Introduction to Interpreting

Paraphrasing Techniques that can be used

*1st method Paraphrase the original sentence and then interpret the paraphrased version **Changing Verb Tense** *2nd method Substitute one word at a time in the original sentence by finding synonyms **WORD OF CAUTION** Doesn't mean translate every word **Word for Word Sub** *Third method Change the message from Active to Passive voice and vice versa ***Active to Passive*** *4th method Reverse the clauses within the sentence ***Only if the meaning is not changed***, the order of events must appear in the same order **Changing order of events** *5th method Paraphrase the utterance from Specific to General form *6th method Change the message from Figurative language to Nonfigurative language ***Figurative language includes idioms ie. I'm all thumbs could mean I'm clumsy

Historic Workshop held at Ball State Teachers College in 1964 in Muncie, Indiana June 14-17, 1964

*Acknowledgement that Professional Interpreters were significant

The field of Interpreting was first started

*After WW1 *The Field of Conference Interpreting got its start at the "Paris Peace Conference in 1919" (CONSECUTIVE INTERPRETING)

Illoutioinary Force

*Allows the listener to know if the message was intended to function as a -Statement -Ambiguity -Unpacking Proposition *According to Larson(1984) it is often conveyed by intonation in English ***Does it have the same impact on the listener as the original message*** should be equivalent

First school introducing Language of Signs

*American Asylum for the Deaf now known as American school for the Deaf in Hartford, Connecticut in 1815

Interpretation

*Changing a message into another language *Live message transmitted in real time from one language to another ie...English to ASL or ASL to English ***We NEVER just Interpret or Transliterate*** It's back and forth often

Transliteration

*Changing the form or mode of a language but still within the same language system * ie. Spoken English to Signed English ***We NEVER just Interpret or Transliterate*** It's back and forth often

1978 amendments to the 1973 Act

*Clarifies what accessibility means for each disability group

Use of "Dumb" booth or "Sound Proof" booth

*Common for International Scientific, Government or Diplomatic related meetings -Interpreters occupy booths where they speak from microphones attached to a system of headphones attached to each seat or section of seats -Booths were raised above the height of the meeting room floor to give a good view of visual aids ****INTERPRETATION SIMULTANEOUS***

Contrast

*Comparative Structure is often used *Compares two ideas *Also stating the opposite or its negative in addition *Many times negation, or affirmatives are used to do this ie..Our pocketbooks are opposites in wealth MONEY, PRO3 HAVE LOTS, PRO1, NONE This class is boring and not exciting CLASS, FASCINATED, WATCH+++, NO, CLASS BORE

Consultative

*Consultative register happens when an interaction takes place where one individual is an expert *Settings: 1 on 1's, Small Group, Lawyers/Clients, Teacher/Student, Doctors/Patients, Therapist/Patients *Vocabulary/Grammar: Complete, Compound Sentences, Professional Jargon for a field, Slang or less formal language is usually not used. *Turn-Taking: More interaction but controlled by the person with status/prestige/control, Hand Raising, Eye-Contact *Goals: Teaching, Informing, Describing, Demonstrating, Explaining

Describe, Then Do

*Contains two parts, telling the do/say, then doing it ie....I must clean this house

7 Expansion Techniques

*Contrasting *Faceting *Reiteration *Utilizing 3D Space *Explaining by Example *Couching or Scaffoling *Describe then Do

Consecutive

*Delivering the original message (SL) in the target only following the completion of the original message (TL)

Public Law 94-142 of 1975

*Education for ALL Handicapped Children Act of 1975 -Children should be educated in the least restrictive environment

3rd Workshop held at Governor Baxter State School for the Deaf on July 7-17, 1965

*First manual for interpreter entitled "Interpreting for Deaf People"

Free or Sense Interpretation

*Focuses on things like -Meaning -Translation or interpreting strategies -Cultural information that needs to be expanded to be understood (cross-cultural) ****Prefer free/sense vs literal****

Formal

*Formal register when a speaker addresses a large group of people with little interaction *Settings: Sermons, Convocation at Universities, Keynote Speakers, Theaters, Churches, Graduations, Highly Academic Lectures *Vocabulary/Grammar: Complex and Compound Senteces, Some Frozen Text, "Ten Dollar Words"/ Two Handed Signs but not Always *Turn-Taking: Maybe Question/Answer Periods, "Ritualistic Interaction" *Rate/Volume: Clear/Enunciated Speech, Signing Space Larger *Goals: Inspire, Encourage, Teach, Instruct, Recognize, Honor, Sell, Convince, Move to Action

Literal Interpretation

*Forms of Source Message *Bits of Grammar structure from the source *Direct Vocabulary or conceptual accuracy choices from the source *Sentences/Utterances may be restructured or changed but longer explanations are not explained or added *Things like tone, rhyme, speed, pattern follow the source not the target ***Prefer free/sense vs literal***

Conference of Interpreter Trainers (CIT)

*Founded in 1979 to provide professional development

Laurent Clerc

*French Deaf man brought to the US to help found Deaf schools ***Thomas Galludet interpreted for him***

Informal/Casual

*Informal settings happen when participants have equal status *Settings: Neighbors, Co-Workers, Students, Colleagues, Settings are usually limitless along as relationship between individuals are the same *Vocabulary/Grammar: Truncated/Shortened, Fragmented, Run-ons *Turn-Taking: Interaction is more rapid and takes place often, Overlap Happens, Touching, Handshaking, Hugs, Pats, etc. *Rate/Volume: Rapid Speaking/Signing, Less Clear Enunciation/Signing Production usually in close proximity *Goals: Tease, Cajole, Inquire, Share, Borrow, Give, Take

Whispered Interpretation

*Interpreter whispers the translation into a microphone which was attached to earphones for simultaneous interpreting -1 on 1 or small group ie...the hushaphone device was an accepted form of simultaneous interpreting

Intimate

*Intimate register takes place between people who have interactions that show they have a long history/experience with each other *Settings: Settings are varied and wide and can be based on "a look" that can take place in any setting *Vocabulary/Grammar: No complete sentences or any language are needed *Turn-Taking: Rapid, Overlap happens often, No Jargon Specific Language here. *Rate/Volume: Fast and Quick *Goals: Personal

Types of Interpreting

*Liason/dialogue/interactive Interpreting -1 on 1, small group - Lots of interaction -Typically consecutive but can go back/forth w/simultaneous *Conference/lecture Interpreting -Involves lecture style interpreting and very little interaction -Typically simultaneous *Relay Interpreting -Reliance on another interpreter to deliver your source message -Usually consecutive -Deaf-Blind -High Visual/ Minimally language skilled

Translation

*Message that is originally recorded in one language and rerecorded in another language ie.. ASL video recording with English subtitles

English

*Modality is Auditory *Cardinal vs ordinal system only *SVO word order *Verbs change for tense *A negation word is added *Words have multiple meanings, generic terms, compresses terms to mean many things *Carried with voice inflection Modifiers to Noun/Verbs, uses propositions *Pronouns are gender specific, number neutral, three cases: 1st, 2nd, 3rd person

ASL

*Modality is visual/spatial *Many Numerical Systems *SVO but heavily Topic Prone *Time markers are used and usually early in the sentence *Negation is nonmanual based and actual signs are added at the end. More formal uses signs and nms *Explicitness of words. Many word do not typically have multiple meanings (actually some do but not many) *Used through nms and sign modulation *Noun/Verb relationships- classifiers, agreement verbs/indicating verbs/depicting verbs *Pronouns are number specific, gender neutral, and have 2 cases- first and non first person

Relay Interpretation

*Occurs when one interpreter must rely on other interpreter's output to serve as input for his or her interpretation ie.....Presenter speaking Russian to Spanish the interpreter will wait for Russian to English translation then interpret in Spanish ie...Deaf interpreter may make a tactile interpretation for the Deaf/Blind audience member

Faceting

*One idea is described by describing it's parts or what they may look like *Usually filled with lots of adjectives and adverbs ie..This guy is a Rookie PRO3 ROOKIE, YOU KNOW, NEW, EXPERIENCE NOT YET HOLD JOB, RECENTLY, THAT The Hotel Room had a medicinal smell instead HOTEL ROOM, SMELL BLEACH, AMMONIA, SMELL CHOKE, HOSPITAL, THAT

Source Language (SL)

*Original message that is received by the interpreter

Name the 3 P's of Interpreting

*Participants *Place *Purpose

Rehabilitation Act of 1973

*Prohibits discrimination against disabled people and requires accessibility in employment, education and other health, welfare or social service programs.

Reiteration

*Refers to repetition of words, signs, whole phrases, for questions, Emphasis or as a reference point, or to relate it to a previous idea ie...That Intellectually challenged kid from the story caught the flu once he got home. DESCRIPTION OF CHALLENGED KID, ARRIVED HOME, SICK, LAID UP, FLU

2nd Workshop in Washington, DC Jan 28-29, 1965

*Registry of Interpreters for the Deaf (RID) approved with the support of Rehabilitation Services Administration grant for 7 yrs. administered by NAD and was incorporated in 1972

Step 2-Linguistic/Cultural Competence

-Recognizing structures in each language. -Recognize: -Euphemisms, nuances, subtitles, innuendo, insinuation, indirect suggestions, metaphors, and why they are using these. -Nonverbals

Step 2-Analyze Deep Structure Meaning

-Surface versus Deep Language. -Surface -Overt Speaker Goals -Linguistic Register -Ideas declared -Affective Information -Grammatical, discourse, humor -Overt relationships.

Process of Interpreting Education

Patrie Book Assumptions: 1st Assumption -Less cognitively exhaustive tasks should be practiced first. This means stuff like English skills will be focused on before "full-time" interpreting. 2nd Assumption -At a certain readiness point, we move onto the next level. 3rd Assumption -Intralingual exercised first, with cognitive exercises, then interlingual exercises. -INTRALINGUAL- working with one language. -INTERLINGUAL- working within two languages. 4th Assumption -Translation comes first. -Consecutive interpreting comes next. -Simultaneous interpreting comes after. -Start with monologues and move onto dialogues. 5th Assumption -You must have a high intralingual proficiency first. 6th Assumption -High level cognitive manipulation must happen and works concurrently with intralingual skills. GILES- Processing capacity is limited and not automatic.

Register

The degree of formality in message construction.

Step 1-Social Competence

-Know behaviors that are respectful in each language and translating that. -Other examples: Greetings, Leaving a situation, politeness, turntaking.

Step 1-Take in the Source Language-Physical Requirements

-Not starting to soon -Physical Needs -Mental/Physical endurance for focus & endurance.

Paraphrasing Propositions -Illocutionary Force -Ambiguity -Unpacking Propositions

*Restating the same information in another way -Paraphrase is an "Intralingual skill" means within one language -According to deGroot (1997, p. 52) "Paraphrasing involves the conversion of a message expressed in given language into an equivalent message in the same language but worded differently" deGroot goes on to point out that when paraphrasing between two spoken forms of language is done simultaneously, the demands of the task appear to be similar to those of simultaneous interpretation both task share the requirement of simultaneous -Comprehension & Production of Speech -Both require a translation act -An act of recording the same content in a different form *Other authors(Malakoff & Hakuta, 1991) suggest that intralingual paraphrasing is more difficult than translation or interpretation because a larger vocabulary is required to perform paraphrasing acts in a single language

Development of the evaluation and certification system originally implemented by Texas Society of Interpreters for the Deaf (TSID) After a pilot project it was reviewed for use nationally.

*Reviewed by Hearing-Impaired individuals, interpreters, professionals from related fields and representatives from Vocational Rehabilitation Administration -October 21-23, 1972 representative from 43 local chapters met in Memphis, TN to take the certification and be trained as evaluators and then became the Chairpersons of their local teams.

Edward Filene of Boston was instrumental

*Simultaneous Interpreting Developed due to his little knowledge of French (He worked for Peace with the League of Nations International Labor Organization) *Financed the production of the Headphone system that permitted six language to be translated simultaneously *First used in 1931 at the League of Nations Assembly then improved and reintroduced at the Nuremberg trials following WW2

Sight Translation

*Taking a message that is recorded in one message and producing it live in another language ie. Written English to ASL or ASL to written English

Sight Translation

*Taking a message that is recorded in one message and producing it live in another language ie. Written English to ASL or ASL to written English ****CONSECUTIVE INTERPRETING**** -Great for a Deaf signer who does not read English to have the equivalent produced in the appropriate equivalent expressions. **Note-taking is critical** and avoided by interpreters to distinguish themselves from a bare bones just beginning interpreter

Public Law 95-539 of 1978

*The Court Interpreters Act of 1978 -Required interpreters be certified by the U.S. Courts in order to serve in bilingual proceedings *** Spanish-English is the only language pair which is being Federally Certified***

Reasons for Expansion

*The Purpose of Expansion Techniques -To clarify a Topic -To Give Detail where English Doesn't -To Describe Something that Doesn't have an exact ASL word equivalent to the English Concept -To give Experience, Schema, ELK where they may be none

Public Law 89-333 of 1965

*The Vocational Rehabilitation Act Amendments of 1965 -Authorized hiring interpreters as part of VR expenses

Processing or Lag Time

*The amount of time between the original message and delivering the interpreted message. The time between the source and target language

Equivalence

*The attempt to make sure the meaning, tone, message, attitude, affect, form, and many other features is matched between source and target message

Target Language (TL)

*The final message that is delivered by the interpreter

Ambiguity

*The linguistic feature that can create uncertainty in the mind of the listener -Can occur at the Lexical level or at the Phrase level -The intended meaning is usually revealed by the context ie...It is very important to disambiguate any utterance in the source language before translating it.

Simultaneous

*The message (TL) is delivered nearly instantaneously behind the original message (SL)

Frozen

*The same information is given each time its rendered. *Settings: Weddings, Funerals, Swearings, Sports Events, Religious Ceremonies *Vocabulary/Grammar: Some are older/archaic language due to ritual *Turn-Taking: No turn-taking/interaction takes place *Rate/Volume: Slowed, size/enunciated clearly *Goals: Unity, Reference, Memories

Explain by Example

*Things you may know as the categories -Technology -Furniture -Renovation -Tools -Continents

Couching, Nesting, Scaffolding

*This is where you explain a concept by giving a description, a similar example, or its function *You give a group of concepts to describe the larger concept *It can include some of the other techniques like: 3D Space, Contrasing, etc. *Basically giving a schema, where they may be none

Using Space

*This utilizes what you know of as space, Map based space, reference points, nouns, pronouns, etc. ie...The Dollar Tree is next to Panera Bread Company from the road you will see the Bank of America first

Liaison Interpreters also know as 'Ad hoc or Escort'

*Usually work without taking notes. with a team to promote high quality interpretation -Conferences -Tours -Negotiations -Sales Meetings -Trade Agreements

Unpacking Propositions

*Within each word it is possible to find one concept, the same is true within Propositions or Idea Units. ie...It is very important for an interpreter to be able to quickly see as many relevant and possible ideas within each proposition as possible

Step 2-Deep Structure questions.

-Are you using a consistent register? -What are the implied affective parts? -Nonverbals. Supportive/Contradictory? -Other goals speaker has not stated? -Response matches speaker's expectation? -Using previous to get a gestalt.

Step1-Linguistic/Cultural Requirements

-Bi-Bl Competence -Familiar with Registers -Knowledge of goals in speaking in both languages. -Reciprocal Signals- This means listening and reading them correctly. -Eye Behaviors, nods, verbal utterances. -Examples: Nods, Finish in VRS

Register has been divided into 5 levels of formality.

-Frozen -Formal -Consultative -Informal -Intimate

Step 2-Cognitive Competence

Think Critically -Taking a whole and breaking it into its parts. -Details -New information -Connections to old information -Ambiguity -Reasoning, inferring -Recognizing your own beliefs, biases, position.

Giles Effort Model

We have several mental operations we handle. -Coordination Effort -Listening/Analysis Effort -Production Effort -Memory Effort

Step 1-Cognitive Competence

What do you do if you can't see/hear? -Knowledge of Schema Facts -Context -Fill in the Blanks Storing, Connecting, Retrieving and processing information.