Vrije Universiteit Brussel

The effects of interpreting training and expertise on executive functioning: A systematicreviewNour, Soudabeh; Struys, Esli; Van Den Noort, Maurits; Stengers, Hélène

Published in:Interdisciplinary Encounters – Dimensions of Interpreting Studies IEDIS 2015

Publication date:2015

Link to publication

Citation for published version (APA):Nour, S., Struys, E., Van Den Noort, M., & Stengers, H. (2015). The effects of interpreting training and expertiseon executive functioning: A systematic review. In Interdisciplinary Encounters – Dimensions of InterpretingStudies IEDIS 2015 (pp. 25-26). Institute of English, University of Silezia.

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PPlleennaarryy ssppeeaakkeerrss::

Prof. dr hab. Łukasz Bogucki, Uniwersytet Łódzki

Prof. Carmen Valero Garcés, Universidad de Alcalá

Prof. Ingrid Kurz, Universität Wien

Prof. Robert G. Lee, University of Central Lancashire

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LLiisstt ooff ppaarrttiicciippaannttss::

Heather Adams University of Las Palmas de Gran Canaria, heather.adams@ulpgc.es

Marta Arumí Ribas Universitat Autònoma de Barcelona, Spain, Marta.arumi@uab.cat

Mária Bakti University of Szeged, Faculty of Education, Department of Modern Languages

and Cultures, Hungary, bakti@jgypk.u-szeged.hu

Magdalena Bartłomiejczyk University of Silesia, Institute of English, Poland,

magdalenabartlomiejczyk@hotmail.com

Agnieszka Biernacka Institute of Applied Linguistics, University of Warsaw, Poland,

a.biernacka@uw.edu.pl

Amalia Bosch Benítez Universidad de Las Palmas de Gran Canaria, amalia.bosch@ulpgc.es

Rita Cappelli Dipartimento di Interpretazione e Traduzione (DIT) Università di Bologna, Italy,

cappellirita@gmail.com

Agnieszka Chmiel Department of Translation Studies, Faculty of English, Adam Mickiewicz

University, Poland, Agnieszka.Chmiel@amu.edu.pl

Agustín Darias Marrero University of Las Palmas de Gran Canaria, agustin.darias@ulpgc.es

Aymil Dogan Hacettepe University, Faculty of Letters, Translation and Interpretation Department, Turkey, aymil@hacettepe.edu.tr

Veerle Duflou Ghent University, Belgium, Department of Translation, Interpreting and Communication, veerle.duflou@ugent.be

Marta Estévez Grossi Universität Hildesheim, Germany, estevez@uni-hildesheim.de Ewa Gumul University of Silesia, Institute of English, Poland, egumul@wp.pl Isabelle Heyerick KU Leuven University, Belgium, Isabelle.heyerick@kuleuven.be Katarzyna Holewik University of Silesia, Institute of English, Poland, katarzyna.holewik@us.edu.pl Elvira Iannone, Universität Innsbruck, Austria, elvira.iannone@uibk.ac.at Przemysław Janikowski University of Silesia, Institute of English, Poland przemyslaw.janikowski@us.edu.pl

Andrzej Łyda, University of Silesia, Institute of English, Poland, andrzej.lyda@us.edu.pl

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Ulf Norberg Institute for Interpreting and Translation Studies, Department of Swedish and Multilingualism, Stockholm University, Sweden, ulf.norberg@su.se

Soudabeh Nour Brussels Institute of Applied Linguistics, Vrije Universiteit Brussel, Belgium soudabeh.nour@vub.ac.be

Isabelle Perez Heriot-Watt University, Centre for Translation and Interpreting Studies, Scotland, i.a.perez@hw.ac.uk

Kilian G. Seeber University of Geneva, Switzerland, Kilian.Seeber@unige.ch Esli Struys Brussels Institute of Applied Linguistics, Vrije Universiteit Brussel, Belgium, estruys@vub.ac.be

Carmen Toledano Buendía University of La Laguna, Tenerife, Spain, ctoledan@ull.edu.es

Marcin Turski Department of Translation Studies, Faculty of English, Adam Mickiewicz University, Poland, tmarcin@wa.amu.edu.pl

Maria Tymczyńska Adam Mickiewicz University, Poland, tymczynska@wa.amu.edu.pl

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PPlleennaarryy ssppeeaakkeerrss

Łukasz Bogucki Speech translation systems - a challenge for interpreters?

Undisputably, the main idea underlying both translation and interpretation is enabling communication between parties speaking different languages. The process of translation is now inevitably automated to a lesser or greater extent; thus all translation, regardless of the text type or function, is essentially a product of man and machine. It is the case because certain tasks are accomplished faster, more accurately and/or cheaper with the help of a computer and specialised software. Additionally, market demands are such that non-digital submissions are simply not accepted. The entire process, from commissioning a translation to paying for the service rendered, is now often done in digital space, without any face-to-face contact. Logically, the same should apply to interpreting. However, it requires considerably more sophisticated technology and in some scenarios replacing a human interpreter with a machine may be undesirable or downright unfeasible. The interpreter’s behaviour, personality, body language, dress code etc. all matter in the success or failure of a particular assignment and are currently impossible to be copied by artificial intelligence. This paper will explore the potential behind speech translation systems. State of the art solutions will be discussed and prospects for the future will be looked at. Ethical and philosophical questions such as „can machine replace man altogether?” will be tackled. Types of interpreting where there is a need for automated systems will be enumerated. The talk is not intended as an evaluation of the existing speech translation systems, but rather as a general outlook on the issue of technology in interpreting and the resulting opportunities and threats.

Carmen Valero-Garcés How interdisciplinary is public service interpreting and translation in the era of

globalization? An overview of research and training in the 21st century

Public service interpreting and translation (PSIT) – as Translation and Interpreting Studies (TIS)- has traditionally claimed to be interdisciplinary. Since the first Critical Link Conference in Geneva Park, Canada, in 1995 Community Interpreting (CI), or Public Service Interpreting and Translation (PSIT) as I will refer to, has experienced a dramatic change in both theory and practice. National and international conferences, seminars, courses, and workshops all around the world have made it possible for practitioners, trainers, and researchers to get together and discuss their views and exchange ideas. At the same time, an ever-growing flow of publications reflects the enormous activity in this field. It is my intention to offer an overview of the contributions to PSIT in conferences and publications since the beginning of the 21st

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century. Research shows a certain evolution from a prescriptive approach based on a myopic insistence on the ‘interpreting is interpreting’ trope - while usually forgetting translation- to a much more interdisciplinary, realistic and fuller understanding of the complexities of this event situated in a specific socio-cultural moment. During this journey, new tendencies, disciplines and tools have been applied in research and training. A brief discussion about the evolution, trends or gaps in PSIT research and training will be followed by some suggestions for future research. Ingrid Kurz Interpreting studies and interdisciplinary research – Successful liaisons

Over the last forty years, representatives of other disciplines – most prominently, psychology, neurophysiology, linguistics, sociology, and cultural anthropology – have taken an interest in the studying of simultaneous interpreting and have provided useful methodological tools. Likewise, I/T scholars (or “practisearchers” according to Daniel Gile) have tried to determine what makes interpreters tick and have explored numerous facets of the profession. This has led to a number of alliances, i.e. interdisciplinary conferences and joint research projects. The paper will present a brief historical overview.

Robert G. Lee Redefining the role of interpreters: The concept of role-space

The concept of the role of interpreters, as well as their place in interactions, has been central to field of interpreting studies. From metaphors like ‘conduit’ and ‘telephone’ to ideas about interpreters being ‘invisible’ in interactions, the place of an interpreter in an interaction has been a subject of much discussion and debate. As with any emerging profession, practitioners have been anxious to demonstrate that they are ‘professionals’ and have, consequently, adopted a set of behaviours designed to reassure participants that interpreters can be relied on to be impartial and, above all, act with integrity. The problem arises when these behaviours become fixed and do not suit individual situations. In the attempt to ensure consistency of service, codes of ethics/conduct/practice have been constructed to prescribe interpreter behaviours, regardless of their appropriateness across the myriad goals, complexities, norms and participant expectations in communicative interactions.

Whilst these fixed behaviours might well be appropriate in certain limited situations, in others they actually inhibit rather than allow successful communication. By studying how interlocutors behave in non-interpreted interactions (for example, Goffman (1993) and Malone (1997)) a model has been developed that, whilst recognizing that interpreters don’t participate as ‘principals’, they are, in a real sense, participants and need to behave accordingly (following the work of Wadensjö (1998) and Roy (1993, 2000), for example). Only by being adaptable and accepting of the demands of different interactions can interpreters

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begin to be less obtrusive and minimize their impact on the outcomes. To this end, the Role-Space model (Llewellyn-Jones and Lee (2014)) takes into account participants’ expectations, while at the same time recognizing the unique space that interpreters occupy in an interaction. The model delineates the decisions interpreters make in specific domains in order to allow the other participants to interact successfully.

References:

Goffman, E. (1990) The Presentation of Self in Everyday Life, London: Penguin

Llewellyn-Jones, P., & Lee, R. G. (2014). Redefining the role of the Community interpreter: The concept of role-space. Carlton-le-Moorland, UK: SLI Press.

Malone, M. (1997) Worlds of Talk: The Presentation of Self in Everyday Conversation, Cambridge and Malden, MA: Polity Press

Roy, C. (1993) The problem with definitions, descriptions and the role metaphor of interpreters, Journal of Interpretation, 6,127-153

Roy, C. (2000) Interpreting as a discourse process, New York and Oxford: Oxford University Press

Wadensjö, C. (1998) Interpreting as Interaction, New York: Longman

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PPrreesseennttaattiioonnss

Heather Adams, Ligia Rosales Domínguez Three perspectives on interpreters and stress: the experts, the novices and the trainees

That interpreting causes stress is hardly a new idea. Our intention in this paper, in the context of literature that looks at stress in foreign language learners and interpreting students, is to look at factors that induce stress in interpreters at different stages of their professional careers or training. Hence, we carried out a small-scale study in which we posed a number of questions in this field to expert conference interpreters (with 8 or more years’ professional experience as such), “novice” interpreters (with less experience in simultaneous or consecutive interpreting but with a certain level of experience in liaison interpreting) and final-year students of a Translation and Interpreting Degree, who had successfully completed at least one year of Interpreting Studies. The ensuing results give an idea of the main stress-inducers in each group, and can be particularly useful for curricular design and teaching practice at different stages of competence development.

Keywords: interpreting; stress; expert, novice and trainee interpreters

Marta Arumí Ribas Training of interpreters specialised in gender violence: surveys and workshops with

professionals in the psycho-social setting

This communication forms part of the phase of dissemination of the results of the European project SOS-VICS, Speak Out for Support. This pilot project was focused on the training of interpreters specialised in work with foreign victims of gender violence, and was funded by the European Commission Directorate-General for Justice. It was developed over the period 2012-2014 in nine Spanish universities. Its aim was to create training resources for interpreters working in the specific field of gender violence, which has unique contextual characteristics, to ensure they carry out their role of linguistic mediation accurately and professionally in this particular setting. In addition, the project was aimed at improving the awareness of all the stakeholders of the need for professionals in mediated interactions with interpreters.

This communication deals with the psycho-social setting, which is one of the thematic areas in which care and assistance are offered to victims of gender violence, analysing interpreters work with psychologists and social workers. First, we will present the findings from a Delphi questionnaire conducted on 141 professionals in the psychosocial field as well as the results of the workshops held with these individuals. In the second part of the communication, we will examine how the findings have contributed to the development of resources for interpreter training, in particular, describing the development of a chapter of a training manual for interpreters in the psycho-social field. Keywords: public service interpreting, gender violence, psycho-social context, interpreter training

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Mária Bakti Explicitation in sight translated Hungarian target language texts

Explicitation is the technique of making explicit in the target text information that is implicit in the source text (Klaudy 1999); the explicitation hypothesis (Blum-Kulka 1986/2000) states that during translation, the level of explicitness of TL texts increases. According to the asymmetry hypothesis of Klaudy, translators favour explicitation over implicitation (2001).

Time pressure and the lack of correction or revision during the interpreting process would suggest that there is no explicitation during interpreting. However, there is evidence that explicitation occurs during simultaneous interpretation (Bakti 2013, Ishikawa 1999, Shlesinger 1995) and sight translation as well (Veresné Valentinyi 2006).

This paper looks at explicitation patterns in sight translated Hungarian target language texts. Sight translation, at the boundary of translation and interpreting (Agrifoglio 2004), can be seen as a specific type of written translation or as a variant of oral interpretation (Lambert 2004); it is the oral rendering in the target language of a written source language text. It is used in interpreting practice, for example in court interpreting (Lambert 2004). In the training of interpreters it is used as an introduction to or practice to simultaneous interpreting.

The Hungarian target language texts of an English text sight translated by 10 interpreter trainees are analyzed using quantitative and qualitative methods, including methods from text linguistics, in order to find out what type of explicitation and / or implicitation patterns are detectable in sight translated target texts.

In order to triangulate the results, student questionnaires on problem areas of the sight translation task are also analyzed, together with the students’ retrospective comments about the sight translation task.

The results will contribute to our better understanding of target language text production during sight translation.

Keywords: asymmetry hypothesis, explicitation, implicitation, sight translation

References:

Agrifgolio, M. 2004. Sight translation and interpreting. A comparative analysis of constraints and failures. Interpreting. 6 (1) 43-67.

Bakti M. 2013. Explicitáció és szinkrontolmácsolás. In: Klaudy K. (szerk.) Fordítás és tolmácsolás a harmadik évezred elején. Budapest: ELTE Eötövös Kiadó. 65-75.

Blum-Kulka, S. 1986 / 2000. Shifts of Cohesion and Coherence. In: Venuti, L. (ed.) The Translation Studies Reader. London and New York: Routledge. 298-313.

Ishikawa L. 1999. Cognitive Explicitation in Simultaneous Interpreting. In: Lugris, A. and Ocampo, F. (eds.) Anovar-anosar, estudios de traducción e interpretación. Servicio de Publicacións da Universidade de Vigo. 231-258.

Klaudy K. 1999. Az explicitációs hipotézisről. Fordítástudomány Vol. 1. No. 2. 5-22.

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Klaudy K. 2001. Az aszimmetria hipotézis. In: Bartha M. (szerk.) A X. Magyar Alkalmazott Nyelvészeti Konferencia előadásai. Székesfehérvár: KJF. 371-278.

Lambert, S. 2004. Shared Attention during Sight Translation, Sight Interpretation and Simultaneous Interpretation. Meta 49 (2), 294-306.

Shlesinger, M. 1995. Shifts in Cohesion in Simultaneous Interpreting. The Translator Vol.1. No. 2. 193-214.

Veresné Valentinyi K. 2006. Az explicitációs hipotézis tesztelése blattolt szövegeknél. In: Dróth J. (szerk.) Szaknyelv és szakfordítás. Tanulmányok a szakfordítás és a fordítóképzés aktuális témáiról. Gödöllő: Szent István Egyetem. 62-69.

Magdalena Bartłomiejczyk

The interpreter’s visibility in the European Parliament

The paper represents the social turn in Interpreting Studies, focusing on interpreters themselves and the environment they work in, here the plenary sessions of the European Parliament.

The analysed data covers all the contributions delivered in the plenary in the years 2005-2012, i.e. over a period of eight years. The aim was to find and examine all (or as many as possible) references to interpreters and/or their output made by the speakers. Using a search engine made available by the EP website and subsequently manual analysis, I was able to identify 230 relevant utterances of various length. Compared to the number of working days with full- or half-day plenary sessions during the whole scrutinized period (483), this may lead to the broad generalization that the EP interpreters evidently come to the speakers’ attention roughly every other day.

The utterances were divided, according to their content, into several categories: “reminders”, “criticism”, “appreciation”, “announcing difficulty”, “apologies”, “expressions of doubt” and “miscellaneous”. The analysis includes a quantitative part, which shows that the interpreters were thanked and praised more frequently than blamed for errors or mistrusted. Each of the categories will also be discussed qualitatively, with ample examples.

It is my hope that this study sheds some light on how the EP interpreters’ services are perceived and evaluated by the users, i.e. mainly Members of the European Parliament and officials of the European Commission and the European Council.

Keywords: interpreters, visibility, European Parliament, users, evaluation

Agnieszka Biernacka Quality of court interpreting in Poland in the light of Directive 2010/64/EU

Court interpreting is a phenomenon whose research “is practically absent in the Polish literature of the subject” (Jopek-Bosiacka 2006: 210). Indeed, court interpreting is shrouded in secrecy and, if investigated at all, a prescriptive approach is adopted where scientists and activists of professional associations give recommendations on ethics in court interpreting

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(Poznański 2007, Kierzkowska 2011)). Thus, the issue of quality in court interpreting is considered and reconsidered from the point of view of the standards set forth by the Polish Code of Certified Translator and Interpreter. Yet another mechanism of control over the quality is a recent Directive 2010/64/EU of the European Parliament and of the Council of 20 October 2010 on the right to interpretation and translation in criminal proceedings where the adequacy of interpretation is promoted by establishing, in Member States, registers of independent and appropriately qualified interpreters. The issue of reliable interpretation is also addressed by the Qualitas Project – Assessing Legal Interpreting Quality through Testing and Certification. The aim of my research in general is to investigate court interpreting in Poland by developing a descriptive approach consisting in discussing the way in which individual court interpreters perform their duties. For the purposes of this paper fragments of real ‘interpreted events’ (Tryuk 2003: 90) are presented and assiduously analyzed to show the characteristics of the act of communication from the perspective of the quality guaranteed by the Directive.

Keywords: court interpreting, quality, directive

Amalia Bosch Benítez Self-confidence in simultaneous interpreting

Most studies in simultaneous interpreting focus on helping students get a good start into interpreting. Shadowing, cloze tests, sight translation, etc., are well known instruments used by teachers of interpretation. Experience shows us that not every student achieves the same level of competence, even if they start at the same time with more or less the same academic competencies. Differences between interpreting and translation play a key role in these results but they are not the only factors. Teachers of consecutive or simultaneous interpreting experience how students who start by scoring high without any apparent difficulty in the beginning of the semester, start losing self-confidence and their marks plummet without any logical explanation, while on the other hand students who scored badly and had many difficulties in the beginning, experience a remarkable evolution in their competences. Is the lack of language competence the only explanation? Is there any academic or cognitive factor? Can self-confidence be one of the key factors? Can we apply some techniques or exercises to help our undergraduate students? Can we help students to become more self-confident? This paper will examine these questions from a pedagogical and cognitive point of view and from personal experience in the simultaneous interpreting classroom. Keywords: Simultaneous interpreting, pedagogy, self-confidence, cognitive load

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Rita Cappelli

Interpreting from Polish into Italian. A case study at the European Parliament Simultaneous interpreting from Polish into Italian has not been yet the object of many studies, even if this language combination is in demand since Poland joined the EU in 2004. This represents the first observational study dedicated to the language combination PL>IT and it led to the creation of the first corpus of interpreted speeches from Polish into Italian. It aims at analysing the strategies used by experienced simultaneous interpreters in order to overcome those difficulties which are peculiar for this language combination and providing both students and trainers with practical guidelines.

In order to identify these elements both a contrastive analysis and a survey among interpreters working for the European Institutions were carried out. In the light of the results, it seemed appropriate to focus our attention on the strings of nouns, since they represent a peculiar element of the Polish language and at the same time they include other features typical of this Slavic language not present in Italian. This bilingual corpus is composed of 313 speeches held in Polish during the plenary sessions of the European Parliament in the year 2011 and during the first semester of the year 2009 and their respective interpretations into Italian (around 560 minutes for each language were transcribed). The transcriptions were carried out following the guidelines developed by the research group of the DIT of Forlì to compile the EPIC corpus. Once the concept of string of nouns had been defined, all the string of nouns (312) that met the basic requirements were extracted. Their respective renditions into Italian were then categorised according to Wadensjö’s classification of renditions (1998).

Keywords: corpus, simultaneous interpreting, Polish>Italian, strings of nouns

References:

Amato, A. & G. Mack (2011) “Interpreting the Oscar Night on Italian TV: an interpreters' nightmare?” In The Interpreters' Newsletter, 16, 37-60. Gile, D. (2009) Basic concepts and models for interpreter and translator training. Amsterdam/Philadelphia: John Benjamins. Monti, C. & Bendazzoli, C. & Sandrelli, A. & M. Russo (2005) “Studying directionality in simultaneous interpreting through an electronic corpus: EPIC (European Parliament Interpreting Corpus)”. In Meta, 50 (4). Straniero Sergio F. (1997) “La produzione della produzione prodotta ovvero tautologie e catene nominali nell’interpretazione simultanea dal russo in italiano. In L. Gran & A. Riccardi (a cura di) Nuovi orientamenti negli studi sull’interpretazione. Trieste: Università degli Studi, 159-177. Straniero Sergio, F. & Falbo, C. (eds.) (2012) Breaking Ground in Corpus-based Interpreting Studies. Bern: Peter Lang.

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Viaggio, S. (1991) “Teaching Beginners to Shut Up and Listen”. In The interpreters’ Newsletter, 4, 45-58. Wadensjö, C. (1998) Interpreting as Interaction. London/New York: Longman, Language in Social Life Series.

Agnieszka Chmiel

The influence of interpreter training on working memory and the bilingual mental

lexicon

It is assumed that the specific use of languages by conference interpreters influences the organisation of the bilingual mental lexicon and lexical processing (Christoffels 2004; Christoffels, De Groot and Kroll 2006). Additionally, some studies have revealed greater working memory capacity on the part of interpreters as compared to non-interpreters and interpreting trainees (Köpke and Nespoulous 2006, Signorelli et al. 2012) but no causal relation can be established here. In other words, we do not know whether memory capacity increases with interpreting experience or whether this profession is pursued by individuals with good memory.

Longitudinal studies using psycholinguistic research methodology create an opportunity to examine whether exposure to interpreting influences working memory and the strength of interlingual links between translation equivalents in the mental lexicon. While it is difficult to pursue such research with professional interpreters, it is more feasible to examine interpreting trainees at the beginning and at the end of their training. In order to shed more light on the influence of conference interpreting training on the working memory and the structure of the mental lexicon, we examined 21 interpreting trainees at the beginning and at the end of their 2-year training programme. The trainees were asked to perform a reading span task to test their working memory and interpret sentence-final words in three context constraints: high context constraint, low context constraint and no context constraint. All participants had Polish as their A language and English as their B language. Preliminary data analysis seems to suggest that interpreter training increases working memory capacity for verbal material and shortens interpreting latencies. Additionally, shorter latencies in the high context constraint condition show that sentence context affects word processing (in line with Altarriba et al. 1996, van Hell 2005), which inspires further inquiry into how lexical context might facilitate interpreting.

Keywords: interpreter training, working memory, mental lexicon

References: Altarriba, J., Kroll, J. F., Sholl, A. and Rayner, K. (1996). The influence of lexical and conceptual constraints on reading mixed-language sentences: Evidence from eye fications and naming times. Memory & Cognition 24: 477-492.

Christoffels, I.K. (2004). Cognitive Studies in Simultaneous Interpreting. Unpublished Ph.D. thesis.

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Christoffels, I.K., De Groot, A.M.B. and Kroll, J.F. (2006). Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language 54 (3): 324-345. Köpke, B. and Nespoulous, J.-L. (2006). Working memory performance in expert and novice interpreters. Interpreting 8: 1-23.

Signorelli, T.M., H.J. Haarmann and Obler, L.K. (2012). Working memory in simultaneous interpreters: Effects of task and age. International Journal of Bilingualism 16: 198-212.

van Hell, J. G. (2005). ISB4: Proceedings of the 4th International Symposium on Bilingualism, Cohen, J., McAlister, K. T., Rolstad, K. and MacSwan, J. Somerville, MA: Cascadilla Press: 2297-2309.

Agustín Darias Marrero Analysis of interpreting situations and stress factors

In current interpreting studies, a distinction is drawn between the professional profiles of conference interpreters and public service interpreters. The specific aspects that characterise the one and the other and allow us to distinguish these professional profiles each other include the fact that public service interpreters work in situations that involve a significant level of emotional stress. Based on previous studies that have analysed interpreting situations and looked at those factors that produce stress in interpreters, this paper is based on an analysis of various professional contexts in which interpreting takes place, with a view to identifying the relevant factors in each communicative situation and observing which factors could be stress-inducers. To this end, a number of press conferences and an interpretation carried out in a hospital have been analysed in order to distinguish the most relevant constituent factors and, above all, to identify and compare those possible stress-inducing factors that occur most frequently in the two professional contexts. The findings of our analysis aim to contribute to the work on the classification of and differentiation between the respective professional profiles, in terms of the different competences of the interpreter that each communicative situation requires him/her to activate.

Keywords: conference interpreting, public service interpreting, analysis of interpreting situations, stress factors in interpreting.

Agustín Darias Marrero, Heather Adams Elaboration of specialised glossaries as a work placement for interpreting students:

opportunities and pitfalls

This paper describes a supervised work placement for final-year and recent graduates in interpreting comprising the drawing up of glossaries for use in a multi-cultural and multi-lingual project that used professional interpreting services on a regular basis. Thus, the students were given access to a considerable amount of documentation used in the meetings of a UN-led project for gender equality and the empowerment of women in Spain and Africa (the African-Spanish Women’s Network for a Better World), from which to compile glossaries on a number of specific topics, including health, education and sexual and reproductive

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rights. A brief description of the project will be followed by details of the work placement and examples of the glossary itself. Special attention will be paid to the delimitation of what should be included and excluded, the students’ and supervisors’ perspective in this regard, and examples of some cases in which cultural differences affected language use in speakers/users of the same language.

Keywords: interpreting, specialised glossaries, UN-led project, work placement.

Aymil Dogan Interpreter collegiality: a study towards developing a scale

Collegiality in the general sense refers to the collaboration and solidarity between the professionals and is among the required manners and ethical values drawn especially for conference interpreters. Collegiality in the interpreting booth bears a much deeper sense since it requires and helps promote joint intellectual effort between the booth partners and has a larger effect area than that of solidarity and collaboration among people other than booth partners. Collegiality can be regarded as a personality trait, which has innate / acquired, controlled/uncontrolled, expected/offered dimensions at first sight. This study aims to explore, identify and categorize the dimensions of collegiality on the multidisciplinary basis, and a develop a scale thereof following a comprehensive multidisciplinary literature survey including but not limited to cognitive science, social neuroscience, psychological and neuropsychological aspects. A preliminary data collection through an open ended questionnaire and informal interviews will precede the drafting of the scale. Reliability and validity of the scale will be ensured on a pilot group. The scale will then be administered to the professional expert conference interpreters who are registered to Turkish Conference Interpreters Association, which is the regional headquarter of AIIC, to the third parties working with the members as well as to those who are neither a member of the said Association nor work with them. Findings will be evaluated and discussed comparatively with a specific aim to ultimately promote the quality of the interpreting work through curricular concerns .

Keywords: collegiality, interpreting, ethics, stress management, mood and memory, psychosociocognition

References: Adolphs, Ralph (2003). Investigating the cognitive neuroscience of social behavior. Neuropsychologia. 41(2):119-26. Ahlsen. Elizabeth. (2006). Introduction to Neurolinguistics. Amsterdam/Philadelphia: John Benjamins. Baddeley, Alan (2003). Memory, Emotion and Cognition. Human Memory: Theory and Practice. Hove and New York: Taylor and Francis Group, Psychology Press. Buchanan, Rachel. Collegiality, Ethics and the Dilemnas of Professionalism.

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http://www.slideshare.net/Rayedish/collegiality-ethics-and-the-dilemmas-of-professionalism. Retrieved on June 29, 2015. Dunbar, R.I.M. and Shultz ,Susanne Evolution in the Social Brain. Science. 2007 7:317(5843), pp. 1344-1347. Gambier, Yves, Gile, Daniel and Taylor Christopher (Eds) 1997. Conference Interpreting: Current Trends in Research. Amsterdam/Philadelphia: John Benjamins. Gonzalez-Marquez Monica, Mittelberg, Irene, Coulson Seana and Spivey Michael (Eds) (2006) Methods in Cognitive Linguistics. Amsterdam/Philadelphia: Benjamins. Gyde , Chesterman Andrew and Gerzymisch-Arbogast Heidrun (Eds). 2008. Efforts and Models in Interpreting and Translation Research. A tribute to Daniel Gile. Amsterdam/Philadelphia: John Benjamins. Huitt, W. (2006). Social cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. http://www.edpsycinteractive.org/topics/soccog/soccog.html. Retrieved on June, 29, 2015 Insel, Thomas R. and Dernald, Russel D. (2004) How The Brain Processes Social Information: Searching for the Social Brain. Annural Review of Neuroscience. 27:697-722. Jeram, Ramesh. (2013). Interpreting The Effects Of Collegiality And Collaboration On Mathematics Teachers' Efficacy In A School Based Professional Development Programme : A

Case Study. SUNScholar Research Repository. Stellenbosch : Stellenbosch University. http://scholar.sun.ac.za/handle/10019.1/79813 Retrieved on June 29, 2015. Kopczynski, A. (1980): Conference Interpreting: Some linguistic and communicative problems, unpublished doctoral dissertation, University of Poznan. Lorenzen, Michael. (2006). Collegiality and the Academic Library. Electronic Journal of Academic and Special Librarianship. v.7 no.2. http://southernlibrarianship.icaap.org/content/v07n02/lorenzen_m01.htm Retrieved on June 29, 2015. Mikkelson, H. (2000): Interpreter Ethics: A review of the traditional and electronic Literature. Interpreting 5-1, p. 49-56. Pressley, Michael and McCormick, Christine B. (1995). Cognition, Teaching and Assessment. London, New York: Longman Todd F. Heatherton, C. Neil Macrae, and William M. Kelley. (2004). What the Social Brain Sciences Can Tell Us About the Self. Current Directions in Psychological Science. Volume 13, Number 5, October, pp. 190-193(4). http://www.ingentaconnect.com/content/bpl/cdir/2004/00000013/00000005/art00005 Retrieved on June 29, 2015. Yemenici, Alev. 2015. Evrim Dönemecinde Bilincin Uyanışı: Dönüşüm 1. (Wake of Conscious on the brink of Evolution : Transformation 1). Ankara: NobelAkademik Yayıncılık.

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Young, Larry J. The Neurobiology of Social Recognition, Approach, and Avoidance Biological Psychiatry. Volume 51, Issue 1, 2001: 26. http://dx.doi.org/10.1016/S0006-3223(01)01268-9 Retrieved on June 29, 2015. Wadensjö, C. (1998): Interpreting as Interaction. London, New York: Longman. AIIC and Ethics. aiic.net/page/739/aiic-and-ethics/lang/1. Retrieved on May 15, 2015.

Veerle Duflou Studying real life conference interpreting: A case for conceptual and methodological

interdisciplinarity

Drawing on the presenter’s doctoral research (Duflou 2015), the paper will discuss how conceptual and methodological interdisciplinarity allows to build bridges between the communities of IS scholars, interpreting trainers and practitioners.

A conceptual framework borrowed from learning psychology and an ethnographic approach indebted to anthropology constituted the starting point for the collection of three data sets - documentary evidence, interview data and field notes resulting from observant participation interpreters working for the interpreting services of the European Commission (DG SCIC) and the European Parliament (DG INTE). These data were analyzed using not only linguistic methods, such as discourse analysis and narrative analysis, but also multimodal analysis, a method originating in semiotics which has been successfully applied in educational research since the 1990s.

The paper will discuss how looking at conference interpreters as a community of practice (Lave & Wenger 1991, Wenger 1998) and combining data collection and analytical methods which have become common in conference interpreting research with ones not traditionally associated with the discipline yielded new insights in conference interpreting as a professional activity.

Focusing on the nature of the gap between, on the one hand, the level of competence acquired by conference interpreting graduates who are successful in EU accreditation tests and, on the other hand, that which is needed to perform adequately in EU interpreting assignments, the presentation will illustrate how, through an interdisciplinary approach, new knowledge can be generated which is relevant to IS researchers, interpreting trainers, as well as professional interpreters.

Keywords: conference interpreting, ethnography, community of practice, interpreting training, EU interpreting

References:

Duflou, Veerle (2015): Be(com)ing a conference interpreter - An ethnography of EU interpreters as a professional community. Doctoral thesis. KULeuven, Leuven, Belgium.

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Lave, Jean; Wenger, Etienne (1991): Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.

Wenger, Etienne (1998): Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.

Marta Estévez Grossi Diachronic Research on Community Interpreting: between Interpreting, Linguistics and

Social Sciences

This paper aims to present the interdisciplinary character of an on-going project on the communicative situation of the migrant workers from Galicia (Spain) in Hanover (Germany) in the 1960s and 1970s and their need for Community Interpreting. The study intends to establish how intercultural and interlinguistic communication took place in this trilingual situation (Galician-Spanish-German), i. e. under which circumstances mediation was performed, how the linguistic situation evolved over time and how the migrants adapted linguistically and culturally to this new environment. Thus, this project has its theoretical foundations in two different and relatively new disciplines: Community Interpreting – within the field of Interpreting Studies – and Migration Linguistics – within the Applied Linguistics. In order to fully depict the linguistic situation of the Galician community, it was necessary to consider the contexts typically studied by the research on Community Interpreting (such as medical, legal or educational contexts), along with other less studied aspects of the public sphere of the migrants (workplace, written notifications, neighborhood, etc.). Additionally, other aspects of the studies on Community Interpreting such as the professionalization of the interpreters, the role of the interpreter and the working conditions were also taken into account. The Migration Linguistics, on its turn, has proved to be extremely useful in order to describe and classify the migrants according to their linguistic abilities, their social networks and their adaptation strategies among other factors. As for the methodology, this project has its roots on the social sciences. Being one of the main research problems on interpreting the creation of the corpus, the Oral History supplied the guidelines and strategies to conduct narrative interviews with both experts and migrants, which form the empirical basis of the study. Furthermore, the analysis of the transcribed interviews was carried out within the methodological framework of the qualitative content analysis. Keywords: community interpreting, migration linguistics, oral history, qualitative content analysis

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References: Abrams, L., 2010. Oral History Theory, London: Routledge. Baigorri Jalón, J., 2012. “La lengua como arma: Intérpretes en la guerra civil española o la enmarañada madeja de la geografía y la historia” In La mediación lingüistico-cultural en tiempos de guerra: Cruce de miradas desde España y América, pp.85–108. Gugenberger, E., Migrationslinguistik: Akkulturation, Sprachverhalten und sprachliche Hybridität am Beispiel galicischer Immigranten und Immigrantinnen in Argentinien. Bremen. Hertog, E., Van Gucht, J. & de Bontridder, L., 2006. “Musings on methodology”. In Linguistica Antverpiensia, 5(2), pp.121–132. Available at: https://lanstts.ua.ac.be/index.php/LANS-TTS/article/view/156 Krefeld, T., 2004. Einführung in die Migrationslinguistik: Von der Germania italiana in die Romania multipla, Tübingen: Narr. Kuckartz, U., 2014. Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung 2nd ed., Weinheim & Basel: Beltz Juventa. Pöchhacker, F., 2004. Introducing Interpreting Studies, London & New York: Routledge. Ritchie, D.A., 2003. Doing oral history 2nd ed., Oxford: Oxford University Press. Vargas-Urpi, M., 2012. “State of the Art in Community Interpreting Research. Mapping the main research topics”. In Babel, (58, 1), pp.50–72. Available at: http://grupsderecerca.uab.cat/miras/sites/grupsderecerca.uab.cat.miras/files/mvargas_arti cle babel.pdf Vargas-Urpi, M., 2011. “The Interdisciplinary Approach in Community Interpreting Research”. In Researchgate.net, 7, pp.47–64. Available at: http://www.researchgate.net/publication/235613409_The_Interdisciplinary_Approach_in _Community_Interpreting_Research/file/9fcfd511e5d98b88e9.pdf Yow, V.R., 2005. Recording oral history: A guide for the humanities and social sciences 2nd ed., Walnut Creek and CA: AltaMira Press. Zimmermann, K. & Morgenthaler García, L., 2007. “¿Lingüística y migración o lingüística de la migración?: De la construcción de un objeto científico hacia una nueva disciplina”. In Revista Internacional de Lingüística Iberoamericana, 5(2 (10), Lengua y migración en el mundo hispanohablante), pp.7–19.

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Isabelle Heyerick Using multiple methodologies in signed language interpreting studies: (how) does it

work?

This paper presents how a study on signed language interpreting is designed and why it draws on research methods from various disciplines. My PhD research looks at linguistic interpreting strategies (Napier, 2002; Riccardi, 2005) used by Flemish Deaf and hearing signed language interpreters. The first aim is to determine which strategies they use when interpreting from Dutch into Flemish Sign Language (VGT). The strategies will be described and compared in order to find out whether hearing and Deaf VGT interpreters use similar or differing strategies. I am collecting data from Deaf and hearing VGT interpreters through a mixture of methodologies. The research design consists of four methods, which in turn stem from different disciplines. I will use (1) think aloud protocols (Jääskeläinen, 2002; 2010)), (2) an interpreting task, (3) stimulated recall tasks (Gass and Mackey, 2000) and (4) an evaluation task where Deaf clients asses the interpreting performance. During the presentation I will clarify why these specific methodologies are used. The presentation will show the advantages and possible pitfalls of this methodology based on the results of a pilot study testing the data collection cycle. I will discuss the different steps and the specific methodologies used, based on the experiences of the two informants included in the pilot (one Deaf and one hearing interpreter) and the researcher. An important issue that will be addressed is how we can avoid that the management of data gathered through a mixture of methodologies becomes messy. One challenge in using various methodologies from a range of disciplines is to bring everything together in a coherent analysis in order to be able to present useful outcomes for practitioners and interpreter trainers. Keywords: sign language interpreting, interpreting strategies, Deaf interpreters, research methodology, think aloud protocol References: Boudreault, P. (2005). Deaf interpreters. In Topics in Signed Language Interpreting: Theory and Practice, Terry Janzen (ed.), 323–355. Amsterdam: John Benjamins Burns, R. B. (1997). Introduction to research methods. Melbourne: Addison Wesley Longman. De Meulder, M. & Heyerick, I. (2013). (Deaf) Interpreters on television: challenging power and responsibility. In Sign Language research, uses and practices. Crossing views on theoretical and applied sign language linguistics. Meurant, L., Sinte, A., Van Herreweghe, M. & Vermeerbergen M. (eds.), 111 - 136. Boston/Berlijn en Nijmegen: De Gruyter Mouton en Ishara Press.

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Gass, S.M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Laurence Erlbaum Associates, Inc. Hale, S. & Napier, J. (2013). Research Methods in Interpreting. A practical resource. Bloomsbury. Jääskeläinen, R. (2002). Think---aloud protocol studies into translation. Target, 14, 107–136. -- (2010). Think---aloud protocol. In Handbook of translation studies. L. Van Doorslaer, & Y. Gambier (eds). 371– 373. Amsterdam: John Benjamins Publishing Company. Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action. Administrative Science Quarterly Vol. 24(No. 4, Qualitative Methodology). Napier, J. (2002). Sign language interpreting. Linguistic coping strategies. Coleford: Douglas McLean. Riccardi, A. (2005). On the Evolution of Interpreting Strategies in Simultaneous Interpreting. Meta: Journal Des Traducteurs, 50(2), 753–767.

Elvira Iannone Community Interpreting – Professionalization for Lay Interpreters: A New Initiative for

the Training of Community Interpreters in Austria

In 2013, my colleague Katharina Redl and I developed a new course for the professionalization of community interpreters (“Community Interpreting –Professionalisierung für LaiendolmetscherInnen im sozialen, medizinischen, psychotherapeutischen und kommunalen Bereich”). The course was first held in 2014 at the University of Innsbruck, Tyrol, and was repeated in the same year due to high demand. We were later asked to hold the course with some modifications for a group of interpreters working for the Department for Women, Non-discrimination and Integration of Wels municipality, Upper Austria. This training was held from October 2014 to January 2015, with a second group of interpreters currently being trained. All training courses were open to all interested interpreters regardless of their background and language combination. In my presentation I would like to show which factors influence the success of training initiatives for community interpreters, taking into account problems like the lack of regulation in many European countries, the different backgrounds of untrained interpreters and the question of what level of expertise to aim for. I will also explain how these considerations influenced the design of our course. In this I will focus on two of our main problems: first, how to plan a training course for a group of interpreters without any information about who might potentially be interested in such a training and what their degree of experience would be. Second, how to convey the necessary content in a realistic timeframe but without becoming unaffordable for our target group.

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The objective of my presentation is to lay out the course design taking into account the above mentioned questions and showing how such a training program could be implemented on a long term basis in Austria. I will draw some conclusions regarding content and organisational aspects, providing an outlook on complementary training programs that Katharina Redl and I are realising step by step. Keywords: community interpreting, interpreter training, lay interpreters, professionalization

Przemysław Janikowski Processing of cognates in students of interpreting – a pilot study

The project undertakes to examine the influence of interpreter training on cross-language lexical transfer as seen in the anxiety students experience when they approach potential cognates.

According to our former study (Janikowski and Krzywda 2011), the teaching of translation and interpreting as it is done now instills an overcautious attitude whenever there is even a distant possibility of two units being ‘false friends’, which may be destructive where positive interference could actually be employed to facilitate the process of interpreting (cf. Malkiel 2009). To what extent this fear is actually present and how disturbing it is to the natural processes of semantic priming that could be harnessed to speed-up the multiplicity of activities involved in interpreting (cf. Stamenov, Gerganov, and Popivanov 2010) has not been measured to date. The present study undertakes to provide such measurements.

The experimental procedure consisted of the following elements: (1) recordings of short consecutive and simultaneous interpreting sessions, followed by (2) retrospective questions and answers with each student, (3) time-limited minimum-context translation of phrases, (4) surveys about former professional and learning experiences of the subjects. In this pilot study eight interpreting students took part.

This way with a high degree of triangulation, after careful alignment of all the cognate pairs, their accompanying phonological artifacts and comments regarding translational choices, it was possible to assess when and to what degree students were anxious of the cognate units as well as what their coping strategies were in relation to particular types of cognates. These results were set against a psycholinguistic model especially designed to cater for cross-language lexical priming in order to draw conclusions as to the preferable teaching methods and techniques for dealing with interference in interpreting didacticism.

Keywords: cognates, EVS, interpreter training

References:

Janikowski, Przemysław, and Joanna Krzywda. 2011. “Fałszywi przyjaciele od lat (próba systematyzacji badań).” In Historyczne oblicza przekładu, edited by Piotr Fast, Anna Car, and Wacław M Osadnik, 115–35. Katowice: Wydawnictwo Naukowe “Śląsk.”

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Malkiel, Brenda. 2009. “Translation as a Decision Process: Evidence from Cognates.” Babel 55 (3): 228–43. doi:10.1075/babel.55.3.02mal.

Stamenov, Maxim, Alexander Gerganov, and Ivo Popivanov. 2010. “Prompting Cognates in the Bilingual Lexicon: Optimizing Access during Translation.” In Translation and Cognition, edited by Gregory Shreve and Erik Angelone, 323–47. Amsterdam: John Benjamins.

Ulf Norberg Studying aspects of speech-to-text interpreting with different methods –

an interdisciplinary encounter

Speech-to-text interpreting (STTI) is a form of intralingual, one-directional interpreting from spoken to written language (most often shown on computer displays) for the hard-of hearing who do not have sign language as their first language. STTI is a growing form for interpreting in many countries (for an overview, see Nofftz 2014), since the number of hard-of-hearing people steadily increases due to a rise in hearing loss, as well as in the instalment of cochlea implants. However, STTI has been heavily neglected by interpreting studies so far (early exception: Tiittula 2006). In a number of studies, my colleages and I have approached different aspects of STTI: the central phenomenon of text condensation (Norberg/Stachl-Peier in press), the overall organisation of STTI in three countries (Norberg/Stachl-Peier/Tiittula in press), self-image among speech-to-text interpreters (Norberg 2014), comparison of speech-to-text interpreters’ self-image to that of live subtitlers (Norberg in press), and prosodic aspects of STTI (article in preparation).

In this talk I would like to conclude these studies, and sketch possible ways for further, more overtly interdisciplinary studies of STTI.

Keywords: speech-to-text interpreting, text condensation, self-image, prosodic aspects of interpreting

References:

Nofftz, B. (2014). Written Interpreting in Individual Countries. http://www.kombia.de/fileadmin/downloads/Written_interpreting_in_individual_countries_Birgit_Nofftz%282014%29.pdf

Norberg, Ulf (2014): “Skrivtolkning i Svenskfinland och Sverige: En intervjustudie med aktörer inom vuxendövtolkningsområdet”. [Speech-to-text interpreting in Swedish Finland and Sweden: An Interview Study with Actors in the Speech-to-text Interpreting Area). In: Hartama-Heinonen, Ritva et al.: MikaEL Electronic Proceedings of the KäTu Symposium on Translation and Interpreting Studies, vol. 8.https://sktl-fi.directo.fi/@Bin/533383/Norberg_MikaEL2014.pdf

Norberg, Ulf (in press): “Att skriva ned tal i realtid för en person eller tiotusentals – skrivtolkning och direkttextning i jämförelse”. [To Write Down Speech in Real-time for one Person or Tenthousands – Speech-to-text Interpreting and Live Subtitling in Comparison].

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Norberg, Ulf/Stachl-Peier, Ursula (in press): “Quality in speech-to-text interpreting. A study of condensation strategies”.

Norberg, Ulf/Stachl-Peier, Ursula/Tiittula, Liisa (in press): “Speech-to-text interpreting in Finland, Sweden and Austria”. Translation & Interpreting (next issue)

Tiittula, Liisa (2006): “Schriftdolmetschen – Mündlichkeit im schriftlichen Gewand”. SKY Journal of Linguistics, vol. 19, 481-488.

Isabelle Perez Challenges of Access to Mental Health Care (MHC) through Interpreting

The paper will aim to report on initial results from a qualitative study undertaken as a result of an interdisciplinary project led by the Centre for Translation & Interpreting Studies in Scotland (CTISS), based at Heriot-Watt University, in collaboration with the University of Strathclyde, home to the Centre for Health Policy; the Psychiatric Care Unit, at St John’s Hospital; and the Mental Welfare Commission for Scotland.

The objectives of the programme were to explore the following: 1) to ensure equal, fair and accurate access to MHC support for Linguistically and Culturally Diverse (LACD) patients, their families and carers; 2) to inform the practice of MHC practitioners, in particular enabling them to use the full range of professional skills and strategies that their role entails; 3) to inform the practice of interpreters or cultural mediators in mental health care settings and 4) to generate short and long-term shared goals among programme participants and produce a detailed research agenda for the future.

In the last decades, focus groups have become an increasingly popular method of social research (Wilkinson, 1998). The views and insights of interpreters, policy makers and MHC providers were recorded simultaneously within three focus groups, following a semi-structured protocol previously agreed among project team members. A thematic analysis of the transcripts is currently underway. Focus group participants were asked to delineate the concept of Access to MHC for LACD patients from their perspective, then reply to more probing questions relating to challenges, difficulties encountered, recommendations on what should happen/possible solutions, experience-based examples of successful practice as well as trends and questions to be answered as part of a future research agenda.

Keywords: MHC settings, access (to health care), interpreter mediation (in MHC), focus group methodology

Kilian G. Seeber Processing multi-modal input: what simultaneous interpreters look at Professional interpreters are routinely confronted with a wide range of input channels as content at conferences is delivered using multimedia devices such as slide presentations, animated videos and video prompters. Consequently, simultaneous interpreting can be viewed as a multi-modal information-processing task requiring the allocation of finite

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cognitive resources to different sub-tasks that interfere with each other to varying extents (Wickens 1984, 2002, Seeber 2007, 2011). Against this background, simultaneous interpreting with text, a task whereby interpreters have access to the manuscript of the speech, is of particular interest as it gives interpreters access to the same information unfolding at different speeds on two different channels. While the written discourse is immediately accessible in its entirety (within physical limits) through the visual channel, the spoken discourse unfolds over time and only becomes available incrementally at a speed imposed by the speaker. Owing to the obligation to check against delivery, however, interpreters most likely tend to both channels at different times. Following first experimental evidence suggesting that eye tracking is a suitable method to assess the extent to which interpreters actually rely on visual input in a multi-modal processing task like simultaneous interpreting (see Seeber 2012), I will present the methodology and results of an experiment aimed at exploring interpreters’ eye gaze during simultaneous interpreting with text. Keywords: Simultaneous interpreting with text, visual attention, anticipation, eye tracking References: Seeber, K.G. (2007). Thinking outside the cube: Modeling language-processing tasks in a multiple resource paradigm. Interspeech 2007, Antwerp, Belgium, (pp. 1382- 1385). Seeber, K.G., (2011). Cognitive load in simultaneous interpreting: Existing theories - new models. Interpreting 13:2, 176-204. Seeber, K.G. (2012). Multimodal input in Simultaneous Interpreting: An eye-tracking experiment. In Zybatov, L.N., Petrova, A., and M. Ustaszewski (Eds). Proceedings of the 1st International Conference TRANSLATA, Translation & Interpreting Research: yesterday - today - tomorrow, May 12-14, 2011, Innsbruck. Frankfurt a. M.: Peter Lang. Wickens, C.D. (1984). Processing resources in attention. In R. Parasuraman & D.R. Davies (Eds.), Varieties of attention (pp. 63-102). New York: Academic Press. Wickens, C.D. (2002). Multiple resources and performance prediction. Theoretical Issues in Ergonomics Science, 3 (2), 159-177 Esli Struys, Soudabeh Nour The effects of interpreting training and expertise on executive functioning: A systematic

review

Executive functions play a crucial role in the management (i.e., regulation, control) of cognition (Elliott, 2003), for instance, in working memory, task flexibility, reasoning and problem solving. Recently, research on multilingualism has revealed a specific role of these executive functions in managing language systems, leading to enhanced executive processing in multilinguals compared to second language learners and bilinguals (Poarch &

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van Hell, 2012). Interpreting is an even more complex skill that requires the coordination of several concurrent linguistic and cognitive activities (e.g., Morales, Padilla, Gómez-Ariza, & Bajo, 2015). Therefore, the question can be raised if interpreting training and expertise lead to additional effects on those executive functions. It is hypothesized that interpreters will be better in “updating”, “shifting”, and “inhibition” compared to standard second language learners, bilinguals, and multilinguals.

In order to answer this question, we have conducted a systematic review on the relationship between interpreting and executive functions. Four databases were searched with a cut-off date of May 31, 2015. In total, 11 papers were included that met our strict inclusion criteria. Moreover, the empirically validated theoretical framework by Miyake et al. (2000) was used to investigate which executive functions are most affected by interpreting.

Our results reveal that, in line with our expectations, consistent effects on “updating” and “shifting” were found; however, surprisingly, and in sharp contrast to our hypothesis, “inhibition” does not seem to be affected by interpreting. This is an intriguing new finding because in multilingualism research, inhibition is often indicated as the most relevant executive function involved in language management.

In the present paper, we explain for the first time how those two seemingly contradictory findings might be integrated. Finally, we discuss future studies on interpreting that are needed (including the presentation of our own new research project in Brussels).

Keywords: interpreting, training, executive functioning, cognition, systematic review

References:

Elliott, R. (2003). Executive functions and their disorders. British Medical Bulletin, 65(1), 49–59. doi:10.1093/bmb/65.1.49

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. doi:10.1006/cogp.1999.0734

Morales, J., Padilla, F., Gómez-Ariza, C. J., & Bajo, M. T. (2015). Simultaneous interpretation selectively influences working memory and attentional networks. Acta Psychologica, 155, 82-91. doi:10.1016/j.actpsy.2014.12.004

Poarch, G. J., & van Hell, J. G. (2012). Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 113(4), 535–551. doi:10.1016/j.jecp.2012.06.013

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Carmen Toledano Buendía, Laura Águilera Ávila Psychological resources for public service interpreters

Interpreting is a complex activity requiring the application of a wide range of knowledge gathered from across several different disciplines. The discipline of Psychology has much to offer in terms of enriching our understanding interpreting, but despite this little has been done to fully explore its ability to facilitate these types of communicative acts. Given the interdisciplinary nature of interpreting, psychology offers important knowledge and insights that lead to a better understanding of interpreters’ behaviour: the interpreter’s choice of action, the results of this action, their relationship and interactions with the other participants, and the dynamics of the communicative act itself. Similarly, the discipline of Psychology can offer interpreters the tools and competencies that they need to successfully address and interact with others, and to overcome many of the difficulties that arise in these types of interactions.

This paper explores some of the difficulties interpreters face, including: poorly defined expectations of professional roles; the excessive burden of responsibility the interpreter carries during the communicative act; or the emotional stress that must be handled in many interpretations. Furthermore, we shall present some resources and skills that can be used to counteract and overcome these challenges, such as the capacity to reflect on one’s own prejudices and myths, elements that facilitate communication, and emotional response and thought control strategies.

This paper and the work contained herein shall specifically focus on interpreting for cases involving gender-based violence and we shall use some of the results obtained from research that was carried out under the SOS-VIC project.

Keywords: psychological resources, public service interpreters, gender based violence Marcin Turski Interpreting in Highly Sensitive Contexts – a Blessing and a Curse The presentation will address the most frequent questions related to interpretation provided to especially sensitive clients, including state protected principals. Based on years of hands-on experience, the author will identify and briefly discuss the special expectations and requirements imposed by such clients on interpreters. The questions raised will include, but will not be limited to, issues of message clarity, confidence, confidentiality, predictability, patronising attitude, and enhanced stress levels. The latter part of the talk will indicate ways of dealing with the above issues in the professional context and will attempt to map out a profile of an interpreter dealing with high-level clients, where language mastery is but one of the multiple elements indispensable for doing the job well.

Keywords: interpretation, sensitive contexts, problem-solving in interpreting

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Maria Tymczyńska, Marta Kajzer-Wietrzny Opportunities for developing interpreters’ professional awareness in online role plays The advantages of remote interpreting such as flexibility and cost efficiency have contributed to a higher frequency of its use across the EU in recent decades (cf. AIIC Webzine 2011). In light of such a trend, it is only reasonable to assume that interpreters who receive training in remote interpreting stand a better chance in the job market (Berber 2008: 9). As a result, Information and Communication Technologies (ICTs) increasingly find their way into traditional interpreter training curricula (Sandrelli and de Manuel Jerez 2007; Kajzer-Wietrzny and Tymczyńska 2014). In this context, the EU project EVIVA (Jan 2013 - Dec 2014) examined how different virtual learning environments (VLEs) support interpreter training, and one of the aspects being investigated at the Adam Mickiewicz University in Poznan was the development of professional awareness in interpreting students. In EVIVA, we evaluated student performance in scripted and live interpreting contexts and it appears that, compared to scripted content, role plays provide a number of additional opportunities to develop professional awareness, for example live audiences tend to react to any interpreting mistakes or technical disruptions (Braun et al. 2014: 111). In this paper we present an extended analysis of Polish students’ consecutive interpreting performance across a set of situated thematic role-plays carried out in two VLEs which enable live interaction: a bespoke avatar-based 3D environment developed in Second Life in the IVY project (Braun et al. 2013) and a video-conferencing environment (Google Hangout). Our aim is to investigate whether and to what degree these VLEs are conducive to training professional interpreter behaviours. We first examine the opportunities offered by the two VLEs and then analyse those interpreting students’ behaviours that point to a developing professional awareness, such as asking for clarification, informing about any communication problems, managing the start and end of the interaction, maintaining a professional image and managing the equipment in remote settings. The paper concludes by presenting several recommendations with regard to training professional behaviours in remote interpreting. Keywords: interpreter training, remote interpreting, virtual learning environments, professional awareness References:

AIIC Webzine No. 57. 2011 “Conference and remote interpreting: a new turning point?” a report by Private Market Sector Standing Committee URL:http://aiic.net/page/pdf/3590

Berber, D. 2008. “ICT (Information and Communication Technologies) in Conference Interpreting: a survey of their usage in professional and educational settings”. URL: http://isg.urv.es/cetra/article_CETRA2007_berber.pdf.

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Braun, S., Davitti, E., Dicerto, S., Slater, C., Tymczyńska, M., Kajzer-Wietrzny, M., Floros, G., Kritsis, K., Hofstaedtter, P., Kohn, K., Roberts, J.C., Ritsos, P.D. and R. Gittins. 2014. “Evaluation Studies”. EVIVA Deliverable 6.1. URL: http://www.virtual-interpreting.net/assets/Reports/D6.1-Evaluation-Studies.pdf

Braun, S., Slater, C., Gittins, R., Ritsos, P.D. and J. C. Roberts. 2013. “Interpreting in Virtual Reality: designing and developing a 3D virtual world to prepare interpreters and their clients for professional practice”, in: D. Kiraly and S. Hansen-Schirra (eds) New Prospects and Perspectives for Educating Language Mediators. Tübingen: Narr, 93-120.

Google Hangout. URL: www.google.com/hangouts/

EVIVA (Evaluating the Education of Interpreters and their Clients through Virtual Learning Activities), EU Lifelong Learning Programme 2013-14, project 531140-LLP-1-2012-1-UK-KA3-KA3MP; co-ordinator University of Surrey, UK; with financial support from the European Commission, URL: http://www.virtual-interpreting.net/eviva-project/

IVY (Interpreting in Virtual Reality), EU Lifelong Learning Programme, Jan 2011 - April 2013, project 511862-2010-LLP-UK-KA-KA3MP; co-ordinator University of Surrey, UK; with financial support from the European Commission, URL: http://www.virtual-interpreting.net/ivy-project/

Kajzer-Wietrzny, M. and M. Tymczyńska. 2014. “Integrating Technology into Interpreter Training Courses: A Blended Learning Approach.” Intralinea Special Issue: Challenges in Translation Pedagogy, URL: http://www.intralinea.org/specials/article/2101

Sandrelli, A. and J. De Manuel Jerez. 2007. “The impact of information and communication technology on interpreter training. State-of-the-art and future prospects.” The Interpreter and Translator Trainer 1(2), 267-303.