rapid response module for humanitarian interpreters
TRANSCRIPT
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
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