The Interpreters' Newsletter n. 25 - 2020
Permanent URI
CONTENTS / SOMMARIO
Orlando Marc, Hlavac Jim
Altieri Mirko
Tablet interpreting : étude expérimentale de l’interprétation consécutive sur tablette
Valero Garcés Carmen
Gattiglia Nora
Arumí Ribas Marta
Lázaro Gutiérrez Raquel, Gauthier Blasi Laura
Biernacka Agnieszka
Browse
Browsing The Interpreters' Newsletter n. 25 - 2020 by Issue Date
Now showing 1 - 10 of 10
Results Per Page
Sort Options
- PublicationCreating a Virtual Learning Environment in Public Service Interpreting and Translation. The Massive Open Online Course Get Your Start in PSIT(EUT Edizioni Università di Trieste, 2020)Valero Garcés, CarmenTechnologies are providing exciting horizons to expand communities of practice and to create Virtual Learning Environments (VLE). For Public Service Interpreting and Translation (PSIT), this is an opportunity to think in terms of partnerships and communities of practice. Creating an open Virtual Learning Environment would increase the possibilities of learning, facilitate language-specific communities of practice, and help develop resources for minority languages. It would also help Public Service Interpreting and Translation stakeholders share resources and knowledge beyond the traditional boundaries set by courses, schools, or countries. MOOCs are good examples of open educational resources that form part of a Virtual Learning Environment. The Massive Open Online Course Get Your Start in PSIT is an example. The main objective of this article is to present the development and first results of the implementation of this free open course.
230 160 - PublicationTablet interpreting : étude expérimentale de l’interprétation consécutive sur tablette(EUT Edizioni Università di Trieste, 2020)ALTIERI MIRKOThe increasingly rapid technological evolution poses new challenges to the practice of interpretation, but also new resources. Among these we find tablets, which are now used by several professionals for simultaneous and consecutive interpreting assignments. Since studies on the use of these devices in interpreting practice are still scarce, this short contribution will scrutinise on the possible impact of the use of a tablet on the quality of consecutive interpreting. It will also try to answer questions that interpreters will increasingly ask themselves in the future, such as: can tablets improve the quality of interpretation? Is it necessary to train and practice in order to interpret with a tablet? This paper shows the results of the study of a master’s thesis in Specialized Translation and Conference Interpreting at the University of Trieste.
310 590 - PublicationNon-verbal communication as a component of Polish-English courtroom talk affecting the accuracy and impartiality of interpreting(EUT Edizioni Università di Trieste, 2020)Biernacka, AgnieszkaNon-verbal communication is a fundamental element of intercultural interactions. This paper seeks to discuss non-verbal expressions, such as gazes, long pauses, pointing gestures, nodding and other head movements, produced by the participants in Polish-English courtroom interactions with a view to studying the interpreter’s obligation to provide accurate renditions and to remain impartial. It is hypothesized that not only may non-verbal components of the original speakers’ utterances have an impact on the interpreters’ renditions, but also that the interpreters’ own non-verbal expressions have the potential to add to the meaning of their utterances. The results of the analysis show that all participants, including interpreters, use a non-verbal channel and that body language can affect the meaning of the messages transmitted throughout the interactions and lead to a possible lack of accuracy and/or impartiality in interpreting.
310 218 - PublicationSimultaneous-consecutive in interpreter training and interpreting practice: use and perceptions of a hybrid mode(EUT Edizioni Università di Trieste, 2020)
;Orlando MarcHlavac, JimBy examining the nature and status of the under-researched hybrid mode of interpreting Simultaneous-consecutive, this article aims to assess the amenability of its use in interpreting training and practice. After reviewing the development and specific features of the mode, initial studies and trials carried out in various contexts, as well as impressions from practitioners and users, the authors consider contemporary observations and future directions, and discuss possibilities to implement the mode in interpreter training curricula. Finally, in an attempt to potentially democratise its use in the interpreting community, the paper focuses on the perception of practitioners, as well as of twenty-five trainee interpreters trained to perform in the mixed mode.487 707 - PublicationThe Interpreters' Newsletter n. 25/2020(EUT Edizioni Università di Trieste, 2020)Founded in 1988 as the first journal on Interpreting Studies, The Interpreters’ Newsletter publishes contributions covering theoretical and practical aspects of interpreting.
183 3259 - PublicationHow command of theoretical concepts contributes to the professional development of future interpreters(EUT Edizioni Università di Trieste, 2020)Arumí Ribas, MartaThis article examines the role of theory in interpreter training. It reflects on how the conceptualization of practice through theory can be an anchor for the professional development of future interpreters. The study firstly draws on the Vygotskian notion of praxis, which smooths the way for the integration of abstract principles with real, practical experience. Based on the sociocultural theory of learning, although experience is the starting point for all professional development, practice can only be productive if it is the object of critical reflection and of systematic examination. In that light, the systematic reflection on one’s own practice is the link between theoretical concepts and personal experience. Survey results provide initial data on the need for greater interrelation between theory and practice, as identified by trainee interpreters and their trainers, and underline the purpose of theory in eminently practical training. The article makes proposals on how to work meaningfully with theory, as well as on what theoretical content should be included in training and how to do so with theory closely linked to practice.
353 560 - PublicationVers la professionnalisation de l’interprétation en milieu de soins de santé. Quel degré d’(in)visibilité pour l’interprète ?(EUT Edizioni Università di Trieste, 2020)
;Lázaro Gutiérrez, RaquelGauthier Blasi, LauraHealthcare interpreting is a relatively new profession from two perspectives. Its many facets are still being studied in the field of Interpreting Studies and, more often than not, it does not rely on a full-fledged workforce. It requires particular professional translation and interpreting competences. Moreover, this profession is anchored in the new multicultural societies and faces new challenges that we will try to analyse within the framework of the sociology of the professions. This allows us to understand how a profession works, how it is recognized, and what is needed to achieve this recognition. We will attempt to define healthcare interpreting and explain the importance of recognizing it as a social practice. Against this backdrop, we will discuss the paradigm of invisibility, a principle that has been addressed in training programmes since the beginning of the professionalisation process of interpreting and translation.229 677 - PublicationLa pédagogie du dialogue : une approche phénoménologique pour la gestion des émotions dans l’enseignement en ligne de l’interprétation(EUT Edizioni Università di Trieste, 2020)Gattiglia, NoraMost interpreting students (and their trainers) face negative emotions during their educational path. Anxiety and stress are common, and can prevent students from performing effectively. Yet, interpreter education mainly focuses on language and communication skills, leaving emotional competence to the student’s personal growth. This article advocates for a global approach to interpreter education, aiming at legitimating, understanding, and transforming negative emotions in the educational practice by means of a dialogic approach, grounded in the fields of Dynamic Phenomenology and Existential Psychotherapy. While interpreter trainers are and cannot be psychotherapists, they are communication experts and dialogue analysts who can harness their skills for educational purposes. In this article, I describe a dialogic approach to on-line Dialogue Interpreting education, experimented during two blended elective courses in Telephone Medical Interpreting (2016-17 and 2017-18) and a Dialogue Interpreting course given on-line due to the CoVid-19 pandemics (2019-20).
207 239