•Locations: 
Sofia, Bulgaria 
Palermo, Italy 
Berlin, Germany 
Athens, Greece 
•Duration: 36 hours 
1° Pilot Course 
•Delivery period: September – November 2013 
2° Pilot Course 
•Delivery period: February – June 2014
About the participants 
•Overall number: 155 
•Average number per course: 12 -19 
•Educational background: high school, BA, MA, language proficiency certificates 
•Age range: 18 - 60
Languages covered during the 2 courses 
•Bulgaria: English, French, Russian, Turkish, German, Persian, Italian 
•Germany: Spanish, Portuguese, Arabic, Russian, French, English, Vietnamese, Farsi. 
•Italy: English, Romanian, Bangla, French, Arabic, Urdu, Iranian 
•Greece: Albanian, Arabic, Pashto, Farsi, English, Punjabi, Albanian, Amarinia , Urdu
Adaptation of the training course 
•Train-the-trainer course 
(Hemel Hempstead - May 2013) 
•Adaptation of the training materials to the local contexts: 
Translation 
Rearrangement of sessions and contents 
Identification of topics suitable to the local context 
Production of new materials (e.g. new role plays, original documents provided by the police, hospitals etc.)
Training content 
•Skills & Qualities of the Perfect Public Service Interpreter 
•Intervening in the Interview 
•Interpreting Practice In pairs 
•Note Taking 
•How to Compile a Glossary 
•Sight translation 
•Role Play scenarios 
•Structure of local and national government
Topics addressed 
Law 
Psychology 
Medicine & health 
Job centres 
Health insurance 
Adult care 
Asylum 
Police and security 
Vocabulary & glossaries
Guest Speakers 
•Bulgaria: expert from regional inspectorate of education, expert from forensic operation department of the ministry of interior, social security expert, medical consultant 
•Germany: representative of a Job-centre in Berlin, expert from migration advice centre, doctor from the Berlin hospital, sworn interpreter 
•Italy: lawyers, psychologist and president of the applied psychology academy, doctor expert in migration medicine from the Palermo hospital 
•Greece: lawyer, orthodox priest working with migrants, former student from the 1° pilot course
Improvements from 1° to 2° pilot course 
•E-learning options: 
Wiki glossaries 
Glossaries on Office Word 
Use of internal platforms and e- learning material for self-study
•Change in session time and duration 
•More texts added, others replaced 
•Recording of interpreting sessions to comment them in class 
•Visits: migrant advice centre, job centre, historical archive, Municipality of Athens social service office
Feedback from participants 
Good feedback on trainers 
Satisfaction about the course 
Willingness to take part in similar trainings 
Good collaboration among students 
Enthusiasm about their achievements (e.g. development of the glossaries). 
The training will have a positive impact on their professional careers and personal development
Feedback from trainers 
Positive feedback on both the courses 
Glad to support students 
Most challenging parts: adaptation of the material, correcting students without demotivating them, keeping high their interest and grabbing the attention of the whole group in 6 hours sessions 
Satisfied with student’s involvement 
Proud of what has been achieved
Case studies 
•Ksenia (Germany): realised that she really wants to work as an interpreter, and is thinking to start-up her own company. 
•Valentina (Germany): already had experience in the interpreting sector. She plans to enrol for a master program in translation to further improve her skills. 
•Sidonie (Italy): student at the university of Palermo, successful in the training, she hopes to be able to take part in other courses. 
•Nadège (Italy): already working as a language mediator at the Hospital of Palermo, she feels her skills have been enhanced through the training. 
•Ahmad (Greece): hired by the Greek police for a centre for illegal migrants.
Has the interpreter training course widened learners’ employment opportunities? 
Collaboration with the Italian Red Cross to assist migrants in Lampedusa (Italy) 
Interpreting service in territorial commissions for recognition of international protection to asylum-seekers (Italy) 
7 trainees decided to start a social enterprise of interpreters and cultural mediators (Greece) 
Work for asylum-seekers authority (Greece)
Thank you. 
Contact details: 
dario.ferrante@danilodolci.org 
www.danilodolci.org

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Review of the Pilot Courses

  • 1. Language Interpreter Training as a Stepping Stone to Work Review of the Pilot Courses Final conference Berlin, 10 September 2014 Centro per lo Sviluppo Creativo “Danilo Dolci”
  • 2. About the courses •Locations: Sofia, Bulgaria Palermo, Italy Berlin, Germany Athens, Greece •Duration: 36 hours 1° Pilot Course •Delivery period: September – November 2013 2° Pilot Course •Delivery period: February – June 2014
  • 3. About the participants •Overall number: 155 •Average number per course: 12 -19 •Educational background: high school, BA, MA, language proficiency certificates •Age range: 18 - 60
  • 4. Languages covered during the 2 courses •Bulgaria: English, French, Russian, Turkish, German, Persian, Italian •Germany: Spanish, Portuguese, Arabic, Russian, French, English, Vietnamese, Farsi. •Italy: English, Romanian, Bangla, French, Arabic, Urdu, Iranian •Greece: Albanian, Arabic, Pashto, Farsi, English, Punjabi, Albanian, Amarinia , Urdu
  • 5. Adaptation of the training course •Train-the-trainer course (Hemel Hempstead - May 2013) •Adaptation of the training materials to the local contexts: Translation Rearrangement of sessions and contents Identification of topics suitable to the local context Production of new materials (e.g. new role plays, original documents provided by the police, hospitals etc.)
  • 6. Training content •Skills & Qualities of the Perfect Public Service Interpreter •Intervening in the Interview •Interpreting Practice In pairs •Note Taking •How to Compile a Glossary •Sight translation •Role Play scenarios •Structure of local and national government
  • 7. Topics addressed Law Psychology Medicine & health Job centres Health insurance Adult care Asylum Police and security Vocabulary & glossaries
  • 8. Guest Speakers •Bulgaria: expert from regional inspectorate of education, expert from forensic operation department of the ministry of interior, social security expert, medical consultant •Germany: representative of a Job-centre in Berlin, expert from migration advice centre, doctor from the Berlin hospital, sworn interpreter •Italy: lawyers, psychologist and president of the applied psychology academy, doctor expert in migration medicine from the Palermo hospital •Greece: lawyer, orthodox priest working with migrants, former student from the 1° pilot course
  • 9. Improvements from 1° to 2° pilot course •E-learning options: Wiki glossaries Glossaries on Office Word Use of internal platforms and e- learning material for self-study
  • 10. •Change in session time and duration •More texts added, others replaced •Recording of interpreting sessions to comment them in class •Visits: migrant advice centre, job centre, historical archive, Municipality of Athens social service office
  • 11. Feedback from participants Good feedback on trainers Satisfaction about the course Willingness to take part in similar trainings Good collaboration among students Enthusiasm about their achievements (e.g. development of the glossaries). The training will have a positive impact on their professional careers and personal development
  • 12. Feedback from trainers Positive feedback on both the courses Glad to support students Most challenging parts: adaptation of the material, correcting students without demotivating them, keeping high their interest and grabbing the attention of the whole group in 6 hours sessions Satisfied with student’s involvement Proud of what has been achieved
  • 13. Case studies •Ksenia (Germany): realised that she really wants to work as an interpreter, and is thinking to start-up her own company. •Valentina (Germany): already had experience in the interpreting sector. She plans to enrol for a master program in translation to further improve her skills. •Sidonie (Italy): student at the university of Palermo, successful in the training, she hopes to be able to take part in other courses. •Nadège (Italy): already working as a language mediator at the Hospital of Palermo, she feels her skills have been enhanced through the training. •Ahmad (Greece): hired by the Greek police for a centre for illegal migrants.
  • 14. Has the interpreter training course widened learners’ employment opportunities? Collaboration with the Italian Red Cross to assist migrants in Lampedusa (Italy) Interpreting service in territorial commissions for recognition of international protection to asylum-seekers (Italy) 7 trainees decided to start a social enterprise of interpreters and cultural mediators (Greece) Work for asylum-seekers authority (Greece)
  • 15. Thank you. Contact details: dario.ferrante@danilodolci.org www.danilodolci.org