trin 3101: introduction to interpreting unit 3: the linguistic, cultural, situational and...

TrIn 3101: Introduction to Interpreting

Unit 3: The Linguistic, Cultural, Situational and Professional

Tasks of Interpreting

Unit 3 2

Unit 3: Goals1) Collect 6 thought

questions2) Review Unit 2: 1 video

vignette, 4 situations2) Review personal and

contextual factors affecting the interpreter’s performance

3) Describe basic linguistic, cultural, situational, and professional tasks of interpreting

4) Define culture

5) Identify possible cultural conflicts in an interpreted encounter in a community setting

6) Identify some of the linguistic issues in finding appropriate equivalents in a cross-cultural medical encounter

7) Identify cultural issues that impact communication (video)

Unit 3 3

Application activity 2-2:What is the most effective response in the following situations? Role play each of the 4 situations where the interpreter uses the group’s most effective response.

5. While you are waiting for the lawyer, the mother asks you to watch her children so she can make a phone call.

6. The client assumes you will give him a ride home.7. The parents think their child is ill because he is

not eating much. The weight gain chart shows that the baby is fine. The doctor tells the mother that everything is fine, but the parents are not satisfied.

8. After the financial worker leaves, the client asks you which insurance plan is best for his family.

Unit 3 4

Video: The Professional Interpreter

1. Who is the interpreter?

2. How are the parties addressed?3. Is the interpreter prepared?4. Were introductions made?5. Where is the interpreter positioned?6. Which interpreting mode was used?7. Which inappropriate roles were

noted?8. Was there awareness of cultural

dimensions?9. Did the interpreter ask for

clarification and pauses when needed?

10. Was the interpreter aware of his/her own limitations and biases?

1. Family member, untrained person, professional

2. I, you, he/she3. Yes No4. Yes No5. 6. Simultaneous, consecutive,

summary7. Editing, giving advice, adding,

omitting information8. Yes No

9. Yes No

10. Yes No

Unit 3 5

Video: The Professional Interpreter

11. Did the interpreter use eye contact and the first person “I” in addressing the parties?

12. Does the interpreter treat all parties with respect?

13. Is the interpreter sensitive to ethical issues as they arise? Explain.

14. Was the interpreting done accurately and completely?

Comments:

11. Yes No

12. Yes No

13. Yes No

14. Yes No

Unit 3 6

Review message construction

Speakers have a GOAL: oral expression

Speakers have their own personal context: language culture ideas feelings personality style of communication

Unit 3 7

Message Construction

Speakers also communicate within a broader context: Setting Language Culture Participants Expectations

Unit 3 8

Humorous sign

Refugee Mental Health: Interpreting in Mental Health

Settings

Video: Resources

Unit 3 10

Refugee Mental Health: Interpreting in Mental Health Settings (video guide)

Locating and using available resources:

1. Identify qualified interpreters.2. Introduce them to the mental

health setting.3. Call qualified interpreters when

needed.

Unit 3 11

Q1: What are the local and regional

sources of interpreters? St. Paul courthouse has lists of certified

court interpreters plus a roster of those who have passed the ethical test.

Graduates of “our” Program in Translation and Interpreting.

People from other countries (Argentina) who have majored in Interpreting/ Translation.

Professional Interpreter Agencies (private, profit/non-profit, local, state, federal).

Staff interpreters in hospitals, clinics, education systems

Unit 3 12

Q2: What do interpreters need to know before accepting assignments in the mental health setting?

Prior assessment of patient’s language needs

Prior knowledge of actual setting of the interview

Prior knowledge of patient case history, personality, cultural taboos/ folklore

Prior briefing of current interview topic/needs

Unit 3 13

Q3: What are the elements of a professional relationship between interpreters, clinics and agencies?

How can scarce resources (such as a lack of professional interpreters of less common languages) best be used? Interpreter asks for patient/client information

in advance of the interview. Interpreter gives pre-interview explanation of

interpreter roles to all interested parties. All parties assist in “professionalizing” the

profession. Centralized agencies cooperate in providing

qualified interpreters, especially for the less common languages represented in the community.

Unit 3 14

Interpreter’s Role

Listen carefully. Do not play an active role in the dialogue.

Comprehend the message completely.

Re-express the message accurately in the other language.

Unit 3 15

Tasks of the Interpreter

According to the video: What is interpreting? What are the differences between

interpreting and translating? What is the difference between

simultaneous and consecutive interpreting?

What are the components of the speaker’s utterance?

Unit 3 16

Five tasks of the mental health interpreter

1. Psychological and linguistic tasks2. Cultural and sociolinguistic tasks3. Situational tasks4. Professional tasks

5. Learning tasks


1. Psychological and Linguistic Tasks

Unit 3 18

Linguistic tasks: Components of the speaker’s utterance

Words and affixes (prefix/suffix), or inflectionsCare, careful, careless, uncaring Call me! vs. Call me? Syntax—the way words are put together

You are here. Are you here? Pronunciation—stress, intonation, tone (high/low)

I know him. I know him. I know him?

Body language—gestures, gaze, sitting position Contextual linkage—connection with previous and

future messages and the setting or contextNote: ALL components carry meaning.


2. Cultural and Sociolinguistics Tasks

Unit 3 20

Cultural and Sociolinguistic Tasks Sociolinguistic differences: Vignette #4--girlfriend

An interpreter who does not know both languages and cultures can make serious mistakes.

Knowing both languages and cultures well is not enough; the interpreter must have the skills, ability, discipline, and endurance to interpret.

Spanish language differences influenced by cultures:

Amante – girlfriend or lover? Mueble – furniture or car? Guapo – brave or handsome? Simpático – nice or good-looking?

Unit 3 21

Cultural and Sociolinguistic Tasks Inappropriate language: Vignette #5--angry Patient

An interpreter needs to interpret everything, even if it feels uncomfortable.

The interpreter should not judge what language is inappropriate but must interpret all that is expressed, especially in mental health or courtroom situations.

What inappropriate language was used in Vignette #5? Examples of swearing or offensive language?

Unit 3 22

Cultural and Sociolinguistic Tasks Unfamiliar cultural practices: Vignette #6--coining

Sometimes the interpreter needs to stop interpreting and act as a cultural broker by elaborating briefly on the topic (such as folk remedies and practices) being discussed, but . . .

Only when crucial to complete understanding Only when the interpreter is knowledgeable of the

practice/remedy within the specific culture of the patient/client

At times important cultural issues outside the expertise of the interpreter may arise. The mental health professional may need to consult cultural experts such as anthropologists or knowledgeable members of the refugee community.


3. Situational Tasks

Unit 3 24

Situational Tasks

Pre-interview tasks Interview tasks Post-interview tasks

Unit 3 25

Pre-interview tasks With the

patient Scheduling Greeting Accompanying

the patient Evaluating

language needs

With the clinician Scheduling Deciding on mode Seating Informing him of

patient language needs

Getting accustomed to clinician’s speaking/ interviewing style

Unit 3 26

Interview tasks

Introductions Seating Monitoring communication Maintaining role Stepping out of role

Unit 3 27

Post-interview tasks With the

patient Accompany

patient to other appointments

Laboratory Pharmacy Translating

written materials

Scheduling

With the clinician Post-interview

discussion of communication problems or cultural issues, within the interpreter’s expertise


4. Professional Tasks

Unit 3 29

Professional tasks Ethical issues Signs of stress and fatigue Emotional issues Interpersonal issues

Unit 3 30

Ethical issues Confidentiality Neutrality

Even if a person is qualified in a mental health profession and is a competent interpreter, they should NOT be asked to practice both activities at the same time, just as a lawyer does not defend and interpret at the same time.

Limits of expertise Be realistic about fields of expertise No resources or time to prepare? – just say

“no”! Fidelity

Unit 3 31

Stress and fatigue

What are the signs of stress and fatigue?

How do you plan to deal with stress and fatigue?

Unit 3 32

Emotional issues What emotional issues can be

anticipated? Emotional involvement can lead to bias. Many refugee interpreters have also

lived through what their clients have lived.

How can emotional issues be addressed? Mutual trust Comfort Understanding

Unit 3 33

Interpersonal issues

What interpersonal issues can be anticipated? Supervisors: agencies vs.

freelance Personal vs. professional code of

ethics Respect and budget issues Transference


5. Learning Tasks

Unit 3 35

Learning Certified professional training Additional specialized training Constant reading of varied

genre Glossary of field-specific

terms, expressions, slang, technical terms, etc.

Unit 3 36

What is CULTURE?

Group activity (5-6 per group-<5 minutes): Select a recorder for your group. Based on the suggestions as

shown on the transparencies, each recorder will write down the group’s composite definition of “C/culture” to share with the class.

Unit 3 37

Cultural Issues: Areas of conflict

(see handout 3-3)

• Age/status• Gender• Beliefs and

values• Verbal and

non-verbal communication

Unit 3 38

The Bilingual Medical Interview II: The Geriatric Interview

The scenes depict medical interviews by physicians with non-English speaking geriatric patients. Each of the segments is an edited version of a complete visit, including a history, physical exam and review of medicines.These vignettes are designed to highlight points of interest regarding geriatric clinical issues, cross-cultural concerns and techniques for the bilingual interview.

Unit 3 39

Cultural issues: a review

As each scene is shown on the video dealing with geriatric medical interviews:a) circle the cultural areas of conflict observedb) briefly identify the specific conflict(s) demonstrated in each vignette c) How might/should the interpreter deal with each conflict?

Unit 3 40

Video: the geriatric interview

Scene 1 House call:Mature daughterinterprets forelderly Spanish-speaking motherwho is a bilateralamputee with anunstable heartcondition

Age/status Gender Beliefs and values Verbal and


Unit 3 41


Scene 2 hospital room:young nephew interprets for elderly Chinese uncle

Age/status Gender Beliefs and

values Verbal and


Unit 3 42


Scene 3 house call:Hindi-speaking female nurse interprets for elderly female patient


values Verbal and


Unit 3 43


Scene 4 Male physician +

male interpreter pre-interview

consultation interview with

elderly Spanish-speaking male


values Verbal and


Unit 3 44

Discussion of cultural issues: areas of potential conflict

Handout 3-3 (groups of 3-4): From his/her native culture perspective, each student will first identify at least one category in each of the four listed areas that may cause a conflict in a medical interview.

Individually, please share with the group what those conflicts entail.

Discuss how an interpreter might resolve each conflict.

Unit 3 45

Linguistic issues Group application activity 3-5 1. Divide into groups of four, preferably

with individuals from at least two different cultures.

2. Answer the following questions on your handout based on the norms of your “native language” culture. Assuming a medical encounter in a doctor’s office, give one answer for each question.

3. How might any of these factors influence an interpreted encounter?

Unit 3 46

Linguistic Issues: discussion1. Introductions

(verbal and non-verbal)

2. Concept of time3. Seating

arrangements- how close together?

4. Appropriate vs. inappropriate questions and topics

Unit 3 47

Linguistic issues: discussion5. What is said at

the beginning of an interaction?

6. Addressing each other: first, last names, titles?

7. Who makes the decisions?

8. How to signal an encounter is over?

Unit 3 48

Linguistic issues: discussion9. How formal or

informal are people?10. What is the polite

way to interrupt?11. How can age,

status or gender affect an interaction?

12. How important is “saving face”?

Unit 3 49

Quiz preparation

Date: October 6 Length: 40-60 min. Points: 50 total Content:

definition of terms (2 pts. each) short essay answers (3-10 pts. each)

Unit 3 50

Possible essay questions on quizDefinition of terms plus the following essay topics: Why is literal translation or interpreting

usually meaningless? Why should the interpreter speak in the first

person (“I”) while interpreting? What are the roles of the interpreter? Define culture and explain why the interpreter

should be knowledgeable of both cultures. Contrast and/or compare translating and

interpreting in 4 ways. What knowledge, skills and qualities does a

competent interpreter need to have? Explain the phenomenon of transference in the

interview.

Unit 3 51

Assignments due on 9/29/04

1. Read again the article “The Problem with Interpreters: Communicating with Spanish-Speaking Patients” by Vásquez and Javier (text pp. 155-157). Write the answers to the questions on the handout 3-6.

2. Write one thought question for each article from the text:

Codes pp. 1-4, 5-13 Rules pp. 257-263 NAJIT pp. 264-266

Unit 3 52

Until next Wednesday . . .

Have a wonderful week!

trin 3101: introduction to interpreting unit 3: the linguistic, cultural, situational and...

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