Sign language interpreting in international conferences & high-level meetings: Pioneering work at Heriot-Watt University

By Jemina Napier

Click here to see blogpost in International Sign

In December 2019, the Centre for Translation & Interpreting Studies in Scotland and the Heriot-Watt University BSL team (SIGNS@HWU) had the privilege of hosting a curriculum development meeting to discuss a potential pioneering new Masters programme in Sign Language Interpreting in Conferences and High-Level Meetings, as well as the delivery of a ‘taster’ course in 2020 in order to boost the number of International Sign interpreters currently working in these contexts.

Participants included representatives from key stakeholder Deaf community and sign language interpreting organisations, including the World Federation of the Deaf, World Association of Sign Language Interpreters, European Union of the Deaf, European Forum of Sign Language Interpreters, Overseas Interpreting, the AIIC Sign Language Network and the National Technical Institute of the Deaf-Rochester Institute of Technology; as well as independent experts with experience as deaf and hearing International Sign interpreters and interpreter educators.

Participants at the development meeting, December 2019

The curriculum development project has been part-funded by the Directorate General for Interpretation (SCIC) at the European Commission, with support for staff time from the Heriot-Watt University School of Social Sciences and Department of Languages and Intercultural Studies (LINCS). 

The project has been established in recognition of the increasing demand for sign language interpreters to work at international conferences and high-level meetings, and also to increase the numbers of International Sign interpreters accredited through the WASLI-WFD International Sign interpreter accreditation system.

SCIC recognised Heriot-Watt University as being the ideal university to develop a new Masters programme, as LINCS been offering courses in Conference Interpreting since 1970 and is one of only four UK university departments that have been granted membership of CIUTI, an international body which brings together universities which specialise in translating and interpreter training. LINCS is also a partner with the Magdeburg University of Applied Sciences in Germany and HUMAK University of Applied Sciences in Finland in the delivery of the European Masters in Sign Language Interpreting (EUMASLI). Thus, we will draw together our expertise in training both spoken and signed language interpreters to deliver this pioneering course. It is hoped that the new Masters programme will commence from September 2021

2020 intensive course

The first step in the curriculum development project is to offer an intensive ‘booster’ course in June 2020.

The intensive 5-day course on sign language interpreting in international conferences and high-level meetings (SLIC) for professionally qualified national sign language interpreters focuses on strengthening International Sign skills, enhancing awareness of relevant European and international institutions, as well as practical translingual interpreting skills, working between primarily English and International Sign but also other spoken and signed languages.

This intensive course has three goals:

(1) To prepare interpreters to apply for WASLI-WFD International Sign interpreter accreditation.

(2) To boost the number of International Sign interpreters working internationally, but particularly in Europe to meet needs at the European Commission, the European Parliament, at United Nations Geneva, and also for academic conferences and political meetings.

(3) To trial curriculum content for a potential new Masters programme in Sign Language Interpreting at Conferences to be offered through Heriot-Watt University LINCS.

  • The overall aim of the intensive course is to work towards readiness for applying for accreditation either with WFD-WASLI, or for EU or UN accreditation.
  • Completion of the intensive training course is no guarantee of accreditation or offers of work as an International Sign interpreter

Course content

The final course content and delivery will be finalised once the language combinations of the participants have been confirmed. Overall, using a case study approach, the 5-day course will include discussions and practical sessions on:

  • The International Sign/ multilingual interpreting landscape
  • EU and international organisations
  • Enhancing translingual skills
  • International Sign ‘therapy’
  • Applied interpreting skills
  • Unilateral interpreting
  • Bilateral interpreting
  • Relay interpreting
  • Critical reflective practice
  • One-to-one structured feedback on interpreting
  • Interpersonal skills
  • Professionalism and ethics

Our state-of-the-art digital interpreting and sign language labs will be available exclusively for use by students on this course, as well as access to bespoke visual software for recording and annotating sign language interpreting work.

The course will be delivered primarily by leading sign language, deaf studies and sign language interpreting researchers, educators and practitioners at Heriot-Watt, including:

  • Professor Jemina Napier: Accredited WFD-WASLI International Sign interpreter, AIIC Associate member, Registered Qualified BSL/English interpreter, Accredited Auslan/English interpreter, expertise in research and teaching on sign language interpreting
  • Professor Graham H. Turner: Sign language policy and Interpreting Studies academic, co-founder of the EUMASLI and Heriot-Watt BSL UG programmes, expertise in research and teaching on sign language interpreting and BSL policy
  • Dr Annelies Kusters: Deaf Studies academic, expertise in research and teaching on deaf ethnographies, professional mobilities, translanguaging and International Sign
  • Dr Robert Adam: Accredited WFD-WASLI International Sign interpreter, Registered Qualified BSL-ISL interpreter, Registered Qualified BSL-English translator, expertise in research and teaching on sign language contact and sign language interpreting. (joining Heriot-Watt staff in April 2020)
  • Dr Stacey Webb: Certified ASL/English interpreter, expertise in teaching sign language interpreting and research on sign language interpreting pedagogy
  • Andy Carmichael: Accredited WFD-WASLI International Sign interpreter, AIIC Associate member, Registered Qualified BSL/English interpreter, Accredited Auslan/English interpreter, Chair of the board of Association of Sign Language Interpreters UK (ASLI UK), in-house interpreter at Heriot-Watt, expertise in training and mentoring sign language interpreters
  • Christopher Tester: Accredited WFD-WASLI International Sign interpreter, AIIC Full member, Certified ASL/English interpreter, PhD student at Heriot-Watt, expertise in training sign language interpreters

In addition, further input will come from LINCS academics who are experts in teaching multilingual, spoken language conference interpreting, and external collaborators with expertise in International Sign and International Sign interpreting.

Who is this course for?

  • This intensive course is targeted at sign language interpreters from any country who have not yet achieved WFD-WASLI International Sign interpreter accreditation, or are already accredited but do not feel that they have previously received sufficient training and would like more professional skills development. Priority will be given to applicants who are not yet accredited.
  • Applications are particularly encouraged from interpreters who are deaf, female or from ethnic minorities.
  • A quota of places will be offered to European-based interpreters due to the part funding of the course by the European Commission.

Course dates

Date: 8th-12th June 2020

Venue: Heriot-Watt University, Edinburgh Campus, Scotland

Applicants for the intensive course must meet the following essential criteria:

  • Hold a national sign language interpreting qualification (or equivalent)
  • Have a minimum of 5 years post-qualification (or equivalent) experience in national sign language interpreting
  • Have extensive experience of national sign language interpreting in conference or high-level meetings (minimum of 50 hours)
  • Evidence of IS conference interpreting experience (minimum of 20 hours)

Applications from deaf or hearing interpreters from countries that do not have established undergraduate sign language interpreting programmes, or professional infrastructure will be considered on a case-by-case basis for the equivalent knowledge and experience.

How to Apply click here to get more information and how to apply

IndyLan Newsletter – January 2020

Welcome to the first newsletter of our Erasmus+ project Mobile Virtual Learning for Indigenous Languages (IndyLan). The 26-month project (2019-2021) is led by Heriot-Watt University and the Coordinator is Dr Katerina Strani from the Department of Languages and Intercultural Studies

IndyLan includes 5 partners from 4 countries (UK, Finland, Norway and Spain) and aims to develop a mobile application which will help to learn the languages and cultures associated with the following indigenous languages: Gaelic, Scots, Cornish, Basque, Galician and Saami. The project will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages.

The partners are:

The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’). 


The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test. 

The app will be launched at the Final Dissemination Conference in Cornwall in September 2021. It will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material.

Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies. 

News and updates

Our kick-off meeting took place in Edinburgh on 07-08 October 2019. 

Partners met at Heriot-Watt University‘s Riccarton campus and discussed the project’s timeline, milestones and deadlines. They agreed on the project logo and on the design of the website. Each partner gave an overview of their contribution. The project evaluation procedures were also finalised, and the procedure of appointing an external evaluator was agreed upon. The external evaluator for the project will be Dr Philip McDermott, Senior Lecturer, School of Applied Social and Policy Sciences, University of Ulster. The full agenda of the meeting can be found here.

(L-R) – Áile Jávo (Saami Council), Mark Trevethan (Cornwall Council), Katerina Strani (HWU), Veronica Gelfgren (Learnmera Oy), Naroa Bengoetxea (Asociación Moviéndote)

The first Intellectual Output is a short needs analysis, which will be published in early February. The 2nd Intellectual Output will be the application itself, which will be ready in beta version by April 2021. The 3rd Intellectual Output will be the pilot testing of the app which will be carried out by remote users as well as participants in our multiplier events in all partner countries in the summer of 2021. The app will be launched at the Final Dissemination Conference in Cornwall in September 2021. It will be available for download globally for free in both iOS and Android.

Discussing the budget
A long but productive day!
Discussing the vocabulary and going through more than 4,000 terms!
Finished! Now time for the partner dinner.
(L-R): Katerina Strani (HWU), Veronica Gelfren (Learnmera Oy), Mark Trevethan (Cornwall Council), Naroa Bengoetxea (Asociación Moviéndote), Áile Jávo (Saami Council)
The IndyLan project partners with our Intercultural Research Centre Directors Ullrich Kockel and Máiréad Nic Craith

Our project website will soon be available, so stay tuned!

Next project meeting:

10-11 June 2020

Karasjok, (Sápmi) Norway

Hosted by the Saami Council Headquarters

 Follow us on Twitter: https://twitter.com/IndylanApp

 Like us on Facebook: https://www.facebook.com/ProjectIndyLan

For any questions or comments, please contact the project coordinator:

Dr Katerina Strani

Department of Languages and Intercultural Studies

Henry Prais Building

Heriot-Watt University

Edinburgh EH14 4AS

UK

Tel: +44 131 451 4216

A.Strani@hw.ac.uk

LINCS welcomed once again the pupils from Larbert High’s School of Languages

By Fanny Chouc

As part of this long-standing cooperation, S1 to S4 pupils visit campus several times a year and get a chance to consolidate their French and Spanish, but also to broaden their knowledge and understanding of languages and cultures.

This scheme was initially set up as a collaborative project to work towards the implementation of the government’s 1+2 policy, and it’s one of the many innovative ways in which LINCS engages with local communities in order to inspire young generations of learners. The project was initiated by Mr Meikle, one of LINCS’s graduates, who is now Depute Rector at  Larbert High, and it has been beneficial to both institutions: young learners with a taste for languages get a chance to further their skills by working with native speakers and talented university students, while discovering our campus, and Heriot-Watt students and Erasmus students and interns get a chance to share their culture and passion for languages, whilst gaining some valuable teaching experience. This collaboration has benefited our graduates and students further, as Larbert High has welcomed some of them as volunteers for some shadowing and classroom experience, like Mrs More. She has been accompanying the groups to her alma mater and this experience enriched her CV; she’s since secured a place on a teacher training postgraduate programme of studies.

So what do pupils do when they visit LINCS?

They engage in a range of activities geared both towards practice, with applied classes in French and Spanish related to their curriculum, but since LINCS is a also very global department, with expertise in multilingualism and multiculturalism, we use the in-house expertise to broaden these young linguists’ horizons.

For instance, during their latest visit, S2 and S3 pupils got an insight into British Sign Language learning, thanks to two of our Honours students from the BSL degree in Interpreting, Translation and Applied Languages Studies. Lou and Louise explained how they came to study this language, how the learning experience is designed and the skills they developed along the way, and pupils’ curiosity was clearly peeked: they asked questions about the language, but also about the deaf community and culture.

Thanks to our Erasmus + intern from Mons University, Nathanaël Stilmant, these two groups also discovered another French-speaking country, Belgium. As part of this session, very much focused on the multilingual nature of this country, pupils also had a chance to learn some Dutch and Walloon.

S4 pupils, who are already thinking of exams, worked on their Spanish with two of our Honours students: Simon and Rachel devised activities around their curriculum, but also shared anecdotes about their experience as students at Heriot-Watt and as Erasmus students abroad, since the M.A. includes two semesters of study in one of our partner institutions on the continent or beyond. This helped young learners consider the importance of a global profile, at a stage when they are making important study choices and are starting to think about higher education.

As for S1 pupils, after a French session with one of our enthusiastic 2nd year, Samuel, they went on an adventure on campus: armed with audio clues in French, they explored the grounds, collecting information along the way, in a bid to crack a code to work out the secret message they had been given. This cross-disciplinary and fun approach gave them a glimpse into the daily life of students as they went from one place to the next, and this discovery experience is also part of a joint bid to make young pupils think about university studies from an early age. It was also a chance for them to realise that languages and STEM subjects often complement each other well: code-breaking has historically been done by linguists as much as scientists; for instance, many of the talented code-breakers who worked in Bletchley Park during World War II were linguists, and worked alongside mathematicians to crack and decipher codes used by enemies to communicate.

But more exciting opportunities lay in store: for their next visits, pupils will get a chance to visit the Confucius Institute for Business and to learn some Esperanto, to name but a few of the activities LINCS has in store for them.

InterTrainE Newsletter: January 2019

Welcome to the first newsletter of our Erasmus+ project Intercultural Training for Educators (InterTrainE). The 27-month project (2018-2020) is led by Heriot-Watt University and the Coordinator is Dr Katerina Strani from the Department of Languages and Intercultural Studies.

InterTrainE includes 7 partners from 4 countries (UK, Finland, Italy and Greece) and aims to develop an intercultural training programme for educators teaching adult migrants.

The partners are:

Specifically, the project will develop a modularised training curriculum with qualification standards specialised for Adult Education. It will also produce a handbook for trainers including a theoretical framework of basic concepts, learning outcomes and the training package itself which will include practical exercises and, where possible, case studies. All the training materials will be uploaded to a MOOC.

A Joint Staff Training Event will take place in Rethymnon, Crete, in March 2020, where the partners will test the curriculum and training materials before these are finalised and presented at the Final Dissemination Conference in Edinburgh in September 2020.

Our kick-off meeting took place in Edinburgh on 22-23 October 2018.

Partners met at Heriot-Watt University‘s Riccarton campus and discussed the project’s timeline, milestones and deadlines. They agreed on the project logo and on the design of the website. Each partner gave an overview of the Intellectual Output that they would be leading. The project evaluation procedures were also finalised, and the procedure of appointing an external evaluator was agreed upon. The external evaluator for the project will be Dr Jim Crowther, Senior Lecturer in Community Education, University of Edinburgh. The full agenda of the meeting can be found here.


Progress and 1st Intellectual Output (IO1)

The first two Intellectual Outputs (IO1 and IO2) constitute a needs analysis. For IO1, Online questionnaires on educators’ and learners’ experiences and views on intercultural education in each country were designed and distributed. A database of stakeholders in every partner country was created for this purpose as well as for general dissemination purposes. The questionnaire data was collected, analysed and evaluated by each partner. National reports were drafted accordingly, and a project report was completed by CLP, who led this output, in December 2018.

The project report for IO1, which includes the questionnaire templates and findings from all countries participating in the project, can be found here.

2nd Intellectual Output (IO2)

The second phase of the needs analysis, which started in January 2019, includes:

  • background research for existing programmes on intercultural training for educators, aiming to point out the needs for update or the development of new material
  • semi-structured interviews of experts and educators in adult education in each partner country. Interviews are currently under way and the findings will be compared to existing data on qualifications and competences available.

National reports will be drafted, and the leading partner for this IO, Il Sicomoro, will compile the project report for IO2.

This is estimated to be ready in March – watch this space!


Our project website and social media accounts will soon be available, so stay tuned!

Next project meeting:

11-12 April 2019

Matera, Italy

Contact

For any questions or comments, please contact the project coordinator:

Dr Katerina Strani

Department of Languages and Intercultural Studies

Henry Prais Building

Heriot-Watt University

Edinburgh EH14 4AS

UK

Tel: +44 131 451 4216

A.Strani@hw.ac.uk

Sign language researchers talk research!

By Jemina Napier

Click here to see a version of this blogpost in British Sign Language (BSL).

While I am on research sabbatical from Heriot-Watt University I am fortunate to be spending my time as a Visiting Research Fellow at the Institute for Advanced Studies in the Humanities (IASH) at the University of Edinburgh (see here for overview of what I am working on).

As part of my fellowship I have been able to avail of IASH facilities to organize a workshop with a leading scholar in the field of Deaf Studies, Dr Annelies Kusters, to bring together a small group of researchers who work with sign language data. The 2-day workshop took place on 25-26 October 2018 and was by invitation only. Our priority was to invite deaf and hearing researchers that are fluent British Sign Language (BSL) users, and who are currently grappling with issues either to do with the analysis of qualitative sign language data, or are exploring new and innovative qualitative research methods. One of the reasons we wanted to ensure that everyone is a fluent BSL user is because we wanted to avoid holding discussions through interpreters, to allow for more in-depth and organic discussions. And this certainly worked!

The majority of the 12 attendees were my colleagues and PhD students from the Department of Languages and Intercultural Studies at Heriot-Watt University, but we also had several attendees from other UK universities and also one Finnish university.

The first day (Thursday) was dedicated to the discussion of different approaches to data analysis, and the second day (Friday) was devoted to methodologies. Each participant was asked to give a 15-minute presentation about their topic and we built in plenty of time for discussion. The projects being conducted by the group range from experiences of deaf people seeking asylum in Finland, documentation of Indonesian Sign Language, explorations of professional and labour migration among deaf sign language users, family sign language policy, deaf tourism in Bali, video remote sign language interpreting in police settings, different perceptions of sign language interpreting, and experiences of deaf business owners, deaf professionals and deaf parents in social work contexts. As you would expect, such a range of projects calls for a range of approaches to data analysis and methodologies. Over the two days the following key issues were discussed:

  • How and whether to anonymise video data
  • Whether to directly code from sign language data or translate and code from written (representative) texts – and if so what and how to translate
  • Use of different software for coding (such as ELAN, Atlas.ti or N-Vivo)
  • Processes for deciding what and how to code
  • How to code observational fieldnotes, and saturation of observational data
  • Thematic coding as an organic or planned process
  • Using visual methods for data collection and analysis – eco-maps, photos, film-making, social media networking sites
  • Data coding fatigue
  • Benefits of documenting analytical decisions as part of the research process
  • Value of having conversations with others about coding/ annotation/ analytical processes
  • Challenges of how and what to code
  • Power dynamics in interviewing participants
  • Positionality and the observer’s paradox
  • Reflexivity in planning, reviewing data collection and data analysis
  • Ethics of recruiting and interviewing disadvantaged people, and methods for gaining consent
  • Building rapport and trust with research participants
  • How to create semi-authentic simulations of sign language (interpreted) interactions
  • Interviewing directly or through interpreters
  • Methods for taking fieldnotes

This exploratory workshop was a huge success, so we hope to make it an annual event, and open it up to other sign language researchers. Many of the issues we dissected are not unique to sign language researchers by any means, but being able to come together and have the space to have open and frank conversations about our work in sign language was a rare and much valued opportunity. We are considering a proposal for an edited volume based on the format of this workshop, so hopefully that will be a book that we can add to the IASH library one day!

 

This blogpost was first posted on the IASH website on 6th November 2018: http://www.iash.ed.ac.uk/news/sign-language-researchers-talk-research

 

Moving Languages project finished!

by Katerina Strani

We are very pleased to announce that our EU-funded Moving Languages project has now come to an end! The 27-month project (2016-2018), led by Learnmera Oy in Finland with LINCS at Heriot-Watt as a partner, developed a free mobile application designed to help new migrants learn the host language(s) and familiarise themselves with culture-specific vocabulary and concepts. A user-friendly, versatile and comprehensive app, it also aims to encourage people to learn other languages and promote understanding between cultures.

The Moving Languages app provides a gamified language- and culture-learning tool. It contains 4000+ illustrated vocabulary items for easy concept recognition, grammar exercises, flashcards, reading comprehension, listening comprehension, culture, administration, health and immigration tabs, dialogues with audio, audio spelling and comprehension tests and many other features. The app covers topics that are essential during the first steps of living in the host country. 

Users can learn English, Spanish, Italian, German, Swedish, Finnish (main languages) from 20 support languages widely spoken by refugees/migrants in partner countries:

Albanian, Arabic, Bulgarian, Chinese, Croatian, Estonian, French, Hungarian, Kurdish (Sorani), Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Somali, Tigrinya, Turkish, Ukranian, and Urdu

They can also use the main languages as support languages if they wishes. This means that if you download the English app, you can learn English from 25 languages in total.

 

We launched the app at an event held in June 2018 and held our final meeting in Bilbao on 4th October 2018 to finalise the app and the project. It has been a pleasure to work with our international partners in this project and to engage with users who have tried our app.

The project may have ended, but our apps will be available for free for the next 3 years, so please download them, try them, and send us your feedback!

You can download the English app here:

iOS https://itunes.apple.com/gb/app/moving-languages-uk/id1389806713?mt=8

Android https://play.google.com/store/apps/details?id=com.ml.english

To download the Spanish, German, Italian, Finnish and Swedish language apps, please click here.

For a step-by-step guide on how to use the app, please click here

For more information, contact the UK coordinator, Dr Katerina Strani A.Strani@hw.ac.uk or the project coordinator Veronica Gelfgren Veronica@learnmera.com

Website: http://www.movinglanguages.eu/

Facebook: https://www.facebook.com/movinglanguages/

LinkedIN: https://www.linkedin.com/groups/8580234

Instagram: https://www.instagram.com/movinglanguages/

Twitter: https://twitter.com/MovLanguages

Translating and Interpreting in Modern Times: The Impact of Technology

by Lucas Pira

On Wednesday 3rd October, to celebrate International Translation Day, the Heriot-Watt Centre for Translation and Interpreting Studies in Scotland (CTISS) hosted a symposium on a topic that will dominate the translation and interpreting conversation for years to come: technology. CTISS director, Jemina Napier, and Head of French Section, Fanny Chouc, organised an event that featured three interesting and insightful presentations by Rebecca Elder, Robert Skinner and Sarah Fisher, on the place of technology in the daily life of a translator or interpreter.

Rebecca Elder, a recent HWU graduate and now freelance translator, showed us how she uses technology for work purposes. She also gave us an insight into the way she works and provided some helpful tips for starting a career as a Freelance translator by tackling seven specific challenges.  To the question, “Is technology a friend or foe?” Rebecca stated she does not think technology will replace translators anytime soon but new tasks such as post editing of machine translation will have to be taken into consideration. She also underlined the importance of having a CAT tool before moving on to discuss how to technology can help establish a presence on the market and overcome a lack of experience, or what is popularly referred to as “impostor syndrome”. Rebecca’s presentation was an invaluable source of information, giving precious advice, derived from her own experiences, on how to begin a career as a freelance translator.

Robert Skinner, a current PHD student at HWU and professional BSL interpreter, discussed video-mediated interpreting for non-emergency calls to the police. BSL interpreters have long been at the forefront of technology, but even so, Robert revealed how interpreters and users still face a number of challenges with Video Relay Services and Video Remote Interpreting. BSL interpreters working remotely, for example, have to think about how they introduce themselves to the user. He gave us an example of an Italian interpreter who practically assumed the role of a Police officer. Interpreters also have to think about how they communicate with the police and deaf users at the same time, often forced to speak two languages simultaneously.

Our final speaker, Sarah Fisher, a former HWU MSc student & professional conference interpreter, talked about conference interpreters’ perceptions of the impact of technology on their work. Her research focusses on the use of technology in the booth among interpreters and on the sociocultural impact technology has on the profession.  Sarah has conducted numerous interviews with practicing interpreters, revealing an overall increase in the use of technology in this field. Nowadays, interpreters bring their laptops to facilitate their task, and they also make the most of social media, both as a way to build their own profiles and to stay connected to other interpreting professionals. According to her data, however, conference interpreters value these tools as back up rather than as something that will replace the traditional pen-and-paper toolkit.

Most interestingly, conference interpreters seem to have a keen sense of the sociocultural aspects of technology and the negative impact it has on the profession. Sarah revealed that there is a growing sense that technology has a negative impact on the visibility of interpreting professionals, who worry that they’ll be viewed as just “a voice that could be anywhere, that could be anyone.” Perhaps this is why technology is such an important area, and one that needs to be discussed further and in broader terms, because some of the perceived challenges translators and interpreters face in this new technological age can only be overcome by viewing technology as an ally rather than an enemy.

Heriot-Watt trained interpreters at the 2018 Edinburgh Spanish Film Festival

By Ramón Inglada

As Scotland-based Spanish film lovers are well aware, early October marks the arrival of the Edinburgh Spanish Film Festival. The Edinburgh leg of the 2018 edition of the festival took place in the Scottish capital between October 4-13, before moving on to Glasgow until October 20, and including a showing in Stirling on October 7. This cinematic event showcased some of the most interesting, exciting and thought-provoking examples of recent Spanish cinema. Highlights included Handia, shown on opening night and shot mainly in Basque, Hopelessly Devout, a hilarious comedy presented at the festival by José María Conde, head of the Spanish section in LINCS, and the gripping thriller Mist & the Maiden, based on a book by acclaimed writer Lorenzo Silva and for which LINCS lecturer Leyla Navarrete did an outstanding job as an interpreter for the Q&A session after the film.

Once more, the festival was the perfect platform for further collaboration between the University of Edinburgh and Heriot-Watt University. It was also the ideal setting for LINCS volunteer interpreters (María San Juan, Marina González, Eilidh MacLachlan and Carmen Acosta), who were carefully chosen among our current and past cohort of MSc and Honours students, to show their interpreting skills in a high-profile event.

At LINCS we are very proud of the key role played by our volunteer interpreters and also of our participation as major sponsors of the festival. We are already looking forward to next year’s edition!

 

On audio-recorded presentations, Australian accents, and translated deaf selves

By: Annelies Kusters and Jemina Napier

International Sign version: https://vimeo.com/289892708

This blogpost was originally posted on the Mobile Deaf website on Friday 14th September 2018. See: http://mobiledeaf.org.uk/on-audio/

Annelies:

What do people think when they see a signing person on stage, and hear a simultaneous interpretation?

On Thursday 6 September, I gave a keynote presentation at BAAL titled “Sign multilingual and translingual practices and ideologies”. It was the first presentation of the conference and a number of people tweeted. One of the tweets read:

I wasn’t using a pre-recorded audio-file from which I was interpreting myself. I am a deaf scholar. I presented in British Sign Language and was interpreted into spoken English by Jemina Napier. This is the typical practice for deaf academics presenting at conferences.

My deaf colleagues, the team of interpreters and I initially laughed at the misunderstanding, and the Tweeter also realised his mistake quickly, writing:

However, rather than just waving it away as the umpteenth ignorant comment about deaf people, another funny anecdote to share with my friends, this also made me think. I am in a pivotal moment in my academic career in that I’m becoming more visible. Did it even occur to the Tweeter that I was deaf, and that me signing my presentation in British Sign Language was not an attempt at being innovative but simply the best option at hand (sic) for me? In other words: why not assume immediately that this signing person on stage in a mainstream conference is most probably deaf? Do people not think that deaf people can be academics who can get invited as keynote presenters in this kind of conferences?

Example two. During one of the breaks at the same BAAL conference, another scholar from another British university approached me. He said he had seen me on the screen: the hall where the keynote happened was full and he was watching the livestream in another room. Apparently he initially thought I was speaking and signing at the same time, and was puzzled about my Australian accent. Only later, he realised that I was working with an interpreter (and if I would have an accent in English, a language I do write but not speak, it would certainly not sound Australian!).

Example three. After another applied linguistics conference where I gave a keynote earlier this year, the TLANG closing event, someone wrote about my keynote presentation “Her keynote was an especially engaging end to the day as it was impressively and seamlessly presented in both sign language and spoken English.“ (https://channelviewpublications.wordpress.com/2018/04/04/communication-in-the-multilingual-city-the-tlang-conference/)

At that conference, I was interpreted into English by Christopher Stone. A simultaneous interpretation is not a simultaneous presentation1.

Example four. I taught in a summer school in Denmark a few years ago. I was teaching in International Sign and two interpreters were interpreting into spoken English. Several students thought that the interpreters were the teachers, and that I was the interpreter. And this was on (already) day three of the five day summer school. Go figure.

Language exchanges made simple

LINCS is glad to announce that this academic year (2018-19), a Language Tandem app will be running after the huge success and very positive feedback received last year. This app is intended to get Heriot-Watt students (and staff, if they so wish) in touch so that they can practice their languages.

Language Tandem App – what is it?

Language Tandem App is the result of a project led by José M Conde and Liz Thoday (LINS) and Santiago Chumbe (MACS) that allowed Heriot-Watt University students to develop an online app to help language students find conversation partners. Think Tinder, but with languages.

How does it work?

It’s very easy. You just need to sign up with your Heriot-Watt University email account. The first page you encounter should look something like this:

To sign up you’ll need your HWU credentials, and once you’re in, you’ll need to create a profile. We recommend that you create a profile that represents who you are. Don’t be shy, let others know what your interests are, it could be anything from football to manga. Once you find someone that matches your profile, say hi to them, get a conversation started and in no time you could be meeting socially to practice your foreign language.

“I found the app very useful, I was able to speak with my match in the foreign language I am studying (Spanish) and they spoke to me in English to improve, giving each other feedback as we went along.”

(anonymous feedback)

 

The idea is that meet regularly and practice English for, say, 30 minutes, and another language (there are many to choose from!) for another 30 minutes. This is a brilliant opportunity for people who need an extra little bit of conversation practice, and for this reason, we’ve created a platform where you’re in control, you decide who you want to meet up with, and you decide what languages you want to practice!

“Very useful as it is a great way to find people that are able to help you and want to chat in a casual setting”  (anonymous feedback)