rapid response module for humanitarian interpreters

Rapid Response Module for humanitarian interpreters

Barbara Delahayes, Josh Goldsmith, Emma Sebastiani, Jonathan Gibbs @_InZone

Humanitarian interpreters  Work in fragile environments  Pursue the missions of humanitarian organizations in situations of human suffering  Work with beneficiaries protected under International Humanitarian Law  Have no institutionalized professional community

Source: InZone (2016)

The need for humanitarian interpreters Turkey, 6 April 2016 46 pledged of 400 requested (11.5%) Source : Statewatch (2016)

Greece, August 2016 24 pledged of 400 requested (6.0%) Source: Alderman (2016)

The need for humanitarian interpreters “The lack of translation and interpreting services in the aftermath of the earthquake was a vital missing link in the relief effort and the ability to coordinate humanitarian aid effectively.” (Shepherd-Barron, 2010)

The need for humanitarian interpreters

 Significant need: natural and manmade disasters  Lack of basic orientation for humanitarian interpreters (Businaro, 2010; Moser-Mercer & Bali, 2007)

 Interpreters’ work has a major impact in humanitarian settings (Shepherd-Barron, 2010)

Characteristics of the RRM  Compact, free and on-demand  One-hour interactive course  Low bandwidth; compatible with mobile devices  Accessible even to lower levels of English proficiency  User-friendly

Target audience

Humanitarian

actors

Bilingual nationals on site

Interested parties

Timeline (urgency) Rapid response At later stages At convenience

Learning outcomes Basic understanding of roles, skillset, tools of professional

humanitarian interpreters

Basic grasp of professional expectations, cultural issues

and ethics

Increased awareness of self-care and psychosocial aspects

Language combination Language proficiency Active listening The trialogue position Use of the first person singular Note-taking Glossary making Reformulation of the message

Ethics principles (neutrality, confidentiality, accuracy, transparency, setting boundaries) Cultural differences Nonverbal communication

Interpreting-specific stress factors Warning signs of stress Coping strategies Resiliency Moral efficacy

Content development Professional resources   UNHCR’s Refworld Self-Study Module 3: Interpreting in a Refugee Context   Sphere curriculum   Humanitarian Starter Packs & Emergency Preparedness Course

(DisasterReady.org) Interviews   InZone staff members with extensive field experience   A former UNHCR education coordinator and officer in Kenya and Lebanon   An OCHA Humanitarian Affairs Officer in South Sudan, Lebanon and Nepal   I

Distribution channels  Download from Disasterready.org (open online learning platform)  Preload on electronic devices  Localize RRM into other languages most used in the humanitarian space  Adapt RRM for actors working with humanitarian interpreters

Demonstration

Pilot study  3 groups of participants took RRM in Greece; collaboration with Translators without Borders  Pre-course questionnaire: N=18, Post-course questionnaire: N = 15  Research questions:

 After the RRM, have participants grasped the basics of humanitarian interpreting?  Does the design of the RRM promote fast completion and scalability?

Conclusions 1)  After the RRM, students grasped the basics of

humanitarian interpreting. 2)  The RRM’s interactive nature supported self-study and

motivated participants to complete the module. 3)  Given this, the RRM could be considered a solid lead-

in to more advanced humanitarian interpreting courses and represents a model for future e-learning courses.

Thank you from the InZone team! Barbara Moser-Mercer Ian Newton Emma Bonar Barbara Delahayes Carmen Delgado Luchner Josh Goldsmith Erin Hayba Manuela Motta Emma Sebastiani Tobias Wehrli

Inzone.unige.ch

_InZone

https://www.facebook.com/InZoneUNIGE/