Understanding how stress can negatively impact interpreting performance. Techniques and practices for stress reduction. Strategies for real life stressful situations are demonstrated, along with audience participation to sample among several techniques. Methods for simulating stress during interpreting practice are shared. Simulations help diminish the negative impact of stress on performance, as do familiarity with techniques of stress reduction. Attendees will come away with a sampling of both.
The document discusses various translation strategies, techniques and methods. It defines translation strategy and discusses three global strategies employed by translators. It then discusses translation methods and procedures, and defines word-for-word, literal, faithful, semantic and idiomatic translation. Direct and oblique translation techniques are also explained, including borrowing, calque, literal translation, transposition, modulation, reformulation, adaptation and compensation.
The document discusses definitions of translation provided by several scholars, such as Newmark, Nida and Taber, and Hatim and Munday. It also explains that translation involves studying the source text's lexis, grammar, culture, and context to determine meaning, and then reconstructing this meaning using the target language's appropriate structure and context. An example is given of translating "Ana Muslim" from Arabic to English as "I am Muslim." The document also lists skills needed for translation, such as writing ability, research, cultural awareness, language proficiency, experience, and dictionaries. Creating a good translation requires understanding grammar, vocabulary, and culture in both the source and target languages.
This document provides an overview of functional theories of translation from Germany in the 1970s-1980s. It discusses four notable theorists from this period: 1) Katherine Reiss's text type approach which categorizes texts based on their communicative function, 2) Justa Holz-Manttari's translational action model which views translation as purpose-driven human interaction involving intercultural transfer, 3) Hans Vermeer's skopos theory which emphasizes the purpose of the translation, and 4) Christiane Nord's text analysis model. The document then provides more details on Reiss's text type approach and Holz-Manttari's translational action model.
This document provides information about translation and interpreting as professions. It begins by defining the key differences between translation, which deals with written text, and interpreting, which involves spoken communication. It then discusses the skills required for each profession, such as understanding nuances, conducting research, and communicating effectively. The document also outlines various paths to careers in translation or interpreting, including university programs, and describes some of the settings where translators and interpreters may work, such as in the public or private sectors.
The document discusses the concept of pragmatic equivalence in translation, which focuses on conveying the intended meaning of a text for a new target readership rather than treating a text as a static object. It explains that coherence and implicature help readers and translators understand how a text makes sense based on context. Several factors are described that can impact a text's coherence for different readers based on their background knowledge and experiences.
The document discusses various aspects of translating poetry from one language to another. It provides examples of translating a poem by Faiz Ahmed Faiz into English. It also compares different English translations of a verse by various translators. While some argue that poetry loses meaning in translation, others believe a skilled translator can preserve and illuminate the essence of a poem by finding new arrangements that may be even more luminous than the original.
The document discusses word for word translation, which translates each source language word directly into the target language without considering context, grammar, or idioms. Word for word translation can result in phrases that are out of context or do not make sense. While it does not account for grammar, word for word translation can still serve as a translation aid by translating individual words. Examples are provided to illustrate translating word for word between Spanish and English.
Special problems in literary translationWaleesFatima
This document discusses some of the special challenges involved in literary translation. It notes that when translating works from earlier historical periods, the translator must be careful not to use words or phrases that did not exist during the time period in which the work is set. Maintaining an appropriate vocabulary while avoiding anachronisms can be difficult. The document also discusses the importance of understanding and accurately conveying any subtextual meanings in a work. Indirect translation, where a work is translated into a third language via an intermediate translation rather than directly from the original, can compound errors and inaccuracies and is generally best avoided.
The document discusses various translation strategies, techniques and methods. It defines translation strategy and discusses three global strategies employed by translators. It then discusses translation methods and procedures, and defines word-for-word, literal, faithful, semantic and idiomatic translation. Direct and oblique translation techniques are also explained, including borrowing, calque, literal translation, transposition, modulation, reformulation, adaptation and compensation.
The document discusses definitions of translation provided by several scholars, such as Newmark, Nida and Taber, and Hatim and Munday. It also explains that translation involves studying the source text's lexis, grammar, culture, and context to determine meaning, and then reconstructing this meaning using the target language's appropriate structure and context. An example is given of translating "Ana Muslim" from Arabic to English as "I am Muslim." The document also lists skills needed for translation, such as writing ability, research, cultural awareness, language proficiency, experience, and dictionaries. Creating a good translation requires understanding grammar, vocabulary, and culture in both the source and target languages.
This document provides an overview of functional theories of translation from Germany in the 1970s-1980s. It discusses four notable theorists from this period: 1) Katherine Reiss's text type approach which categorizes texts based on their communicative function, 2) Justa Holz-Manttari's translational action model which views translation as purpose-driven human interaction involving intercultural transfer, 3) Hans Vermeer's skopos theory which emphasizes the purpose of the translation, and 4) Christiane Nord's text analysis model. The document then provides more details on Reiss's text type approach and Holz-Manttari's translational action model.
This document provides information about translation and interpreting as professions. It begins by defining the key differences between translation, which deals with written text, and interpreting, which involves spoken communication. It then discusses the skills required for each profession, such as understanding nuances, conducting research, and communicating effectively. The document also outlines various paths to careers in translation or interpreting, including university programs, and describes some of the settings where translators and interpreters may work, such as in the public or private sectors.
The document discusses the concept of pragmatic equivalence in translation, which focuses on conveying the intended meaning of a text for a new target readership rather than treating a text as a static object. It explains that coherence and implicature help readers and translators understand how a text makes sense based on context. Several factors are described that can impact a text's coherence for different readers based on their background knowledge and experiences.
The document discusses various aspects of translating poetry from one language to another. It provides examples of translating a poem by Faiz Ahmed Faiz into English. It also compares different English translations of a verse by various translators. While some argue that poetry loses meaning in translation, others believe a skilled translator can preserve and illuminate the essence of a poem by finding new arrangements that may be even more luminous than the original.
The document discusses word for word translation, which translates each source language word directly into the target language without considering context, grammar, or idioms. Word for word translation can result in phrases that are out of context or do not make sense. While it does not account for grammar, word for word translation can still serve as a translation aid by translating individual words. Examples are provided to illustrate translating word for word between Spanish and English.
Special problems in literary translationWaleesFatima
This document discusses some of the special challenges involved in literary translation. It notes that when translating works from earlier historical periods, the translator must be careful not to use words or phrases that did not exist during the time period in which the work is set. Maintaining an appropriate vocabulary while avoiding anachronisms can be difficult. The document also discusses the importance of understanding and accurately conveying any subtextual meanings in a work. Indirect translation, where a work is translated into a third language via an intermediate translation rather than directly from the original, can compound errors and inaccuracies and is generally best avoided.
This document discusses translation theory and types of translation. It begins by defining translation as conveying meaning between languages and discusses translation studies as an interdisciplinary academic field. It then outlines several types of translation - free translation which conveys general meaning without strict form, literal translation which translates word-for-word, and communicative/dynamic translation which renders contextual meaning comprehensibly. The document also discusses criteria for quality translation including accuracy, clarity and naturalness.
This document discusses various tactics that interpreters use to cope with problems that arise during interpretation. It separates the tactics into three categories: comprehension tactics, preventive tactics, and reformulation tactics. The comprehension tactics are used when there are problems understanding the source language and include delaying response, reconstructing with context, and getting help from others. Preventive tactics are employed when problems may arise and include taking notes, adjusting ear-voice span, and segmenting information. Reformulation tactics address problems producing the target language such as replacing terms, explaining, or omitting information. The document provides examples of each tactic and notes some general rules interpreters follow in choosing tactics.
Principles And Parameter Of Universal GrammarDr. Cupid Lucid
The document discusses three key concepts of Universal Grammar:
1. Structure dependency, which asserts that language relies on structural relationships rather than word order. Passive sentences in English demonstrate this by moving elements based on their structure, not position.
2. The language faculty, which proposes the mind has a separate, autonomous module for language that is distinct from other domains like logic or mathematics.
3. The head parameter, which specifies whether a language's phrases are head-first or head-last, with the head (e.g. verb, noun) appearing before or after complements within the phrase. This variation between languages is captured by the head parameter.
This document outlines the syllabus for a sight translation course. It discusses different types of interpreting, including consecutive, simultaneous, and liaison interpreting. Sight translation is described as translating a written text orally, combining elements of written translation and interpreting. The course will focus on improving oral translation skills and analyzing translations. Students will practice translating current events, work in groups, and record individual sentence translations for analysis. Evaluation will consist of writing reports transcribing and analyzing class translations.
This document discusses various aspects of language structure. It explains that language is dynamic and constantly changing through changes in vocabulary, pronunciation, morphology and syntax over time. It also argues that language is complex and capable of expressing a wide range of ideas through its open-ended and rule-based nature. The document concludes that grammar rules should be made easy to learn and adapted to different learning styles.
This power point shows the differences between communicative and semantic translation and how they are related to overtranslation and undertranslation.
This document discusses translation studies as an academic discipline. It defines translation studies as the field that deals with the theory, description, and application of translation. It notes that translation studies emerged as a formal discipline in the 20th century, with James Holmes laying the foundation for it as a distinct field. The document outlines some of the key areas and divisions within translation studies, such as pure vs applied studies, descriptive vs theoretical approaches, and different types of translation like literary, linguistic, cultural, and professional translation. It also discusses some common translation problems and issues.
Techniques in translation, computer assisted, machine translation, subtitling...Moses Altovar
This document discusses various translation techniques including computer-assisted translation, machine translation, subtitling, and editing/post-editing. It provides details on each technique in 3-4 paragraphs. Computer-assisted translation involves human translators using computer programs, tools, and technology to assist them. Machine translation aims to translate without human intervention but often requires human pre-editing and post-editing. Subtitling has constraints related to synchronization with visual/audio elements and reading speed, requiring simplification and brevity in the subtitles.
This document discusses computer aided translation and summarizes several volunteer translation projects and studies on machine translation and human assistance for translation. It describes projects like DE-News, Chinese translations of The Guardian newspaper, and dotSUB, which allow volunteers to collaborate on translations. It also outlines statistical machine translation techniques used to build translation systems from large datasets and phrase-based translation approaches.
This document outlines areas of research in translation studies, including text analysis and translation quality assessment, genre translation, multimedia translation, translation history, and the translation process. It discusses both conceptual and empirical research. Empirical research uses methodology like quantitative and qualitative methods, case studies, corpus studies, text analysis, and interviews. Research questions can be exploratory to understand what is happening, or descriptive to analyze translations and understand patterns. Hypotheses are used if researchers want to generalize findings.
- The Skopos theory introduced by Hans Vermeer defines the "skopos" or purpose of a translation as determining the translation methods and strategies.
- Vermeer's theory focuses on understanding why a source text is being translated and what function the target text will serve in order to produce an adequate translation.
- The theory proposes that a target text must fulfill its skopos or purpose for the target culture, be internally coherent, and coherent with the source text, with the skopos taking precedence over other factors.
The document discusses different approaches to defining translation and translating metaphors. It describes linguistics-based approaches that view translation as substituting equivalent signs between languages. Textlinguistic approaches see translation as producing a target text based on the source text. Functional approaches define translation as a purposeful, transcultural activity. The document also discusses challenges in translating metaphors, such as retaining imagery across cultures, and proposes procedures like translating metaphor to simile or sense.
The document discusses the history of translation from ancient times to modern day. Some key points include: the first major translation was the Septuagint translation of the Hebrew Bible to Greek in the 3rd century BC; in the 4th century AD, Kumārajīva famously translated Buddhist texts from Sanskrit to Chinese, such as the popular Diamond Sutra; theories of translation emerged in the 19th century from scholars like Schleiermacher in Germany and Yan Fu in China; translation studies is now a formal academic discipline, and technology has created a large global market for language services.
Eugene nida Principles of CorrespondenceFaruk Istogu
Eugene Nida discusses several principles of translation. There are no perfect translations between languages as there is no complete correspondence. Translations can be either formal/literal or free/paraphrased. Key factors in translating include the message, author purpose, and audience. Formal equivalence focuses on form and content correspondence while dynamic equivalence focuses on equivalent impact and natural expression in the receptor language. Cultural and linguistic distance also impact translation difficulty.
This document summarizes several theories of effective communication principles proposed by linguists. It discusses Paul Grice's maxims of conversation which include quantity, quality, relation, and manner. It also covers Geoffrey Leech's politeness principle and maxims. Finally, it summarizes Penelope Brown and Stephen Levinson's politeness theory, including their concepts of face and face threatening acts, and different politeness superstrategies.
This document provides an overview of various theories of translation that have developed over time. It discusses early philological theories from figures like Cicero and Augustine, then philosophical theories from the 20th century from thinkers like Ezra Pound and Walter Benjamin. It also covers linguistic theories from Eugene Nida that emphasized dynamic equivalence, and sociolinguistic theories that view translation in its social context and as serving a purpose or skopos. The document traces the development of translation theory through multiple schools and perspectives.
A translation unit is defined as a segment of text that the translator treats as a single cognitive unit to establish equivalence between the source and target text. The translation unit can be a single word, phrase, sentence, or larger text segment. Using larger translation units increases the chance of an idiomatic translation. The notion of a translation unit is useful for relating parts of the text to the whole and looking at accountability of passages. Key functions of a translation unit are to be a syntactic bearer, information carrier, and stylistic marker. The sentence is generally considered the key functional translation unit.
The document discusses the controversy over whether translation between languages is possible or impossible. This debate stems from differing views on the nature of language and meaning. Some ancient religions viewed language as sacred and doubted the validity of translation. Later, the view developed that true symmetry between semantic systems of different languages is not possible, making full translation unattainable. However, others argue translation is possible to some degree if meanings are expressed indirectly or certain procedures like adaptation are used to compensate for gaps between languages. The document provides several examples of linguistic and cultural elements that pose challenges for translation.
Translation theory before the 20th centuryAyesha Mir
This document summarizes the history of the debate between "word-for-word" and "sense-for-sense" translation. It discusses views from influential historical figures like Cicero, St. Jerome, Dryden, Dolet, Tytler, and Schleiermacher. The debate dominated translation theory until the 20th century. Schleiermacher is noted as moving the discussion beyond the word-for-word vs. sense-for-sense dichotomy by proposing two paths for the translator: moving the reader toward the writer or moving the writer toward the reader.
Language and Cognition are closely intertwined. Cognitive development refers to the internal mental processes and products that lead to knowledge development, including memorizing, problem solving, creativity, dreaming, language acquisition, and more. As humans learn language over time, language creates a framework for consistent conscious thought and allows the mind to process information consistently. The more language we learn, the faster the mind may work, helping us effectively respond to various situations and transfer thoughts between minds. While thoughts come first, language is the expression and interpretation of those thoughts.
This document discusses various aspects of communication including what communication is, why effective communication is important, and components of interpersonal skills. Some key points:
- Communication is the process of exchanging information between individuals through systems of symbols, signs or behaviors.
- Effective communication helps build understanding, resolve differences, and develop trust and respect.
- Important components of interpersonal skills include non-verbal communication, questioning, reflecting, listening, and self-disclosure.
- Listening is an active mental process that must be chosen and is a learned skill, unlike hearing which is passive.
- Both verbal and non-verbal forms of communication, including body language, tone of voice, content, and
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
This document discusses translation theory and types of translation. It begins by defining translation as conveying meaning between languages and discusses translation studies as an interdisciplinary academic field. It then outlines several types of translation - free translation which conveys general meaning without strict form, literal translation which translates word-for-word, and communicative/dynamic translation which renders contextual meaning comprehensibly. The document also discusses criteria for quality translation including accuracy, clarity and naturalness.
This document discusses various tactics that interpreters use to cope with problems that arise during interpretation. It separates the tactics into three categories: comprehension tactics, preventive tactics, and reformulation tactics. The comprehension tactics are used when there are problems understanding the source language and include delaying response, reconstructing with context, and getting help from others. Preventive tactics are employed when problems may arise and include taking notes, adjusting ear-voice span, and segmenting information. Reformulation tactics address problems producing the target language such as replacing terms, explaining, or omitting information. The document provides examples of each tactic and notes some general rules interpreters follow in choosing tactics.
Principles And Parameter Of Universal GrammarDr. Cupid Lucid
The document discusses three key concepts of Universal Grammar:
1. Structure dependency, which asserts that language relies on structural relationships rather than word order. Passive sentences in English demonstrate this by moving elements based on their structure, not position.
2. The language faculty, which proposes the mind has a separate, autonomous module for language that is distinct from other domains like logic or mathematics.
3. The head parameter, which specifies whether a language's phrases are head-first or head-last, with the head (e.g. verb, noun) appearing before or after complements within the phrase. This variation between languages is captured by the head parameter.
This document outlines the syllabus for a sight translation course. It discusses different types of interpreting, including consecutive, simultaneous, and liaison interpreting. Sight translation is described as translating a written text orally, combining elements of written translation and interpreting. The course will focus on improving oral translation skills and analyzing translations. Students will practice translating current events, work in groups, and record individual sentence translations for analysis. Evaluation will consist of writing reports transcribing and analyzing class translations.
This document discusses various aspects of language structure. It explains that language is dynamic and constantly changing through changes in vocabulary, pronunciation, morphology and syntax over time. It also argues that language is complex and capable of expressing a wide range of ideas through its open-ended and rule-based nature. The document concludes that grammar rules should be made easy to learn and adapted to different learning styles.
This power point shows the differences between communicative and semantic translation and how they are related to overtranslation and undertranslation.
This document discusses translation studies as an academic discipline. It defines translation studies as the field that deals with the theory, description, and application of translation. It notes that translation studies emerged as a formal discipline in the 20th century, with James Holmes laying the foundation for it as a distinct field. The document outlines some of the key areas and divisions within translation studies, such as pure vs applied studies, descriptive vs theoretical approaches, and different types of translation like literary, linguistic, cultural, and professional translation. It also discusses some common translation problems and issues.
Techniques in translation, computer assisted, machine translation, subtitling...Moses Altovar
This document discusses various translation techniques including computer-assisted translation, machine translation, subtitling, and editing/post-editing. It provides details on each technique in 3-4 paragraphs. Computer-assisted translation involves human translators using computer programs, tools, and technology to assist them. Machine translation aims to translate without human intervention but often requires human pre-editing and post-editing. Subtitling has constraints related to synchronization with visual/audio elements and reading speed, requiring simplification and brevity in the subtitles.
This document discusses computer aided translation and summarizes several volunteer translation projects and studies on machine translation and human assistance for translation. It describes projects like DE-News, Chinese translations of The Guardian newspaper, and dotSUB, which allow volunteers to collaborate on translations. It also outlines statistical machine translation techniques used to build translation systems from large datasets and phrase-based translation approaches.
This document outlines areas of research in translation studies, including text analysis and translation quality assessment, genre translation, multimedia translation, translation history, and the translation process. It discusses both conceptual and empirical research. Empirical research uses methodology like quantitative and qualitative methods, case studies, corpus studies, text analysis, and interviews. Research questions can be exploratory to understand what is happening, or descriptive to analyze translations and understand patterns. Hypotheses are used if researchers want to generalize findings.
- The Skopos theory introduced by Hans Vermeer defines the "skopos" or purpose of a translation as determining the translation methods and strategies.
- Vermeer's theory focuses on understanding why a source text is being translated and what function the target text will serve in order to produce an adequate translation.
- The theory proposes that a target text must fulfill its skopos or purpose for the target culture, be internally coherent, and coherent with the source text, with the skopos taking precedence over other factors.
The document discusses different approaches to defining translation and translating metaphors. It describes linguistics-based approaches that view translation as substituting equivalent signs between languages. Textlinguistic approaches see translation as producing a target text based on the source text. Functional approaches define translation as a purposeful, transcultural activity. The document also discusses challenges in translating metaphors, such as retaining imagery across cultures, and proposes procedures like translating metaphor to simile or sense.
The document discusses the history of translation from ancient times to modern day. Some key points include: the first major translation was the Septuagint translation of the Hebrew Bible to Greek in the 3rd century BC; in the 4th century AD, Kumārajīva famously translated Buddhist texts from Sanskrit to Chinese, such as the popular Diamond Sutra; theories of translation emerged in the 19th century from scholars like Schleiermacher in Germany and Yan Fu in China; translation studies is now a formal academic discipline, and technology has created a large global market for language services.
Eugene nida Principles of CorrespondenceFaruk Istogu
Eugene Nida discusses several principles of translation. There are no perfect translations between languages as there is no complete correspondence. Translations can be either formal/literal or free/paraphrased. Key factors in translating include the message, author purpose, and audience. Formal equivalence focuses on form and content correspondence while dynamic equivalence focuses on equivalent impact and natural expression in the receptor language. Cultural and linguistic distance also impact translation difficulty.
This document summarizes several theories of effective communication principles proposed by linguists. It discusses Paul Grice's maxims of conversation which include quantity, quality, relation, and manner. It also covers Geoffrey Leech's politeness principle and maxims. Finally, it summarizes Penelope Brown and Stephen Levinson's politeness theory, including their concepts of face and face threatening acts, and different politeness superstrategies.
This document provides an overview of various theories of translation that have developed over time. It discusses early philological theories from figures like Cicero and Augustine, then philosophical theories from the 20th century from thinkers like Ezra Pound and Walter Benjamin. It also covers linguistic theories from Eugene Nida that emphasized dynamic equivalence, and sociolinguistic theories that view translation in its social context and as serving a purpose or skopos. The document traces the development of translation theory through multiple schools and perspectives.
A translation unit is defined as a segment of text that the translator treats as a single cognitive unit to establish equivalence between the source and target text. The translation unit can be a single word, phrase, sentence, or larger text segment. Using larger translation units increases the chance of an idiomatic translation. The notion of a translation unit is useful for relating parts of the text to the whole and looking at accountability of passages. Key functions of a translation unit are to be a syntactic bearer, information carrier, and stylistic marker. The sentence is generally considered the key functional translation unit.
The document discusses the controversy over whether translation between languages is possible or impossible. This debate stems from differing views on the nature of language and meaning. Some ancient religions viewed language as sacred and doubted the validity of translation. Later, the view developed that true symmetry between semantic systems of different languages is not possible, making full translation unattainable. However, others argue translation is possible to some degree if meanings are expressed indirectly or certain procedures like adaptation are used to compensate for gaps between languages. The document provides several examples of linguistic and cultural elements that pose challenges for translation.
Translation theory before the 20th centuryAyesha Mir
This document summarizes the history of the debate between "word-for-word" and "sense-for-sense" translation. It discusses views from influential historical figures like Cicero, St. Jerome, Dryden, Dolet, Tytler, and Schleiermacher. The debate dominated translation theory until the 20th century. Schleiermacher is noted as moving the discussion beyond the word-for-word vs. sense-for-sense dichotomy by proposing two paths for the translator: moving the reader toward the writer or moving the writer toward the reader.
Language and Cognition are closely intertwined. Cognitive development refers to the internal mental processes and products that lead to knowledge development, including memorizing, problem solving, creativity, dreaming, language acquisition, and more. As humans learn language over time, language creates a framework for consistent conscious thought and allows the mind to process information consistently. The more language we learn, the faster the mind may work, helping us effectively respond to various situations and transfer thoughts between minds. While thoughts come first, language is the expression and interpretation of those thoughts.
This document discusses various aspects of communication including what communication is, why effective communication is important, and components of interpersonal skills. Some key points:
- Communication is the process of exchanging information between individuals through systems of symbols, signs or behaviors.
- Effective communication helps build understanding, resolve differences, and develop trust and respect.
- Important components of interpersonal skills include non-verbal communication, questioning, reflecting, listening, and self-disclosure.
- Listening is an active mental process that must be chosen and is a learned skill, unlike hearing which is passive.
- Both verbal and non-verbal forms of communication, including body language, tone of voice, content, and
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
This module is the final module and it explores the concept of presenting the idea to target audiences. Within this module the key areas that are discussed are, improving communication skills, body language and managing nerves.
This document provides an overview of effective listening skills. It discusses the importance of listening and describes the steps of active listening: preparing physically and mentally, receiving the message, reviewing and evaluating the message, responding to show understanding, and remembering the key points. It also covers techniques for improving understanding such as questioning skills, interpreting body language, paraphrasing, and listening effectively in emotional situations. The goal is for learners to understand effective listening and be able to apply steps to become better listeners.
The document provides tips to motivate young people to pursue a career in public speaking. It suggests putting the concept of public speaking into practice early in their lives through pretend play roles. It also recommends giving positive feedback when children practice speaking and recording practice sessions to help identify areas for improvement. Fostering confidence throughout their daily lives by modeling it is also important for nurturing public speaking skills from a young age.
Communication Skills - Nurses ..(1).pptxssusereb3fd5
This document provides information on effective communication skills. It discusses the goals of communication training which include awareness of communication techniques, overcoming barriers, and improving professional appearance. Effective communication is defined as producing the intended result. Barriers to communication mentioned include language, beliefs, attitudes, understanding the message, and trust. Non-verbal communication such as body language, facial expressions, gestures, posture, eye contact, and proximity are important aspects of communication explored in the document. Potential barriers to communication are identified in various pictures provided. The document also discusses handling complaints, dealing with aggressive patients, and improving job-related communication as a healthcare professional.
Learning to speak confidently is an art. This presentation teaches how to prepare and present publich speeches even when you have not prepared your speech.
This document discusses improving communication skills. It defines communication as transmitting information between living beings through personal interaction that involves behavior change and influencing others. Communication includes speaking, listening, body language, and written words. Barriers to effective communication include noise, assumptions, emotions, language differences, and poor listening skills. Listening is an active mental process where the message is analyzed and remembered, unlike hearing which is just a physical process. Good communication skills include speaking clearly, checking for understanding, asking questions, and avoiding technical jargon. Practicing these skills can improve one's communication abilities.
The document provides guidance on effective public speaking. It discusses the importance of public speaking skills in social and professional contexts. It emphasizes the need for thorough preparation and practice. The document then offers tips for different aspects of public speaking, including structuring a speech with a clear introduction, body, and conclusion. It also provides advice on using effective voice, body language, and visual aids to successfully engage an audience.
The body language cards for a successful presentationTimuçin KAZAN
This document promotes the use of "Body Language Cards" to improve non-verbal communication skills. It discusses how over 90% of communication is non-verbal and done through body language. The cards are presented as a visual tool to help learn and remember body language signals that can improve presentations, interactions, and reading of truth from lies. Examples of body language cues are provided that convey confidence, openness, emphasis, and connection with others.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Visual Aids".
This document discusses body language in public speaking. It begins by defining body language as non-verbal communication through movements, gestures and postures. It emphasizes that body language conveys confidence and authority. Several examples of bad body language are given such as turning away from the audience or fidgeting. The document then discusses elements to pay attention to like facial expressions, eye contact and gestures. It notes that body language impacts how the audience receives the message and their level of persuasion. Overall body language is an important part of effective public speaking.
The document discusses the importance of effective communication. It states that communication is the process of exchanging information between individuals through symbols, signs or behaviors. Effective communication helps people understand each other better and build trust. It can also help with professional and personal success by allowing you to influence others, as your communication skills are seen as a sign of your intelligence. While words are only 7% of communication, tone and body language account for 38% and 55% respectively. Therefore, nonverbal communication is highly important in getting a message across clearly. The document provides tips on improving spoken communication, listening skills, and overall communication abilities.
1. The document provides guidance on effective communication skills, including communicating when first meeting someone, maintaining appropriate personal space during interactions, and types of communication.
2. It discusses both verbal and non-verbal communication, with non-verbal communication making up 93% of interactions. Body language, facial expressions, eye contact, and other non-verbal cues are important to effective communication.
3. The document outlines various questioning techniques that can be used for different purposes like learning, building relationships, managing people, and persuading others. Open-ended questions elicit more information while closed questions confirm understanding.
This document discusses communication skills, including listening skills and body language. It provides tips for active listening, such as listening intentionally, without assumptions, and for understanding. Body language conveys much nonverbal meaning, with over 50% of emotional messages communicated this way according to research. Specific body language signals are described, like eye contact, posture and gestures, which can have cultural interpretations. Overall the document emphasizes the importance of communication skills like listening and interpreting body language correctly.
This document discusses various aspects of effective speaking. It covers topics like psycholinguistics, the four language skills, aspects that impact speaking like context and purpose, vocal production elements like volume and clarity, barriers to speaking like perceptual and emotional barriers, and techniques to improve speaking like commanding the topic, analyzing the audience and context, and feeling confident.
This document discusses oral communication and provides information on key aspects related to effective oral communication. It defines oral communication as communication through speaking and includes conversations, speeches and presentations. It outlines several characteristics of effective oral communication including being well-planned, concise, using an attractive presentation style, considering the audience, being realistic and free from errors. The document also discusses advantages like high understanding and flexibility as well as disadvantages such as potential for misunderstandings. Finally, it covers topics like breathing techniques, intonation and diction that are important for oral communication.
Interpreting for Well Visits_ELobo.pptxEliana Lobo
This webinar is a two-hour workshop, covering interpreting for check-ups and well visits in the following areas of specialization: Adult Medicine and Pediatrics, often referred to as Family Medicine, and the Dental Clinic. Topics one can expect to cover in each clinic; how to prepare in advance (terminology and concepts related to development, metrics and measurements); proper protocols before, during and after the examination will be reviewed. Resources, recommendations and best practices for interpreting in these settings will be shared.
Standards of Practice related to sight translation and assisting patients with forms will be looked at carefully. You will learn about a tool for quickly assessing sight translation requests (that is, weeding out requests that are appropriate from those that are not, along with practical suggestions for handling these requests. Best practice recommendations for navigating privacy issues when assisting patients with paperwork will be shared, as well as how to handle the entering of personal information on forms. The importance of the Pre-Session will be reviewed.
Most of this presentation is devoted into delving into what distinguishes annual check-ups for both men vs women, adult vs an infant or child, and for dental appointments. What one can expect will take place during these types of well visits will be explained. With the changes brought about by the implementation of Section 1557, more and more dental practices are scheduling interpreters for their patients. A review of practices for preventative (annual check-ups) and corrective (orthodontia) dental care will be reviewed.
This session also covers best practice for assisting patients with intake and return visit paperwork, and NCIHC recommendations for what qualifies for sight translation, and what types of documents need to be professionally translated.
There will be two breakout room sessions to practice delivering a brief, yet complete pre-session, and how to ask for repetitions and clarifications in a professional manner. Methods (formulas) and phone apps for converting from imperial to metric measures will be shared. Mathematical concepts such as median, mean, average, percentage and percentile, will be discussed in order to help attendees grasp the concepts clearly, so as to find equivalents for their language pair.
Free links to reputable resources for glossaries, terminology, patient education material and standards of practice will be provided.
What You Need to Succeed in VRI from Home - for NAETISL Jun 16 2022_ELobo.pptxEliana Lobo
The document announces the 2nd Annual Virtual Conference of the National Association of Educational Translators and Interpreters of Spoken Languages (NAETISL) to take place from June 16-18, 2022. NAETISL is a 501(c)(3) nonprofit organization established in 2019 to strengthen family engagement in education by connecting emergent bilingual families and schools with research-based information about language access. The organization's mission is to establish standards for educational translators and interpreters to enhance student achievement and home-school connections.
STRESS and Performance Anxiety During Test-TakingEliana Lobo
This document discusses managing stress and test anxiety. It provides strategies for reducing stress such as deep breathing, exercise, positive self-talk, and adequate sleep. It describes how stress affects the body and mind. Test anxiety is explained as a fear response that causes physical symptoms. Early preparation through practice tests and drills is recommended to build confidence. The document suggests performing interpreting drills while engaged in a cognitively or physically challenging secondary task to mimic stress conditions. Regular practice of dual tasks over time with increasing difficulty can help interpreters perform better under stress such as on certification tests.
Ethical conundrums in medical interpreting dshs-ostiEliana Lobo
This document discusses ethics and professional boundaries for interpreters according to Washington State's code of conduct. It covers training objectives like describing what a code of ethics is and why it exists. It also discusses how to handle specific situations like being asked to perform tasks outside one's scope of practice or a patient asking for medical advice. The document reviews concepts like accuracy, cultural sensitivity, confidentiality, and proficiency. It provides examples of ethical issues and quiz questions to illustrate proper protocol.
Target Your Trainings - E. Lobo for NCIHCEliana Lobo
Whether in a conference workshop or in a classroom-based setting, interpreter trainers and instructors are frequently faced with the challenge of delivering meaningful learning experiences for groups of students who themselves have varying levels of skills and prior knowledge. Add on the challenge of instructing individuals who have different learning preferences, and it can seem impossible for trainers to deliver presentations and classes that hit the mark for everyone.
This webinar is designed to provide interpreter trainers with a variety of tools and strategies to overcome these challenges so that no one leaves their workshop or class feeling shortchanged. Learn how to avoid losing precious minutes by bringing one segment of the group up to speed while the other segment is hungry for more advanced instruction and skills practice. Gain strategies on how to prepare activities that are challenging but still accessible and well-suited to each skill level. Create content, or modify existing content, that addresses the learning preferences of each individual and, most importantly, sticks with learners long after the end of the class or workshop. Step-by-step examples of how to use and apply the tools will be presented.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. Presenter: Eliana Lobo, M.A., CoreCHITM
Trainer of Trainers of Healthcare Interpreters
Certified CoreCHI™ Interpreter and Trainer of Trainers, with M.A.s from Brown University in
Bilingual Education, and Portuguese & Brazilian Studies, Eliana began her career as a
Spanish/Portuguese medical interpreter at RI Hospital. Coming to Seattle to be Trainer & Supervisor
for Harborview Medical Center’s Interpreter Services, then National Director of Interpreter Quality
for InDemand, and Director of Multicultural Programs and Services for IEO (Interpreter Education
Online). Currently, Director of Lobo Language Access in Tacoma WA, Eliana consults on language
access plans, DEI and interpreter training curricula. A frequent speaker at healthcare interpreter
conferences, presenter/co-host for NCIHC’s “Home for Trainers” webinar series, NCIHC Board
member and the Chair of the Standards and Training Committee, and CCHI Commissioner.
05/17/2021 2
3. Learning Objectives
•Today we will learn about
◦ Physiological effects of stress
◦ “Fight or Flight” response, and
◦ How to manage effects on
◦ Memory,
◦ Breathing
◦ Delivery
•Techniques for establishing baseline metrics will
be shared
◦ How fast is too fast,
◦ How long is too long
3
4. Learning Objectives
•Exercises for measuring one’s progress and
establishing stretch goals for memory and speed will
be demonstrated
•Sample scripts for managing flow before the
discussion or conversation goes off track will be given
•Tech tools and apps will be named so that interpreters
can utilize them to create and track their improved
performance over time
•Skill drills that simulate added stress will be shared
4
5. Continually Developing Your Proficiency is the Key
There’s a big difference between ability and
proficiency as it relates to interpreting. This is so
important for all working interpreters to understand.
As an interpreter, you possess many strong language and
communication abilities.
Proficiency, however, is based on what you can actually DO in
the real world, spontaneously, in a wide variety of contexts.
Many working contexts involve highly stressful situations. In
order to really be proficient, as an interpreter, you must learn
to manage stress effectively, so that you can perform
effectively when stressed.
5
6. Continually Developing Your Proficiency is the Key
Just as important, is the requisite time invested by the
interpreters in training, learning, PRACTICE, and self-
assessment.
Whether you are learning stress management
techniques or doing a shadowing drill, progress can
only be made when you regularly invest time in skills
sharpening activities.
6
7. Continually Developing Your Proficiency is the Key
Proficiency develops over time.
It is a gradual process.
You can’t get on the floor, do ONE sit-up and
then find that your waist measures smaller!
Similarly, exercises to improve your proficiency
as an interpreter can only bear fruit with
regular repetition.
7
8. Interpreters can develop & improve the skills they need
to do a better job, on the job
•Understand what happens inside your body when you
are stressed
• Techniques for self-calming
• Breathing and Memory Exercises
• Strategies for predictable bumps in the road
• Scripts
• Customer Service
•Ways to prepare for the unpredictable by training
under pseudo “duress”
• Exercises that mimic physical stress, by requiring a physically
or mentally demanding protocol while practicing an
interpreting exercise
• Demand control schema and decision-making
8
9. Three main causes of stress
Frustration
Fatigue
Fear
Stress can negatively affect your interpreting performance!
9
10. Human Physiology & Stress
PHYSIOLOGICAL RESPONSES TO STRESS AND THEIR
EFFECTS ON BREATHING, LISTENING, AND RECALL
10
11. How Stress Affects the Body
Acute stress has an instantaneous effect on
your physical, mental, and emotional state.
• Stress prepares the body for defensive action by releasing
hormones that
• Sharpen the senses,
• Speed up the pulse,
• Deepen respiration, and
• Tense the muscles
• During this classic “fight-or-flight” response
• It becomes more difficult to think clearly
• We make more mistakes
• We have difficulty processing new information
• Emotions cloud our judgment
05/17/2021 LOBO LANGUAGE ACCESS 11
12. How Stress Affects Interpreting
Acute stress has an instantaneous effect on
your mental, physical, and emotional state.
•During an interpreting session
•We may have to ask for more frequent repetitions
•Have trouble maintaining accuracy
•Have trouble maintaining completeness
•Find it difficult to manage the flow of conversation
•Lose our objectivity, and
•Become emotionally affected by the emotions of
those around us
•FREEZE
05/17/2021 LOBO LANGUAGE ACCESS 12
13. Stress and Your Brain
To understand how stress can impact your interpreting
ability, we need to understand how the brain processes
interpreting in non-stressful situations first.
What does the brain actually DO while we interpret?
◦ To understand what happens, we should first
look at cognitive function during
normal conversational speech
13
14. Cognitive Functions During Speech
Language processing refers to the way humans use words to
communicate ideas and feelings, and how such
communications are processed and understood
Cognitive function during interpreted speech involves all the
areas in the brain and body that receive and process input in
order to:
• hear it,
• understand it,
• convert it, and
• be able to reproduce it
• in another language
14
15. The eight steps of speech production
(in a single language)
For someone speaking a single language, it looks like this:
1. Speech sounds and other stimuli are received by your ear or hearing aid.
2. These sounds are converted to bioelectric signals within the human ear, or
within the hearing aid device.
3. These electric impulses are then transported through specific ganglial
structures, ending up in the primary auditory cortex, on both hemispheres
of the brain. Interestingly, each hemisphere treats this input differently
4. The left side recognizes distinctive parts such as phonemes or basic sounds
of speech, whereas the right side takes over prosodic characteristics* and
melodic information
5. The input then moves through the following areas
in the brain that process
6. speech perception
7. semantic association, and only then does it move to
8. speech production-- Only EIGHT steps!
15
16. 11 steps to speech production
(when interpreting between two languages)
When we move from communicating in
one language to interpreting, we add
the following tasks to the mix:
◦ Memory
◦ Conversion
◦ Iteration
◦ Your brain is now handling ALL of the prior tasks,
plus, three new tasks
◦ Essentially, you are adding 3 balls to the 8 balls
you’re already juggling!
Adding stress to this mix ensures that you are going to
drop some, if not all, of those balls at some point. It will
probably happen more than once in a day.
What can you do in these situations?
16
17. What Can You Do?
•One of the best way to prepare for the emotional or
physical stress on the job, and feel ready to interpret
as your appointment begins, is to:
• Do the work
• Conversion practice
• Skill drills
• SELECTING A SELF-CALMING TECHNIQUE THAT WORKS FOR
YOU AND MINDFULLY EMPLOYING IT WHEN NEEDED
• Exercises and practice prior to entering the room!
•The best tactic during an appointment, is to
manage the flow, as soon as you notice things
beginning to go off track.
17
18. What can you do?
18
Practice how you are going to say this, so
that when you need to, you can smoothly
and professionally interrupt the flow, and
ask for a repetition or clarification.
• You may ask speakers to slow down or speak more
clearly (emotions tend to make people talk faster and
less intelligibly). If you phrase it professionally,
• “The interpreter requests that you slow down so that
nothing is missed”
• “The interpreter requests that you pause more
frequently to ensure accuracy”
• You may need to remind people to slow down, and for
this, it’s always helpful to introduce a hand signal or
sign, that you will consistently use to interrupt, such as
hand up/palm out, or the ‘timeout’ symbol from sports.
Personally, I find it simplest to demonstrate
the hand signal I will be using, towards the
end of my pre-session, (even though often,
I end up never using it).
19. Scripts
on Demand
Having a professional script ready for when you make a
mistake or forget a word, is a great tool to always use.
◦ By professional script, I mean a statement you have prepared
beforehand, that you regularly use for certain situations
◦ For example, your introduction should include a greeting, your
name and the language you interpret, and you should consistently
introduce yourself the same way. Practice makes perfect. Smooth
delivery of your introduction is professional and a way to work in
those pre-session items before anyone can stop you.
◦ Having additional scripts, for example, a way you regularly ask for
someone to speak up, repeat themselves, or a standard way to ask
for clarification, helps further professionalize your interaction with
your clients.
◦ “The interpreter requests the attorney to speak louder”
◦ “The interpreter needs to clarify…”
◦ “The interpreter is not familiar with the term ‘x’, could
you please explain?”
◦ Use a script when something slips your mind,
◦ “The interpreter asks that you repeat the question”
◦ There is no need to go into a long explanation about how you
can recall five of the six items, but just can’t put your finger on
the sixth item.
◦ SIMPLY ASK FOR A REPETITION
19
20. Pre-Session | Introduction Script
1. Hi, I’m Eliana, your
Portuguese/English
interpreter
2. Please speak directly to
each other in first person…
3. …and be aware that
everything that is said will
be interpreted, and, kept
confidential
4. This is the signal I will use,
if I need a repetition or
clarification
1. Greeting to provider and
patient, plus confirmation of
language pair
2. Use of first person
reinforced
3. Transparency regarding
interpreting all utterances,
reminder of
confidentiality/HIPAA
4. Demonstrate the hand
signal or motion so it will be
recognized if used
Now Repeat Your Introduction In Your Second Language! 20
21. Clarification | Repetition Script
1. The interpreter needs a
repetition, or interpreter
asks for a repetition
2. The interpreter can’t hear
o Please turn up the volume
o Please turn the crying baby
around
o Please close the window
3. The interpreter can no longer
see you/the patient
o Please turn the camera
towards the speaker
1. Third person used whenever the
interpreter is referring to self,
use pre-determined hand signal
2. Third person used to manage
encounter, ask for what you
need to do a good job!
3. Visual cues are always helpful
21
Now Repeat Your Request In Your Second Language!
23. Emotional Stress and Your Brain
Now that we have a basic understanding of all the cognitive tasks
we are simultaneously juggling during a standard, calm
interpretation, we should consider what is taking place in our
brains during an emotionally charged, highly stressful
interpretation assignment.
These assignments can range from
◦ interpreting for a pelvic exam for a sexual assault victim,
(particularly if the victim is very young)
◦ interpreting for a victim of assault, battery, or capital crime
◦ interpreting in the trauma bay
◦ in the Emergency Room
◦ for families at end of life
◦ involuntary commitment
◦ deportation hearings
◦ anything where pain and fear are
present or reawakened by the telling
23
24. Emotional Stress and Your Brain
Firstly, there are as many responses to stress as there are
people. Some of us handle stress very well. Most of us don’t.
When you interpret under a great deal of stress, the stress
triggers off an alarm in the brain, which responds by preparing
the body for defensive actions. The nervous system becomes
fully aroused and hormones are released to sharpen the senses,
quicken the pulse and respiration, tense the muscles.
◦ This response is often called the “fight or flight” response
◦ Common symptoms are
◦ Increased heart rate
◦ Increased respiration
◦ Increase in blood pressure
◦ Blood circulation diverted
◦ Hormonal changes
◦ adrenalin release, cortisol production
24
25. Emotional Stress and Your Brain
• Interpreting while experiencing “fight or flight” response
• adds weight to the processing load you, as the interpreter, are
cognitively carrying and experiencing
• Inevitably, this extra weight either slows you down, or
stops you altogether
• Self-monitoring of imminent performance failure is critical
• Even more important, is having the skills needed to manage
the situation before it reaches epic fail levels
25
26. Interpreting with Emotional Stress
Interpreting while experiencing “fight or flight” response, while
simultaneously experiencing strong emotions, adds even more
weight to your cognitive load, and reduces the amount of focus
you are able to place on your conscious attention.
This is where you can begin to make serious mistakes, because you are
no longer able to take in all the information as fully as when you were
not stressed.
◦ Having scripts for managing the flow
helps in these moments.
◦ So does being ready for your current
assignment in terms of terminology,
familiarity with processes for the location
◦ Having self-confidence because you have
been practicing, studying and preparing.
◦ Fluency is key for better performance
under stress, because effortless
processing places fewer demands
on conscious attention.]
26
27. Interpreting with Emotional Stress
• In what other ways does stress affect your interpreting ability?
• We’ve already seen that it adds more weight to your cognitive load
• It also reduces the degree of focus you are able to sustain within your
conscious attention / attentive listening.
• High stress also affects your comprehension, concentration,
décalage, as well as your ability to find equivalents.
• As a result, your ability to keep up with the speaker is reduced.
• Processing time is the time you use to perceive the source
message, mentally develop an interpretation, and deliver it.
• It is also called décalage or lag time.
• Most authors agree that interpreters with greater
control of décalage skills tend to make fewer errors.
• However, stress compromises and shortens your
processing time
27
28. Preparatory Exercises can you do, that help minimize your stress,
later, while you are interpreting
Be proactive. Use scripts for managing the flow, which you have practiced,
so you can deliver them smoothly and professionally as needed.
You can train and improve your performance with
exercises designed to cause stress to your cognitive capacity
and language processing speed.
Do the practice exercises suggested below, always combine them
with an interpretation practice drill. Suggested exercises for this include:
1. Shadowing while adding or subtracting a column of numbers by hand
2. Interpreting while copying entries from a dictionary or telephone book
onto a sheet of paper
3. Shadowing while standing on one foot, or juggling, or holding a yoga pose
4. Interpreting while bouncing a ball
5. Interpreting while knitting or crocheting
6. Interpreting at faster than normal speed
7. Shadow / interpret while doing ANY repetitive task
(folding laundry, sweeping, raking, washing dishes, while stuck in traffic)
28
29. Strategies to prepare for the inevitable stress that will come
These exercises divert your attention to other areas in your
brain and body, causing your speech processing to become
challenged
◦ It does not provoke a “fight or flight” reaction, but it does stress your
cognitive capacity and language processing speed and capabilities.
Increase your décalage, by practicing increasing your lag time
◦ This increase will only take place with mindful practice.
But practice will assist you in lengthening your décalage.
Know yourself and your limitations
Learn how to detect when you are at
your cognitive load limit!
Then, take charge and MANAGE THE FLOW!
29
30. Why should I do these exercises?
You are never going to be able to replicate the true angst and
emotional distress you can often experience on the job during
your private practice. But you can cause an intellectual or a
physical distraction during your skills practice, which will make
your interpreting practice exercise harder.
◦ When you split your attention, and direct your body to manage standing
on one foot or bouncing a ball while doing the practice drill, there is less
attention left over for your interpreting
This split attention forces you to work through the exercise with
less than 100% full attention to the interpreting task. This helps
you develop skills in managing your own stress.
◦ It also helps you identify early on, the feelings and thoughts you usually
have when you are starting to have trouble keeping up with the speech,
when you start to fall behind and are approaching the point of failure, or
no proficiency.
◦ PAY ATTENTION TO HOW THIS FEELS SO YOU CAN IDENTIFY IT EARLY ON THE JOB!
◦ This is where managing the flow helps forestall going blank or slamming
into a full stop
30
31. Incorporating Practice Into Your Daily Life
Find ways to practice your interpreting on a daily basis
• I listen to NPR while commuting and find it a great source of
dialogue on a wide variety of interesting subjects that I can
practice shadowing or interpreting on daily basis.
• You can use ear buds and do the same while biking, jogging or
going for a walk, or even while doing chores.
• Staying “Fit” and proficient as an interpreter is a matter of
incorporating small things into your everyday routine, just like
eating right, getting enough sleep or exercising.
• It’s not like studying for a final exam, it can be as simple
as finding a way to incorporate a few small practice
drills into your daily routine, when you do chores or
go for a walk.
31
32. Stress & Cognitive Function
The NFPA (National Fire Protection Association) addresses the
effect of stress on cognitive function in their published paper
http://www.nfpa.org/~/media/Files/proceedings/supdet11chandlerpaper.pdf
The NFPA states,
◦ “the average individual suffers from diminished cognitive
functions during peak stress periods of an emergency.
◦ We know that the ability to comprehend and understand
messages decreases during these periods, and
◦ We also know that the typical person has a loss of about
four grade levels in verbal or reading ability.”
The above statement applies to English-only speakers, it does not apply to
LEP (limited English proficiency) or bilingual and multi-lingual speakers!
The situation for LEP is far worse, when it comes to language loss and
language access during traumatic events.
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33. NFPA Study
“Research has already demonstrated that peak periods of crisis stress can
alter cognitive processes for reading, comprehension, interpretation, and
assessment of risk among target audiences for such emergency notification
communication.
The unexplored questions relate to how those who are proficient in a
second (or subsequent) language react and respond to warnings and
messages in peak periods of stress and complexity.
◦ First language (Language 1 or L1) is a construct which typically is used to indicate a language that
a person either learned “first” in development chronology and/or is as proficient in as a native
individual or as proficient as the average person who speaks no other language but that language.
Subsequent language fluency is called “second language” (L2). Language attrition is the loss of a
first or second language (L2) or a portion of L2 language skills by individuals.
Language reversion of L2 speakers is a phenomenon where cognitive
processing (decoding/encoding) and comprehension abilities for
communication of an L2 speaker unexpectedly diminish and L2 speakers
shift to vocabulary, grammar, and lexical processing (thinking) in L1
languages.
◦ Some research has suggested that some higher order cognitive processes, including those
performed under high stress conditions result in reversion to thinking and processing
communication in primary L1 language and makes processing L2 warnings and emergency
messages challenging and confusing.”
33
34. Managing Stress While Interpreting
STRESS ON THE JOB, AND HOW TO MANAGE IT
WHILE YOU ARE INTERPRETING
34
35. It Happens to Everyone
• All interpreters have experienced that moment when they
realize they are forgetting something, or worse, when the word
you are about to say, vanishes from your mind as you are about
to speak
• These types of situations tend to occur more frequently both
when you are physically stressed, like at the end of a long day,
when you are tired, or fighting a cold or suffering from an allergy
• These situations also tend to occur more often during highly
emotional situations, when the speaker is overwrought with
anger, pain or fear
• If you are a court interpreter, or a healthcare interpreter, you
may be repeatedly exposed to this kind of stress throughout a
typical workday
35
36. Two Types of Stress
•Stressors can be
• Chronic (long term)
• Acute (short term)
•Stressors can include
• Traumatic events
• Significant life changes
• Daily hassles, and
• Situations where one is frequently exposed to challenging
and often unpleasant events
•Many potential stressors include events or situations
that require us to
• Make changes in our lives, such as a divorce or moving to a
new residence, or
• Require making difficult decisions
36
37. Two Types of Stress
•Stressors can be
• Chronic (long term)
• Acute (short term)
•Stressors can include
• Traumatic events
• Significant life changes
• Daily hassles, and
• Situations where one is frequently exposed to challenging
and often unpleasant events
•Many potential stressors include events or situations
that require us to
• Make changes in our lives, such as a divorce or moving to a
new residence, or
• Require making difficult decisions
37
38. Managing Your Stress in the Moment
•The first step in managing stress is to understand it
•The second step is to give yourself permission to
focus on yourself in order to deal with it
•The third step is to proactively practice the stress
management technique that works for you,
regularly, on an ongoing basis
• You will not know which technique is best suited to you,
until you try several different techniques and pick the
one you like the best
You cannot attempt any of these strategies or techniques
for the very first time, in the middle of an encounter!
38
40. Self-calming Techniques
The Tapping Solution Foundation
www.tappingsolutionfoundation.org
◦ The Tapping Solution Foundation was formed shortly after the Sandy Hook
Elementary School tragedy to provide trauma relief for families who had
lost loved ones, teachers, first responders, and other survivors.
The calm breathing technique
https://www.calmclinic.com/anxiety/treatment/breathing-exercises
◦ Take a slow breath in through the nose (for about 4 seconds)
◦ Hold your breath for 1 or 2 seconds.
◦ Exhale slowly through the mouth (over about 4 seconds)
◦ Wait 2-3 seconds before taking another breath (5-7 seconds for teenagers)
◦ Repeat for at least 5 to 10 breaths.
Daily Meditation or Yoga
https://blog.spire.io/2017/04/25/meditation-techniques-for-anxiety/
Other Techniques
https://psychcentral.com/lib/9-ways-to-reduce-anxiety-right-here-right-now/
40
41. How to Manage Stress During an Interpretation
•How you manage these stressful moments, can either
help or hurt your performance going forward.
•Getting flustered is a natural response! However,
allowing the momentary stress to take over and
spiral out of control, will only further hamper your
performance as an interpreter.
• If you don’t address the “Fight or Flight” feelings, they
inevitably transform into “Deer Caught in the Headlights”
syndrome! Now you are FROZEN.
• YOU NEED TO HAVE PRACTICED SELF-CALMING TECHNIQUES
PRIOR TO THE EVENT! SO IT WILL WORK WHEN NEEDED!
41
42. Physical Movement Intervention
If, while you are interpreting, you experience a
“fight or flight” moment. For example, when
• Your attention wandered
• You missed part of an utterance
• You were about to say the right word and suddenly
it was gone from your mind
• You have never heard a particular term or word
before, and don’t know what it means…
• You are triggered…
42
43. Make a Small Physical Movement
Conscious physical movement interrupts frozen pauses.
Anything you can do that requires movement of a body part,
will help jolt you out of the momentary “freeze”.
Use small UNOBTRUSIVE movements, such as:
• Take a deep breath and let it out slowly
• Open/close your hand in your lap
• Clench and unclench your toes
inside of your shoes
• Wiggle your big toe!
[Remember, we don’t want any movements
to appear obvious to others, either in the
room with you, or to clients onscreen.]
43
45. Decision-making
Often anxiety and stress can come from not knowing the right
decision to make in the moment
Demand-Control Schema theory offers insight into this. For a
quick training on this technique I would recommend,
◦ “Help! What do I do now?”, Improving Decision-Making Skills for Interpreters
Using Demand-Control Schema, by Karen Malcolm
https://ncihc.memberclicks.net/home-for-trainers---help--what-do-i-do-now---
improving-decision-making-skills-for-interpreters-using-demand-control-schema
45
46. Demand-Control Schema: what is it?
In 2001, Robyn Dean and Robert Pollard had applied Demand-
Control theory to the world of sign language interpreting.
Dean and Pollard used their findings to not simply bring a
customized approach to understanding and mitigating the
effects of stressors endemic to interpreting but to
fundamentally shift the paradigm within which new interpreters
are prepared.
In their Demand Control Schema (DC-S), Dean and Pollard find
four discrete kinds of demands that come to bear on the
interpreter at work. Namely:
1. Environmental
2. Interpersonal
3. Paralinguistic
4. Intrapersonal
46
47. Demand-Control Schema: what is it?
Environmental Demands
◦ Environmental challenges are those related to setting: the required lexicon; the
weather or temperature; the configuration and availability of necessary things; the
tasks and job descriptions of consumers and others within their sphere of influence.
Interpersonal Demands
◦ Interpersonal challenges may include: personalities; understandings and
misunderstandings, preconceived notions; and idiosyncrasies of those interacting
with interpreting stakeholders.
Paralinguistic Demands
◦ The prefix para- means alongside or beyond. Paralinguistic challenges include the
stuff that accompanies or surpasses mere vocabulary or syntax; but, can make or
break the communication: Is it clear? Is there an accent or dialect that impedes it?
Do the stakeholders understand the subject, are they communicating concepts
effectively? Is the discourse coherent? Are there "lazy communicators" involved, or
is everyone equally concerned with communication success?
Intrapersonal Demands
◦ Intra- means within. These are the physical, psychological, and emotional
experiences of the interpreter: Too hot? Hungry? Sleepy? Angry? Frustrated?
Afraid? Confident?
47
48. Demand-Control Schema: what is it?
Controls
◦ The controls an interpreter might use to satisfy
workplace demands include: skill; knowledge;
ability; competence; decision-making experience;
and any other resources she or he can call upon
while on the job.
◦ Is the interpreter prepared?
◦ Does the interpreter have emergency plans in place, ready
as needed?
◦ Is the interpreter making effective communication
choices?
◦ Making sound cultural mediation decisions?
◦ Managing fatigue, hunger, boredom?
48
49. Demand-Control Schema: what is it?
Dean and Pollard identified three critical points during which
time the interpreter is called upon to make key control
decisions.
The three critical points in time are:
1. Pre-assignment-education, vocabulary, subject
competence; nutrition; health;
2. Assignment-interpretive choices; relationships with other;
ethical integrity and decision-making; and
3. Post-assignment-reflection and analysis; professional
development activities; continued ethical and professional
integrity.
Once the assignment is completed, DC-S becomes a tool to be
used for analysis, the interpreter checking the effectiveness of
his or her use of controls to satisfy demands.
49
50. Why Does DC-S Matter?
The impact of stress on cognitive functioning
depends on an individual's response to stressors.
Knowledge of Controls helps guide decision making
and helps manage stressors.
The ability to engage in goal-directed behavior,
despite exposure to stress, is critical for the
development of RESILIENCE.
Moderate responses to
stress can lead to improved
performance, while extreme
stress can lead to impaired
performance.
05/17/2021 LOBO LANGUAGE ACCESS 50
52. RESILIENCE
The ability to engage in goal-directed behavior despite
exposure to stress is critical to resilience.
How stress can impair or improve behavioral functioning impacts
performance in diverse settings, from athletic competitions to
academic testing, to on-the-job performance.
Controllability is a key factor in the impact of stress on behavior:
learning how to control stressors, buffers people from the negative
effects of stress on subsequent cognitively demanding tasks.
Research suggests that the impact of stress on cognitive functioning
depends on an individual's response to stressors.
Moderate responses to stress
can lead to improved performance,
while extreme stress can
lead to impaired performance.
05/17/2021 LOBO LANGUAGE ACCESS 52
54. Be Prepared
Have scripts for well-known pitfalls
◦ Introduction/Pre-Session
◦ Intervening when
◦ Someone is talking too fast
◦ You can’t hear the speaker
◦ Patient or client appears confused/doesn’t
understand the question
◦ When you yourself are not familiar with a term
It’s called “managing the flow”
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55. Managing the Flow
The key is to quickly recognize a possible challenge or
pitfall, and manage the situation right away, as it
occurs, BEFORE you get stuck.
This works far better than allowing things to get off track.
As in all communication, immediately address any
concerns clearly and inclusively. This leads to
transparency, which always aids
communication and cooperation.
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56. Assert Yourself When You Need To
Remember to couch any request as an example of
your customer service:
“The interpreter can’t hear you clearly, in order do a good
job for you, and interpret accurately and completely, your
volume needs to be louder”,
◦ People are generally receptive when you say you are working to
make the encounter better for them
Practicing scripts and being able to deliver them smoothly
helps you manage the flow of the encounter professionally
◦ Umms and Errrs weaken your professional impact, if you need to interrupt
the flow, it should sound smooth, clear and quick
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58. Free Phone Apps You Can Use to Record Yourself
iPhone
• Best voice recording apps for iPhone
and iPad - iDownloadBlog
• www.idownloadblog.com/2016/05/22/b
est-voice-recording-apps-iphone-ipad/
• Audio Speed Changer Free on the App
Store - iTunes - Apple
• https://itunes.apple.com/us/app/audio-
speed-changer-free/id680523422?mt=8
Android
• How to Change the Speed of Audio
Playback With these 4 Android Apps
• https://www.guidingtech.com/56100/al
ter-speed-audio-playback-android-apps/
• Speed Changer - Android Apps on
Google Play
• https://play.google.com/store/apps/det
ails?id=jp.ne.sakura.ccice.audipo&hl=en
These voice recording apps for smart phones, also allow you
to alter the speed of ANY recording. Very helpful to know
what speed is too fast for you, to be able to render accurately.
58
59. RESOURCES for this webinar
1. PHYSIOLOGICAL STRESS DURING SIMULTANEOUS INTERPRETING: A COMPARISON OF EXPERTS AND NOVICES
Ingrid Kurz, Univ of Vienna, THE INTERPRETERS' NEWSLETTER, Number 12, 2003
http://etabeta.univ.trieste.it/dspace/bitstream/10077/10166/1/12%20full%20text.pdf#page=56
2. Application of Demand-Control Theory: Sign Language Interpreting: Implications for Stress & Interpreter Training
Robyn K. Dean and Robert Q Pollard Jr.
http://jdsde.oxfordjournals.org/content/6/1/1.short
3. Prolonged turns in interpreting: Effects on quality, physiological and psychological stress (Pilot study). Authors:
Moser-Mercer, Barbara; Künzli, Alexander; Korac, Marina, Interpreting, Volume 3, Number 1, 1998, pp. 47-64(18)
http://www.ingentaconnect.com/content/jbp/intp/1998/00000003/00000001/art00003
4. Assessing Medical Interpreters - The Language and Interpreting Testing Project,
Claudia V. Angelelli, The Translator, Volume 13, Issue 1, 2007
http://www.tandfonline.com/doi/abs/10.1080/13556509.2007.10799229
5. Intercultural Mediation in Healthcare: From the Professional Medical Interpreters’ Perspective
Izabel E.T. de V. Souza, Ph.D., xLibris.com, 2016, pp. 28-270
6. INTERPRETING STRESS by Yolanda Aaliyah
https://www.scribd.com/doc/312535057/Interpreting-stress-pdf
7. Crossing Borders in Community Interpreting: Definitions and Dilemmas (Benjamins Translation Library, Vol. 76)
by Carmen Valero-Garces (Editor), Anne Martin (Editor),
https://www.amazon.com/gp/product/9027216851?ie=UTF8&tag=terpt-
20&linkCode=as2&camp=1789&creative=9325&creativeASIN=9027216851
59
60. RESOURCES for this webinar
cont’d
8. Cognitive Skills of the Brain, Brain Injury Alliance https://biau.org/about-brain-injuries/cognitive-skills-of-the-
brain/
9. PHYSIOLOGICAL STRESS DURING SIMULTANEOUS INTERPRETING: A COMPARISON OF EXPERTS AND NOVICES,
by I Kurz - The Interpreters' Newsletter, 2003
http://etabeta.univ.trieste.it/dspace/bitstream/10077/2472/1/03.pdf
10. Interpreting as a stressful activity: physiological measures of stress in simultaneous interpreting, by Walter de
Gruyter, Poznan Studies in Contemporary Linguistics, Volume 52, Issue 2 (Jun 2016)
http://www.degruyter.com/view/j/psicl.2016.52.issue-2/psicl-2016-0011/psicl-2016-0011.xml
11. What is Proficiency? National Security Language Initiative (NSLI),
https://startalk.umd.edu/public/system/files/resources/ACTFLModule/index.html
12. Language Registers Montano-Harmon, M. R. “Developing English for Academic Purposes” California State
University, Fullerton. http://www.genconnection.com/English/ap/LanguageRegisters.htm
13. Stress And The Interpreter, A Research Paper By, Said Shahat, presented at ATA
14. Stress Busters for the Interpreters (and Everyone Else), by Julie Burns, ATA Chronicle 2010
15. Stress, Lifestyle and Health, Courses, Lumen Learning
https://courses.lumenlearning.com/ivytech-psychology1/chapter/introduction-defining-stress/
16. When does stress help or harm? The effects of stress controllability and subjective stress response on stroop
performance Roselinde K., Henderson, Hannah R Snyder, Tina Gupta, Marie T Banich
https://pubmed.ncbi.nlm.nih.gov/22701442/
17. How stress affects your body - Sharon Horesh Bergquist
https://www.youtube.com/watch?v=v-t1Z5-oPtU
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