The Manchester terror drill – and why we must stop linking Arabic with fanatics

This article was first published in ‘The Conversation’ https://theconversation.com/uk

by Máiréad Nic Craith

Greater Manchester Police staged a mock attack featuring a suicide bomber late on the night of Monday May 9. It began at the Trafford Centre shopping complex when a man in black walked into the centre of the main foyer and shouted “Allahu Akbar” – “God is great” – several times at the crowd. Moments later, an explosion rocked the food hall. The 800 volunteers dropped to the floor or ran into cafes and shops screaming for help, many of them made up to look as if they had horrific injuries.

The reaction has been largely negative, with many making the point that using the words “Allahu Akbar” reinforced the stereotype that terrorists are primarily Muslim. They rightly said that in reality, anyone can be a terrorist. By enforcing the Muslim stereotype, the exercise divided rather than united people and could increase anti-Muslim hate crime.

The police force was quick to put up a senior officer to respond. Stressing that “Allahu Akbar” was not scripted, he called the phrase “unacceptable” and apologised on behalf of the force since it “vocally linked this exercise with Islam”.

End of story? Actually an important point has been overlooked. The commentary has focused on the fact that the attack associated Islam and terrorism, but something else was associated with terrorism, too – the Arabic language. Spoken by an estimated 422m people, it is one of the most common languages in the world. Have we become so used to associating politics with particular languages that the matter is not considered exceptional or worthy of discussion?

UK connotations

This issue goes much wider than Arabic. Staying with the UK, other languages are associated with political ideologies, too. I worked in Northern Ireland for 11 years and could not fail to notice the political stereotypes around the Irish language. I worried that my beautiful Irish language name would generate the perception that my intentions were political – although friends assured me that given I was from the South, the issue did not arise.

Since the days of the hunger striker Bobby Sands, who taught himself and other fellow prisoners Irish in the H-Blocks, Sinn Féin has often been accused of politicising Irish. Linking Irish with political intent makes it uncomfortable for some people without nationalist aspirations to speak it in public.

Last year, for instance, the Belfast Telegraph columnist Claire Harrison wrote that she stopped her university course in Irish partly because of “a growing discomfort with a general assumption that I was a raving republican”.

Sinn Féin conference in Londonderry, Northern Ireland. Niall Carson

The perception that Irish is political has been greatly enhanced by politicians from non-nationalist parties seizing the opportunity to score a point at the expense of the Irish culture. Linda Ervine, a prominent unionist Irish-language speaker, last year accused Nelson McCausland of the unionist DUP of politicising the Irish language in exactly the same manner he claims republicans are guilty of. It’s not as if it has to be this way. Many of my friends in Northern Ireland who speak Irish on a regular basis do not associate it with politics and are motivated only by a love of Irish culture.

Over the Irish Sea in Scotland, we are seeing signs of something similar. In my recent TEDx talk on living heritage I noted that Scots has gained a new visibility and credibility as the culture has become more self-confident in the wake of the 2014 independence referendum. Pro-independence daily The National now features a weekly column in Scots, for instance. Yet the emergence of Scots cannot escape the political undertones. As the culture scholar Scott Hames wrote a few months ago, the “question of Scots is now becoming hyper-politicised in crude and distorting ways”. He argued that “national identity is undoubtedly part of the picture; but it needn’t be the whole picture”.

Many of us have heard the slogan that “a language is a dialect with an army and a navy”. Languages now considered “neutral” or “official” have often gained their visibility and credibility with the support of political structures – a fact often forgotten at the beginning of the 21st century.

So how to respond? The Irish-language activist Aodán Mac Poilín has suggested that, rather than attempting to depoliticise languages and break their link with specific communities, we should think about making them appropriate for many communities and in many spheres – multi-politicising them, if you will. With this in mind, it is good to read about the latest Arabic initiative in London, in which “Subhan Allah” (or “Glory be to God”) is appearing on posters on the sides of the red buses. This initiative by Islamic Relief is designed to change the negativity about Islam and foster understanding between different communities.

Sadiq Khan. Dominic Lipinski/PA

A few days ago, London elected its first Muslim mayor, Sadiq Khan. The most recent winner of the Great British Bake Off was the Muslim Nadiya Hussain. With more events like these and fewer ill-conceived terror drills and such like, it raises the possibility of multi-politicising Arabic. Perhaps there will come a time when we don’t immediately think of terrorism when we hear the word “Allah”. Perhaps we might think instead about justice, human rights and good food.

RADAR Workshop: From Hate Speech to Hate Communication

“From hate speech to hate communication:
How racism is produced and reflected through communicative practices”
Free training workshop
16th and 17th June 2016
George Davies Lecture Theatre, Heriot-Watt University, Edinburgh

 

RADAR – Regulating AntiDiscrimination and AntiRacism (Fundamental Rights and Citizenship Programme JUST/2013/FRAC/AG/6271) is an EU-funded programme that brings together nine partners from six countries. The project’s aim is to raise awareness and develop the necessary tools to identify and tackle hate-motivated and hate-producing communication, which have a racialised dimension. This will be achieved through training activities and events. The project will also provide a handbook as well as comparative studies and analyses. For more information on the project’s objectives, deliverables and individual work packages, please visit the project website and register on our platform.

RADAR workshops are being organised in the six partner countries (Italy, Finland, The Netherlands, Poland, Greece and the UK) from April to June 2016 to test the training material developed as well as the training approach. An international workshop will then be held in September in Perugia, Italy, drawing on the knowledge and expertise gained from the local pilot events.

Who is this workshop for?

  • professionals and trainees in the legal sector, the police, social workers, charity workers, people working in local and national authorities, policy makers, volunteers interested in ethnic equality and diversity
  • trainers interested in participating in the trial / pilot implementation of the proposed training approach and have open access and reusability of the available material.
  • people who have experienced racism or xenophobia and are interested in sharing their experiences and leading discussions.

What are the workshop aims?

  • Understand hate-motivated and hate-producing communication practices. Such an understanding can be empowering for (potential) targets of discrimination or hate communication. It can also help professionals to make better judgments, react effectively to racist and xenophobic behaviours and attitudes and ultimately help to prevent racism, xenophobia, discrimination and exclusion.
  • Recognise explicit as well as implicit forms of prejudice, racism and xenophobia, as well as the situations from which they might arise.
  • Develop skills to produce non-biased and inclusive communication.
  • Develop competence in communicating with people with culturally (and socially) different habits and behaviour models.
  • Distinguish between verbal, paraverbal, nonverbal and visual messages, how they are combined and embodied in communicative practices.
  • Become familiar with communicative techniques, strategies and procedures that apply to different situations and contexts.

In this way, participants may acquire useful tools for identifying and preventing hate-producing and hate-motivated communication practices and, ultimately, hate crimes. Participants should also be able to transfer the approach, either by putting it into practice in other contexts or, in the case of trainers, by training others.

What is the workshop content?

Two main themes are covered in the workshop:
(1)      language use in legal texts (laws and judgments) and its social implications
(2) communication practices reflecting and (re)producing racism, xenophobia, discrimination, exclusion.

We consider the following communicative practices among others: advertisement pictures, promotional and other videos, talkshows, written texts, in particular newspaper articles, and social media posts.

There will be discussion groups, round tables and activities to reflect on these communication practices, share experiences and recommendations. The full workshop programme will be provided following registration.

How to register

The 2-day workshop is free and includes lunch, coffee breaks, a drinks reception and a certificate of attendance. Registration is required. Places are limited so please register here http://goo.gl/forms/YEyCLvePki  by 10th June

Heriot-Watt is located on the outskirts of Edinburgh city centre and is easily accessible by bus and train.  Further travel information as well as the full workshop programme will be provided following registration.

Contact

Dr Katerina Strani, Assistant Professor, Department of Languages and Intercultural Studies, Heriot-Watt University: A.Strani@hw.ac.uk

Social Media

Facebook: https://www.facebook.com/Project-Radar-Just2013fracag6271-370112223154383/?ref=hl

Twitter: https://twitter.com/RadarProject         @RADARproject    #RADARproject

radar_small_logo

 

Being a Successful Interpreter

by Jonathan Downie

When it comes to opportunities to improve their skills, interpreters are spoilt for choice, right? We can work on simultaneous, consecutive, note-taking, er, hold on, that’s about it. Traditionally, and understandably, we tend to stop at skills training.

Skills training is good but it is becoming increasingly obvious that we need much more than good note-taking or control of synonyms. Interpreters of all stripes need to know how to sell their services, plan their career, present the right image and much more. In fact, unless you have a nice staff job, your work away from an assignment is as important as your work during it.

If your interpreting skills are poor, you won’t get more work. If your business, personal and planning skills are poor, you won’t get any work at all!

And then there is the whole question of burnout. How can we survive the ritual of research, travel, invoicing, admin, that comes inevitably with the job of being an interpreter, let alone the need to keep our family and friend relationships healthy?

Those are the kinds of questions that have been constantly in my mind as I spent 5 years of my life getting a PhD in expectations of interpreters. While my own research focus was on one small area, I have had the privilege of meeting and learning from experts in a wide variety of areas. From deliberate practice to perceptions of interpreters, from nutrition to decision-making, it has been an exciting and sometimes troubling ride.

Most of the results of that work were poured into my upcoming book: Being a Successful Interpreter: Adding Value and Delivering Excellence. Surprisingly, it turned out that the majority of the experts I was meeting were basically saying the same thing: successful interpreters add value to their clients, to their profession, and to themselves. And this was the true whether I interviewed experienced professionals like Esther Navarro-Hall and Judy & Dagmar Jenner or leading researchers like Prof Ebru Diriker and Dr Elisabet Tiselius.

Books are great, especially when they come with guides as to how to apply what you are learning. Their only disadvantage is that they are devoured alone. Imagine what it would be like if we could take the material from the book: the strong messages on adding value, the challenges to develop our skills strategically, and yes, all the lessons I learned from wiser people than me; but could discuss, dissect and apply them in a room together.

I thought that might be a good idea and, thankfully, a few people from Heriot-Watt University thought so too. So, on June 2nd, we will have the inaugural Being a Successful Interpreter course. This is a one-day interactive event that will being interpreters of all kinds together in one room, to learn together how we can build sustainable careers that suit our own skills and lifestyles, better understand the thought-processes of our clients, develop our skills strategically and build supportive communities.

Why bother being in the same room? Why not just do a set of webinars?

Well, for one, I have stopped believing that the traditional “I talk; you listen” mode of teaching actually works. Instead, the emphasis will be on learning and discussing together. There will be places where we look in detail at specific ideas from the book but we will mostly spend time discussing together how to apply them. There will even be space to sit and reflect on your own work, your own trajectory and your own decisions.

The emphasis will be in applying what researchers, experts and leaders have been saying and doing so in a way that makes sense to each of us.

There are two tiny catches. Tickets are limited. There is only space for 20 people in the room. And tickets are only on sale until 20th May. So, if you are looking to give your career a boost, plan for the future, or adjust to the ongoing changes in our profession, this is your chance. See you on the 2nd!

Just in case you missed it, you can get more info and buy tickets by clicking the name of the course at the end of this sentence: Being a Successful Interpreter.

 

 

Critical Link 8 keynote speakers and pre-conference events

This year’s Critical Link 8 Conference, which will be hosted in LINCS by CTISS, is going to be big. We are delighted to announce the Keynote Speakers:

  • The Rt Hon Lord Carloway, Lord President and Lord Justice General, the most senior judge in Scotland and Head of the Scottish Judiciary
  • Professor Laura Gavioli, Professor of English Language and Translation at the University of Modena and Reggio Emilia
  • Prof. Dr. Martin Volk, Professor of Computational Linguistics at the University of Zurich

If the intensive Critical Link 8 Conference Programme is  not enough and you are looking for even more things to do in Edinburgh next month, we have an exciting list of pre-conference events:

PRE-CONFERENCE WORKSHOPS (summary)

CL8 delegates and external participants

 Monday, 27 June  Tuesday, 28 June
 Beginners’ CAT Tools – Trados
Working in the Booth: Simultaneous Interpreting Taster 
Changing Societies, Changing Terminologies: Challenges  for Public Service Interpreters
Is There an App for that? Getting the Most out of Tablets in Community Interpreting
 Speak the Unspeakable: Interpreting for Victim Services
 Mission not Impossible: Teaching Interpreter Skills in Short Course Settings
“Shh…!” Confidentiality Issues for Freelance Translators and Interpreters 
 Ramon Inglada
 LINCS Staff
 Katerina Strani
Alexander Drescel & Joshua Goldsmith
 Marjory Bancroft
Katherine Allen
 Sue Leschen
 One-day
One-day
 Half-day: afternoon
One-day
 Half-day: morning
 Half-day: afternoon
 Half-day: afternoon

For more information & to register, click here

 

PRE-CONFERENCE VISITS (summary)

CL8 delegates and partners/friends only

Tuesday, 28 June
Visit to the Scottish Parliament 17.15-18.30 (tbc) Leaving Heriot-Watt 16.00-16.30 OR Meeting as Scottish Parliament at 17.00
Walking Tour of the Royal Mile Starting 18.30 Meeting in City Centre
Guided Tour of Mary King’s Close 20.00-21.00 Meeting in City Centre

For more information, click here

To register, click here

Looking forward to meeting you all in June!

 

EIRSS 2016 programme updated!

This year’s Edinburgh Interpreting Research Summer School (EIRSS) is taking place on 04 – 08 July 2016, right after Critical Link 8.

FINAL_POSTER_EIRSS_2016

We are delighted to have Daniel Gile as our guest speaker again this year. Professor Gile was also our guest speaker in the inaugural EIRSS in 2013.

The EIRSS is designed to offer intensive research training for existing and future scholars in any field of interpreting. Relevant to researchers interested in Conference Interpreting (CI) and Public Service Interpreting (PSI) alike, for both spoken and signed languages, EIRSS includes lectures on the state of the art in CI and PSI research, seminars on methodology  and research design and a round-table discussion. Suggested reading lists and other materials for personal study are also provided. EIRSS 2016 fits in nicely with this year’s CL8 theme, so if you are attending both, you pay a reduced fee for EIRSS.

The five-day programme includes guest lectures from world-leading figures in interpreting research as well as seminars by Heriot-Watt academics, librarians and research managers. Participants also have the opportunity to network with world-renowned researchers in the field of Interpreting as well as the chance to showcase their own projects and receive feedback from the expert staff in LINCS.

The updated programme can be found here

For more information about the EIRSS, please click here

To register, please click here – EARLY BIRD ENDS ON MAY 13th !!

Looking forward to meeting you and talking about research in Interpreting Studies!

eirss@hw.ac.uk

#EIRSS2016

Reporting from SCIC Universities Conference 2016: "Modern Learning Times – New Learning Needs"

by Katerina Strani

I had just broken my toe, was in agony, prescription drugs and chunky shoes but – who cares. It was my first SCIC universities conference in Brussels and I was buzzing. Two days of discussing new learning needs for interpreting students with one of the biggest clients on the market: the EU Commission. Bring it on.

Delegates from other EU Institutions were also present, as well as colleagues from universities worldwide. This year’s theme was “Modern Learning Times – New Learning Needs”.

We started with speeches by SCIC’s Head of Multilingualism and Interpreter Training Support Unit, Javier Hernandez Saseta, who spoke in Spanish. We then moved to Commissioner Kristalina Georgieva’s opening address. She spoke in Bulgarian and urged us to think about the interpreters of the future and how we can train them. Acting Director General of SCIC Carlos Alegria then also made an opening statement on the need of bridging the gap between interpreter training and professional needs. Everything was interpreted into English, French and Spanish by EU staff interpreters.

You would expect EU staff interpreters to be brilliant, and they were. The calmness and professionalism with which they rendered the most complex messages was unbelievable. They made a highly demanding and challenging cognitive task seem almost effortless and they were a pleasure to listen to. I was particularly happy to hear so many Irish accents in the English booth, and I swear I could hear a loud cheer when colleague Susan Folan from Galway spoke in Irish during one of the debates – or maybe it was just me.

The Young Interpreters’ Award – Leopoldo Costa Prize this year went to Monika Schneider, a student at the University of Germersheim who presented her winning piece “Modern Learning Times” in German.

Next, the Director of “Provision of Interpretation” of the Commission’s DG Interpretation Brian Fox presented the much-awaited ‘Trends in Interpretation’. According to the Council League Table 2015, the languages used mostly in interpretation slots are: FR, EN, DE, IT, ES. My own language, Greek (EL) came in 9th place.

Finally, Javier Hernandez Saseta presented an overview of SCIC support activities and reminded us that programmes should train for the broader market – something that LINCS has always been doing and is valued by students and graduates.

This year marked the 20th anniversary of the SCIC Universities Conference, so four (!) cakes were cut to mark the occasion:

SCICcake1

A webcast of Day 1 can be found here.

Day 2 was more hands-on. We rolled up our sleeves and started with the e-learning think tank led by the Head of the e-learning sector at SCIC, Fernando Leitão. Today was all about “blended learning”, something that we have been practising for quite some time in LINCS with the combination of in-class and online learning activities, use of technology, podcasts etc. AND something on which we have published papers.

Marta Kakol presented one of the most popular learning resources, the Speech Repository. The Speech Repository is a fantastic resource that is now available to everyone for free. It consists of a multilingual speech bank that covers all EU official languages, as well as languages such as Turkish, Russian and Chinese (Mandarin). The speeches are categorised into levels from basic to very advanced and include test-type speeches for those interested in taking the EU test.  SCIC is working hard to expand this database so that it can be used even more widely. The Speech Repository also offers the possibility of users to record their own speeches and build their own private speech banks to manage their training and practice. A simple tutorial on how to use the functions of the Speech Repository can be found here.

Another resource that I always recommend to students is ORCIT. I was thrilled to meet a lead member of the ORCIT team, Matthew Perret, a high-calibre interpreter based in Berlin with whom I also share a passion for comedy. I must add, though, that, unlike me, he is actually brilliant at it.

Discussions on blended learning were followed by Head of Unit for Interpreter Training Alison Graves’ presentation on blended testing, which introduces more flexibility to the EU test (without making it any easier!).

Sarah Bordes from ISIT in Paris presented a university’s perspective and renowned interpreter trainer Michelle Hof (aka The Interpreter Diaries) presented a trainer’s perspective on blended learning. This theme continued with Pedagogigal Assistance Coordinator Cathy Pearson’s presentation of SCICTrain and its huge potential, and Kilian Seeber’s presentation of a blended learning project at the University of Geneva.

Olga Egorova from Astrakhan State University made us think about different types of blended learning, including the usefulness of translation training for interpreters. This helps to create ‘hybrid’ professionals with better skills who are more competitive in the international market. This is certainly the case in LINCS with the popular LINT programme (MA (Hons) Languages – Interpreting and Translating). I graduated from this programme myself in 2001, specialising in French and Russian. We now offer French, Spanish, German, BSL at undergraduate level, as well as Chinese and Arabic at postgraduate level.

Lastly, Alexandra Panagakou, Head of Professional Support for the Interpreters Unit, spoke about SCIC in-house training and the importance of interpreters as autonomous learners. It would have been great if she had spoken in Greek, as I selfishly wanted my language to be heard as well!

A webcast of Day 2 can be found here.

Thank you @EUinterpreters

Until next year!

Justisigns Translation workshop

 By Jemina Napier

       hwnewlogo         justisigns        Police ScotlandEU Lifelong Learning

 

Click here to see a version of this blogpost in BSL.

 

As part of the Justisigns project, which is funded through the European Commission Lifelong Learning Programme, a masterclass was run in November 2015 jointly between the Heriot-Watt University BSL/Justisigns team and Police Scotland and included CID/police interview advisors, Deaf community representatives and BSL/English interpreters. The workshop involved joint and group sessions on the potential barriers for deaf people in accessing police interviews, the challenges for interpreters to accurately convey the goals of police interviewers, and deaf/sign language awareness raising for police interviewers, as well as interactive simulation role plays of BSL interpreted police interviews.

One of the issues raised during the discussions was the lack of standardization in a translation of the Scottish police caution, so interpreters may produce different versions of the caution in BSL. As the police caution is legally binding, the words are used specifically and are read out verbatim by police interviewers and sometimes followed up by an explanation if the person being questioned does not understand the formal caution.

Although a BSL translation of the English police caution is available, the wording of the caution is different from the Scottish caution, and therefore the BSL translation is also different from what is needed in Scotland.

At the masterclass workshop it was identified that having a BSL translation of the Scottish Common Law Caution available on video as a reference point for police, interpreters and the Deaf community would be a useful development. The ideal would be for a BSL translation to be accessible online for police to access on a mobile device (for example if detaining someone before an interpreter arrives) or for interpreters or deaf people to access at the point of a police interview (e.g. through an iPad or computer). At no point would the availability of the BSL translation circumvent the need for a BSL/English interpreter, as it is a legal requirement for interpreters to be present for any interaction between a police officer and a person who uses a different language.

So as a follow-up to the masterclass, we organized a translation workshop and invited key stakeholder representatives to be involved in discussing, developing and finalizing a standard BSL translation of the Scottish police caution. In addition to the Heriot-Watt University BSL/Justisigns team participants included representatives from Police Scotland, the British Deaf Association (Scotland), experienced legal BSL/English interpreters and a deaf interpreter.

The participants engaged in a ‘forward and backward’ translation process (Tate, Collins & Tymms, 2003), reviewing drafts of BSL translations, discussing lexical and legal conceptual challenges and creating new BSL versions of the caution.

At the end of the workshop a final version was agreed upon and filmed. This BSL translation of the Scottish Law Caution is now available to be referenced by BSL/English interpreters and interpreting students, police officers and Deaf community members in Scotland. 

Clare Canton

(Scottish Law Caution BSL translation translated by deaf interpreter, Clare Canton)

As part of the discussions it was also agreed to film an explanation of the Scottish Law Caution in BSL, to reflect what typically happens in a police interview where a police offer would read the caution verbatim, and then provide an explanation. The explanation that we agreed upon is as follows:

This Scottish police Caution means: You have the right to be silent. You don’t have to answer any questions, and you don’t have to tell me anything about what’s happened. But if do you have any explanation or comment to give at any point in this process, this is your opportunity to do that and we will record it (written, audio, video). And the recording may be used for further investigation in this case and in court proceedings.

This BSL translation of the explanation is also now available to be referenced by BSL/English interpreters and interpreting students, police officers and Deaf community members in Scotland.

Brenda Mackay

(Scottish Law Caution BSL explanation produced by legal interpreter, Brenda Mackay)

 

We would like to thank all the workshop participants for their contribution to creating this resource for interpreters, police and deaf BSL users in Scotland, and encourage as many people as possible to access this resource.

 

Translating Cultures Peru / Traduciendo Culturas Perù

by Raquel De Pedro Ricoy

“Unequal exchanges: The role of Peruvian indigenous translators and interpreters in resource-exploitation consultation processes”

Heriot-Watt University, Edinburgh. 14:15-17:15, 12 April 2016

The Centre for Translation and Interpreting Studies in Scotland (CTISS) at Heriot- Watt University will host a symposium on the role of Peruvian indigenous translators and interpreters in consultations regarding the exploitation of natural resources. The symposium is open to the public. Registration is free, but places are limited. Please book yours  here.

Programme:

o Welcome

o Prof Rosemary Thorp (Peru Support Group): “Mining and the threat to indigenous communities”

o Mr  Agustín  Panizo  (Head  of  the  Indigenous  Languages  Division, Ministry of Culture, Perú): “Prior Consultation as a space for redefining communication  between the State and the indigenous peoples of Peru”

o Presentation by Dr Jan Cambridge (Chartered Institute of Linguists): “A code of conduct is the scaffold supporting ethical safe outcomes”

o Prof  Rosaleen  Howard  (Newcastle  University),  Dr  Luis  Andrade (Pontificia Universidad Católica del Perú) and Dr Raquel de Pedro

(Heriot-Watt University): Findings of the project “Translating Cultures: The legislated mediation of Indigenous Rights in Peru”

o Q&A session

The event will be followed by a drinks reception.

We look forward to seeing you there!

 

BALEAP TEAP Portfolio accreditation for LINCS colleague

by Olwyn Alexander

Our colleague Alistair Frame, who is employed on a temporary contract in the English Section, has just successfully completed a BALEAP TEAP Portfolio accreditation to become an Associate Fellow of BALEAP.

BALEAP is the global forum for English for Academic Purposes (EAP) professionals. It is a professional organisation which provides accreditation for courses and individuals involved in the delivery of English for Academic Purposes courses. BALEAP accredited the Pre-sessional courses at Heriot-Watt in 2014.

The accreditation of individuals is a relatively new development, which involves the EAP teacher in compiling a portfolio of evidence related to the BALEAP Competency Framework for teachers of EAP and writing a personal narrative to link the evidence to the criteria. The award has been mapped to the HEA Professional Standards Framework and several BALEAP Senior Fellows are also now Senior Fellows of the HEA. The first cohort of Senior Fellows, who piloted the scheme, were awarded their accreditation in January 2015 when Olwyn Alexander was successful in becoming a Senior Fellow of BALEAP and TEAP Mentor and Assessor.

This award enabled the English Section to offer temporary teachers on the Pre-sessional courses CPD support to begin compiling their portfolios. Alistair’s is the first successful award from that process.

Congratulations Alistair!

 

Lost in Trados?

Look no further.

This year we are organising a CAT Tools Series as part of our CPD Programmes, starting with Trados Studio 2015.

The 1-day Beginners Course takes place on April 5th and the 1-day Advanced Course takes place on April 22nd. Register now as places are limited!

For more information on all our spring courses, please click here.

And don’t forget our Applied English and Interpreting Summer School!