gloss up glossaries! expanding the application of glossaries in interpreter training programs
TRANSCRIPT
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WWW.NCIHC.ORG
Gloss Up Glossaries! Expanding the ApplicaAon of Glossaries in Interpreter Training Programs
www.ncihc.org/home-‐for-‐trainers
Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee
Guest Trainer: Natalya Mytareva, M.A., CoreCHITM
June 25, 2015
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You can access the recording of the live webinar presenta<on at
www.ncihc.org/trainerswebinars
Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee
www.ncihc.org/home-‐for-‐trainers
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Housekeeping -‐ This session is being recorded -‐ Cer<ficate of AAendance *must aAend full 90 minutes *[email protected]
-‐ Audio and technical problems
-‐ Ques<ons to organizers -‐ Q & A -‐ TwiAer #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup
An ini<a<ve of the Standards and Training CommiAee www.ncihc.org/home-‐for-‐trainers
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Welcome! Guest Trainer:
Natalya Mytareva, M.A., CoreCHITM
Gloss Up Glossaries! Expanding the Application of Glossaries in
Interpreter Training Programs June 25, 2015
Natalya Mytareva, M.A., CoreCHI™ CCHI Managing director
Copyright & use
This webinar is based on the presentaAon delivered by Karin Ruschke and Natalya Mytareva on behalf of CCHI at CHIA’s 2015 conference. The authors permit to use this PowerPoint with the proper aTribuAon for non-‐commercial purposes. All online search examples are copyrighted to the original websites and are used as illustraAons of online search techniques.
Presenter’s Disclaimer
1. InformaAon presented during this webinar is for linguisAc purposes only and does NOT consAtute any medical advice.
2. Presenter does not have any conflict of interest to disclose related to any medical or pharmaceuAcal informaAon in this presentaAon.
Webinar learning objectives
1. DisAnguish between the glossary as a reference tool and as a skill development tool
2. IdenAfy what skills and abiliAes of the interpreter are improved in the process of creaAng a bilingual glossary
3. Know how to use creaAon of glossaries effecAvely in healthcare interpreter training
Glossary: Definition 1. Merriam-‐Webster: a collecAon of textual glosses or of specialized terms with their meanings 2. thefreedicAonary.com: A list of o^en difficult or specialized words with their definiAons, o^en placed at the back of a book 3. Google: an alphabeAcal list of terms or words found in or relaAng to a specific subject, text, or dialect, with explanaAons; a brief dicAonary.
Healthcare interpreter mini-glossary as a reference tool
A list of key words and expressions in two languages, on a specific subject related to a specific healthcare appointment or secng that is easy to retrieve and review
Healthcare interpreter mini-glossary as a skill development tool
Steps of creaAng a glossary: Ø SelecAng a specific topic Ø IdenAfying the healthcare
appointment type or specialty of medicine the topic relates to
Ø SelecAng key words that would be helpful to the interpreter
Ø Finding equivalents in non-‐English language
Ø Verifying accuracy of equivalents
Challenge of selecting glossary items
No linguisAc research on frequency of terms & words in specific healthcare situaAons Empirical soluAon: • Words & terms that help explain other
terms (=building blocks) • Most frequently used terms • Terms without standardized equivalents (i.e.
not in a dicAonary, hard-‐to-‐explain)
Mind-mapping steps for learning new terminology & creating a glossary
1. Write a term in the center of the map 2. Brainstorm associaAons 3. Find each word’s definiAon 4. Decide on the map's flow (structure)
Free Mind-mapping apps
Mindmup – for Chrome (desktop & Android)
SimpleMind+ – for Apple (iphone, ipad)
What are non-standardized terms???
Ø U.S. healthcare terms that don’t have standardized equivalents in another language, including: Ø Non-‐standard U.S. terms, i.e. terms that are thought to be characteris<c of the speech of persons with liAle educa<on
E.g. Limbal Relaxing Incisions (LRIs), football shaped eyeball, floaters, pink eye
Online search for new terminology
1. Start with an image search for a body organ 2. Use reputable U.S. websites: Ø MedlinePlus Ø WebMD Ø CDC Ø Major hospitals (Mayo Clinic, etc.) Ø Medical schools Ø Encyclopedias or medical dic<onaries
Search YouTube for funcAons and procedures: Ø To gain knowledge by engaging visual and auditory memory (& learn pronuncia<on of terms)
Ø To prac<ce consecu<ve or simultaneous interpre<ng
Example. As5gma5sm & cataract -‐ LRI, limbal relaxing incisions hAps://www.youtube.com/watch?v=L49guvHSfXU
Online search for new terminology
Attributes of Parallel Texts
Ø The texts will differ in their structure and detail but contain all major concepts on the same subject.
Ø Both texts are created by naAve speakers of respecAve languages (i.e. not a translaAon)
Ø Both texts target the same audience (e.g. paAent educaAon, scienAfic arAcle, general encyclopedia, popular magazine, etc.)
Steps for Finding Equivalents Online 1. Check your favorite online bilingual dicAonary or
forum 2. Type the English term in Wikipedia, then see if you
have a corresponding Wikipedia arAcle in your language
3. Use either your-‐language Google or your-‐country search engine (e.g. Russian – Яндекс/Yandex, German – Google.de) to find 2-‐3 reputable websites:
Ø your country’s Departments of Health, Ø major hospitals (usually in the capital city of your country), Ø specialty associa<on (e.g. American Society of Ophthalmology) Ø major health-‐related publica<on (magazine or journal) Ø major manufacturer of medica<on or equipment
4. Check Google Translate
Creating Definitions for Glossary Items
Goal: Make the definiAon as clear and simple as possible without sacrificing the meaning. 1. Start with MedlinePlus or MedicineNet.com 2. If needed, simplify by searching on Google or
freedicAonary.com
www.cchicerAficaAon.org
Example: Macular Degeneration
Final version: usually an age related disorder that results in a loss of vision in the center of the visual field because of damage to the reAna
Interpreting terms that don’t have standard equivalents
1. Analyze components of the word’s lexical meaning
Denotation
= direct, literal meaning; the object or concept to which the
word refers
Connotation = idea or feeling that a word implies; emotive charge or stylistic reference (register)
To look at something special
To feast the eyes on sth
To get an eyeful of sth
2. Check if a “word picture” is a good choice for translaAng the term
A “word picture” translaAon is a graphic descripAon in the Target language of the concept or object represented by 1 word/term in the Source language.
Interpreting terms that don’t have standard equivalents
Word picture
football shaped eyeball the eyeball is shaped
like an American football, or a rugby ball; or like an almond? (instead of a sphere)
3. To check for equivalency in meaning, back-‐translate (“back-‐interpret”) the found soluAon A “back-‐translaAon” is a translaAon of a translated text back into the language of the Source text, made without reference to the Source text.
Interpreting terms that don’t have standard equivalents
Back-translation
Floaters
мушки перед глазами
(123,000 webpages)
плавающие точки в глазах (72,000 webpages)
Flies before the eyes
Floating dots in the eyes
Verify accuracy of found equivalents
1. Type in a potenAally correct equivalent, and see how many results (webpages) the equivalent gets.
2. Read 1-‐2 webpages that came up in the search to make sure they refer to the same concept. Also check the dates of the webpage update & take your target audience’ age into account.
3. If you have 2-‐3 potenAally correct equivalents, compare the results and use the equivalent with the highest results.
4. If you have very few webpage results, conAnue looking for a beTer equivalent (unless this is a brand new term – then check again in 1-‐12 months)
Verify accuracy of found equivalents – Challenges for LLD
If no online resources are available – translate yourself and: 1. Start a query/ask a quesAon at ProZ.com. 2. Consult with your fellow interpreters &
translators. 3. Ask your community (elders, educated people):
Ø “If I say this, what does it mean to you?” Ø “I’m trying to convey this American concept in our
language. Does it make sense? Is there a beAer way of saying this?”
Ø Don’t forget your community includes your contacts in your non-‐English country
Ø Introduce concepts of mind mapping and parallel texts as methods of acquiring & remembering new terminology
Ø Use an exisAng mini-‐glossary (available from CCHI’s website) for: o Analyzing the logic behind the order of terms o Reviewing the English defini<ons o Iden<fying non-‐standardized terms o Reviewing proposed equivalents for languages that have bilingual glossaries
Assignments to incorporate
Ø Create a mind map on a specific subject with 10-‐20 key words (can represent a cluster in a final glossary); compare maps (ask to explain the logic for selecAon) and select the best ones
Ø Read an English text (can be on the subject related to the earlier created map) and idenAfy its key terms & phrases
Ø Find a parallel text to a specific subject-‐maTer English text; compare key terms & phrases in both texts
Assignments to incorporate
Ø Write definiAons for selected glossary terms (mind maps) by using 2-‐3 online resources; have peer review of the definiAons and share the final versions
Ø IdenAfy non-‐standardized English terms in the final glossary (mind map)
Ø Demonstrate the online terminology research techniques for non-‐standardized English terms
Assignments to incorporate
Ø Introduce concepts of components of meaning, word picture and back translaAon, and ask students to find or create equivalents for non-‐standardized English terms
Ø Have peer-‐review of the produced equivalents for non-‐standardized English terms (if learners don’t share the non-‐English language, instruct them to use back translaAon)
Ø Organize the final glossary (English terms, definiAons, translaAons); have the final review with the whole group; share!
Assignments to incorporate
How do mini-glossaries help engage and develop a professional community
of medical interpreters?
Ø peer review Ø finding language experts on a naAonal level Ø creaAng a standardized glossary for your
language
Contribute to CCHI’s free
Mini-glossaries
Ø Mini-‐Glossaries www.cchicerAficaAon.org/cerAficaAon-‐resources/cerAficaAon-‐resources
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Natalya’s contact:
managing.director@cchicer<fica<on.org
Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee
www.ncihc.org/home-‐for-‐trainers
Any quesAons?
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• Upcoming webinars:
• August 13 & October 29
• Session Evalua<on
• Follow up via email:
Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee
www.ncihc.org/home-‐for-‐trainers
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WWW.NCIHC.ORG www.ncihc.org/home-‐for-‐trainers
Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee
Thank you!
June 25, 2015
Gloss Up Glossaries! Expanding the ApplicaAon of Glossaries in Interpreter Training Programs
Guest Trainer: Natalya Mytareva, M.A., CoreCHITM