Consecutive Consecutive Interpreting from Interpreting from English -PatrieEnglish -Patrie

Introduction to Consecutive Introduction to Consecutive Interpreting Discussion Questions:Interpreting Discussion Questions:

Discussion Questions:Discussion Questions:Question 1:Question 1:

1. Why is it important to know the 1. Why is it important to know the difference between consecutive and difference between consecutive and simultaneous interpretation, especially simultaneous interpretation, especially when many users of interpretation when many users of interpretation services may not be aware of the services may not be aware of the differences?differences?

Answer to question 1:Answer to question 1:

Important to know two different Important to know two different processes each with advantagesprocesses each with advantages

Interpreters who master both consecutive Interpreters who master both consecutive and simultaneous and know when to use and simultaneous and know when to use each will offer a higher quality of serviceeach will offer a higher quality of service

Users of interpreting services are Users of interpreting services are expected or want to decide which should expected or want to decide which should be used. It is up to the interpreter!be used. It is up to the interpreter!

Difference Between Simultaneous and Difference Between Simultaneous and Consecutive InterpretingConsecutive Interpreting

Simultaneous:Simultaneous: Occurs while source is ongoing, Occurs while source is ongoing,

speaker do not need to pause while speaker do not need to pause while interpretation is rendered.interpretation is rendered.

Consecutive:Consecutive: Requires source message stop while Requires source message stop while

interpretation is rendered.interpretation is rendered.

Question 2:Question 2:

2. What are the basic competencies an 2. What are the basic competencies an interpreter needs to master before interpreter needs to master before beginning consecutive interpreting?beginning consecutive interpreting?

Answer to Question 2:Answer to Question 2:Basic Competencies:Basic Competencies:

Linguistic competencies: interpreters Linguistic competencies: interpreters must have a high level of language must have a high level of language proficiency that allows understanding of proficiency that allows understanding of the source language and its nuances the source language and its nuances

ability to express oneself correctly, ability to express oneself correctly, fluently, clearly and with poise in the fluently, clearly and with poise in the target language. target language.

Other important linguistic competencies Other important linguistic competencies are: are:

Word Recognition Skills:Word Recognition Skills:

Well developed word recognition skills Well developed word recognition skills that are nearly automatic, saves cognitive that are nearly automatic, saves cognitive energy for more complex tasks. energy for more complex tasks.

Different skills are used when reading a Different skills are used when reading a new word for the first time than when you new word for the first time than when you read a word you already know. read a word you already know.

The same is true when you see a new The same is true when you see a new sign for the first time. sign for the first time.

fi yuo cna raed tihs, yuo hvae a sgtrane mnid too fi yuo cna raed tihs, yuo hvae a sgtrane mnid too

Cna yuo raed tihs? Olny 55 plepoe out of 100 can. Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.The phaonmneal pweor of the hmuan mnid, aoccdrnig rdanieg.The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are,the olny iproamtnt tihng is waht oerdr the ltteres in a wrod are,the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef,but bcuseae the huamn mnid deos not raed ervey lteter by istlef,but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuot the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuot slpeling was ipmorantt! if you can raed tihs geart! slpeling was ipmorantt! if you can raed tihs geart!

1. Fingerspelled word recognition requires rapid 1. Fingerspelled word recognition requires rapid processing of serially presented information processing of serially presented information that differs from sign recognition. that differs from sign recognition. Failure to recognize fingerspelled words in context Failure to recognize fingerspelled words in context

on the first try is the single greatest difficulty for on the first try is the single greatest difficulty for signed language interpreters. signed language interpreters.

Word recognition failures account for a large Word recognition failures account for a large percentage of errors from ASL to English.percentage of errors from ASL to English.

2. Training in auditory word recognition is 2. Training in auditory word recognition is necessary as there may be interfering noises necessary as there may be interfering noises from the environment or poor speech patterns.from the environment or poor speech patterns.

3. Figuring which meaning is intended3. Figuring which meaning is intended4. Temporary storage of information 4. Temporary storage of information

Transfer Competence:Transfer Competence:

Form of linguistic competence that allows Form of linguistic competence that allows the interpreter to understand the the interpreter to understand the message in one language and express it message in one language and express it in another. The ability to:in another. The ability to: Adhere to source language meaningAdhere to source language meaning Render the meaning accuratelyRender the meaning accurately Without undue influence of source languageWithout undue influence of source language Point of view of stylePoint of view of style

Discourse Competence:Discourse Competence:

The ability to combine ideas into a The ability to combine ideas into a coherent and cohesive set. This includes coherent and cohesive set. This includes ability to:ability to: Formulate a complete idea using appropriate Formulate a complete idea using appropriate

pronouns and connectorspronouns and connectors When an interpreter has this competency When an interpreter has this competency

the interpretation sounds natural and the interpretation sounds natural and cohesive in the target language.cohesive in the target language.

Cognitive Flexibility:Cognitive Flexibility: Cognitive Flexibility allows you to effectively Cognitive Flexibility allows you to effectively

and rapidly manage memory, accuracy, and rapidly manage memory, accuracy, repetition, and other skills that need to happen repetition, and other skills that need to happen with precision during the interpreting process. with precision during the interpreting process.

Memory, acuity and discrimination, immediate Memory, acuity and discrimination, immediate repetition, delayed repetition, number repetition, delayed repetition, number repetition, world level pattern inference, phrase repetition, world level pattern inference, phrase level pattern inference, and multitasking skills.level pattern inference, and multitasking skills.

Control of attention – coordination effort. If you Control of attention – coordination effort. If you were given specifics in which to attend to, you were given specifics in which to attend to, you will do better than if you were not given any will do better than if you were not given any training. training.

Methodological Methodological Competencies:Competencies:

Methodological competence is the competence Methodological competence is the competence that allows the interpreter to know which tools that allows the interpreter to know which tools or methods to use in solving the myriad of or methods to use in solving the myriad of linguistic problems that arise with every linguistic problems that arise with every interpreting situation.interpreting situation. Which mode- consecutive or simultaneousWhich mode- consecutive or simultaneous Ability to find pertinent lexical and terminological Ability to find pertinent lexical and terminological

data or appropriate vocabulary and to use them data or appropriate vocabulary and to use them correctly. correctly.

Cultural and Subject Cultural and Subject Matter Competencies:Matter Competencies:

Bicultural competenceBicultural competence is a deep knowledge is a deep knowledge and appreciation of the cultures underlying the and appreciation of the cultures underlying the working languages. working languages. Language is a reflection of cultureLanguage is a reflection of culture True understanding of a message involves mastery True understanding of a message involves mastery

of the language and understanding of the culture of the language and understanding of the culture associated with the language.associated with the language.

Includes knowledge of the basic beliefs, values, Includes knowledge of the basic beliefs, values, experiences, and behaviors characteristic of source experiences, and behaviors characteristic of source and target language speakers. Also sociolinguistic and target language speakers. Also sociolinguistic competence. competence.

Cultural and Subject Cultural and Subject Matter Competencies:Matter Competencies:

Subject matter competence = extralinguistic Subject matter competence = extralinguistic knowledge. Refers to knowledge the interpreter has knowledge. Refers to knowledge the interpreter has about the subject. about the subject.

Can be based on topic alone, sometimes culture Can be based on topic alone, sometimes culture specific. The more familiar it is, the better. specific. The more familiar it is, the better.

Ex: VRS = culture specific; physics = topicEx: VRS = culture specific; physics = topic Too familiar or too intimately connected, interpreter’s Too familiar or too intimately connected, interpreter’s

effectiveness decreases- extensive prior knowledge effectiveness decreases- extensive prior knowledge influences the interpretation-temptation for interpreter influences the interpretation-temptation for interpreter to add information tjat the speaker did not say or to to add information tjat the speaker did not say or to clarify points that were not made clear by the speaker.clarify points that were not made clear by the speaker.

Interpreter should know something about the topic but Interpreter should know something about the topic but should not add facts that the speaker did not include.should not add facts that the speaker did not include.

Cultural and Subject Matter Cultural and Subject Matter Competencies:Competencies:

Non-language based personal competencies: Non-language based personal competencies: describes an individual’s suitability for working describes an individual’s suitability for working as a professional interpreter. Overall suitability:as a professional interpreter. Overall suitability: StaminaStamina CuriosityCuriosity MaturityMaturity Mental agilityMental agility AdaptabilityAdaptability Tolerance for ambiguityTolerance for ambiguity Tolerance for a wide variety of personalities and Tolerance for a wide variety of personalities and

situationssituations Strong command of nonlinguistic intricacies of Strong command of nonlinguistic intricacies of

interpretation ex:interpretation ex:

Nonlinguistic competencies includes:Nonlinguistic competencies includes: Culturally appropriate use of personal space, eye Culturally appropriate use of personal space, eye

contact, seating arrangements, and protocol for contact, seating arrangements, and protocol for various cultures and types of meetings. various cultures and types of meetings.

Interpersonal competenciesInterpersonal competencies A deficiency in any of the competencies may lead to A deficiency in any of the competencies may lead to

a skewed interpretation. a skewed interpretation. Cognitive and linguistic competencies can be Cognitive and linguistic competencies can be

improved and refined however if the personality of improved and refined however if the personality of the person who wants to be an interpreter is simply the person who wants to be an interpreter is simply not a fit for the demands of the profession and this not a fit for the demands of the profession and this fact can override qualifications in other areas. fact can override qualifications in other areas.

Synthesis of the whole is a necessary processSynthesis of the whole is a necessary process

Question 3:Question 3:

3. How does the development of 3. How does the development of consecutive interpreting skills affect the consecutive interpreting skills affect the development of simultaneous development of simultaneous interpretation skills? interpretation skills?

Answer to question 3:Answer to question 3:

Development of consecutive interpreting skills Development of consecutive interpreting skills helps students better manage the greater helps students better manage the greater complexities of simultaneous interpreting. complexities of simultaneous interpreting.

Consecutive interpreting allows the interpreter Consecutive interpreting allows the interpreter time to understand the source message and time to understand the source message and render it faithfully into the target language render it faithfully into the target language without the pressures of simultaneity. without the pressures of simultaneity.

Consecutive interpreting is challenging as it Consecutive interpreting is challenging as it place different cognitive loads on working place different cognitive loads on working memory than simultaneous.memory than simultaneous.

Question 4:Question 4:

4. How could studying a model of 4. How could studying a model of consecutive interpretation help you consecutive interpretation help you develop consecutive interpreting skills? develop consecutive interpreting skills?

Answer to question 4:Answer to question 4:

The primary value of models is to allow The primary value of models is to allow the unseen process of interpretation be the unseen process of interpretation be discussed in tangible ways. discussed in tangible ways. Models tend to represent simultaneous Models tend to represent simultaneous

interpretinginterpreting Same process and skills involved in both SI Same process and skills involved in both SI

and CI but less overlapped in consecutive. and CI but less overlapped in consecutive. Focus on component skills can help identify Focus on component skills can help identify

where in the process there is confusion or where in the process there is confusion or breakdownbreakdown

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