Category Archives: The Future

Starting Work as a Translator or Interpreter

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by Fanny Chouc

LINCS and Career Services teamed up again to hold the annual SWATI (Starting Work as a Translator or Interpreter) event on campus, for the 6th year running, on Saturday 13th February.

The one hundred or so places were booked in no time, and despite the snowy weather, Lecture Theatre 3 filled up with students from Heriot-Watt University, as well as Napier, Edinburgh, Strathclyde and Stirling Universities.

The session started with an intervention by a staff EU translator from the Directorate General for Translation, Elizabeth Carmouche, who highlighted the languages most needed by the institutions, explained the recruitment process and shared tips and advice based on her own experience.

Her intervention was followed by another very informative talk, this time by Lila Guha, a freelance interpreter and member of AIIC (the only international association for interpreters). She explained how she started her career and gave students an interesting glimpse of the exciting life of professional conference interpreters, mentioning the various organisations, cities and unusual settings where her profession has taken her over the years.

Dr Castillo then took the floor to enlighten students on the versatility of media interpreting, flagging the range of skills needed to cope with the fascinating and sometimes unexpected situations an interpreter may encounter when working for the radio, the film industry or TV. Based on his personal experience, as well as his own research, he gave students a number of ideas as to how they may start to develop their CV to go into this side of the industry.

Following the break, Fiona Paterson presented her own very interesting professional pathway, which led her to combine a successful freelance translation career with regular contracts translating for the UN in Geneva. Her very informative talk, full of practical and useful information, highlighted the flexibility of this career path and the supportive attitude of fellow translators towards early-career colleagues.

To complement this already wide panorama on these professional pathways, Karin Bosshard took the floor to explain the importance and benefits of joining a professional network, using her own example and that of ITI (the Institute of Translation and Interpreting) to highlight a number of issues future professionals may not have considered yet, such as professional insurance, networking, clients’ perceptions, to name but a few.

The audience was then split into two, to facilitate participation in two practical sessions: firstly, an introduction to key business skills for freelancers, by Robert Mynett, from the International School of Linguists. His sessions focused on matters such as market research, marketing and professional organisation. Secondly, participants were invited to take part in a speed-networking session, during which they had a chance of a more personal and informal chat with the speakers, but also with Kim Scouller and Victoria Milton, two managers from Rubrik, a language service provider based in Edinburgh, as well as with Corinna Kromm, a freelance translator who recently and very successfully started her own freelance career.

All the keynote speakers and guests involved in the speed-networking are Heriot-Watt graduates themselves, who kindly and enthusiastically agreed to take some of their time to come and share their experience and advice with the younger generations.

It seems that participants particularly appreciated the chance to hear about each speaker’s own experience, and valued even more the opportunity of a more personal chat through the speed-networking. The event was described as “relevant”, “inspiring” and “practical”, and the range of speakers was generally welcome as it presented a very wide range of possible career paths.

We’ve taken the feed-back on board and will aim at organising an equally exciting and useful panel for next year’s SWATI. But before that, we’ll be hosting a talk on BSL careers in the media and we will welcome an EU staff interpreter who will talk about his career, from young Heriot-Watt graduate through in-house and then freelance translator to Brussels, Vienna and Strasbourg’s EU and UN booths.

Watch this space!

Heriot-Watt University BSL interpreting and community placements

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By Jemina Napier

 <Click here to see this blog post in BSL>

 

As many people in the Scottish Deaf community and BSL/English interpreting profession will know, this year is the first time that we have a group BSL/English interpreting students completing their final year of studying in a 4-year undergraduate programme. This is the only university in Scotland that offers a training programme that is approved by the Scottish Association of Sign Language Interpreters (SASLI) and the National Registers of Communication Professionals with working with Deaf and Deafblind People (NRCPD) as a route to professional qualification and registration to practice as a sign language interpreter. The first group of students will graduate in June 2016.

Students heading out on interpreting work placement for the first time

From January – May 2016 it is the current 4th year students’ final semester and one of the compulsory requirements is for students to complete an interpreting work placement. During this placement students will be shadowing professional interpreters in real interpreting assignments.

The aim of the interpreting work placement is to:

  1. To give students the opportunity to access authentic ‘real-world’ interpreting situations
  2. To provide students with the opportunity to observe the professional practice of qualified interpreters at work
  3. To facilitate the opportunity for students to try interpreting in ‘real-world’ interpreting situations, in a safe and supported environment, where appropriate and with the agreement of all parties
  4. To enable students to discuss, critique and reflect on their observations of other interpreters and their own professional practice

 

The interpreting work placement will take place in two 1-week blocks (22-26 February and 4-8 April).

The organisation of the interpreting work placement would not be possible without the support of the key organisations SASLI and NRCPD who have endorsed that interpreters can received Continuing Professional Development (CPD) points for acting as mentors.

But even more importantly, it could not take place without the collaboration and support of professional sign language interpreters in Scotland, who are giving their time, energy and commitment to supporting these students. We would like to specifically thank the list of interpreters below who have agreed to take on students this year:

  1. Paul Belmonte (Edinburgh)
  2. Andy Carmichael (Edinburgh)
  3. Lesley Crerar (Aberdeen)
  4. Andrew Dewey (Ayr)
  5. Linda Duncan (Fife)
  6. Marion Fletcher (Edinburgh)
  7. Rebecca Goodall (Inverness)
  8. Donna Jewell (Falkirk)
  9. Brenda Mackay (Fife)
  10. Paula Marshall (Denny)
  11. Robert McCourt (Glasgow)
  12. Mary McDevitt (Falkirk)
  13. Drena O’Malley (Glasgow)
  14. Mark Sherwin (Edinburgh)
  15. Linda Thomson (Glasgow)
  16. Helen Dunipace
  17. Yvonne Waddell

 

We know that there are many more interpreters all over Scotland that might be interested in becoming a student mentor, and in future years we will be looking for more mentors as student numbers increase, so if you are interested please contact Jemina Napier as the interpreting placement coordinator by email.

We would also like to thank Deaf BSL users in Scotland in advance for their support of our students, and hope that you will encourage them in their efforts to develop their skills to become professional interpreters. The students to look out for are:

  1. Rachel Amey
  2. Jude Caldwell
  3. Greg Colquhoun
  4. Niamh Cochrane
  5. Virginia Dugo
  6. Scott Ellerington
  7. Rachel Evans
  8. Jill Gallacher
  9. Nadia Krupova
  10. Helena Laverty
  11. Lisa Li
  12. Grace McNeill
  13. Samuel Rojas
  14. Marie Elliott

Community placement

We would also like to acknowledge the support of all the organisations throughout the UK that are providing community work placement experiences for our 3rd year students. The 3rd year placement is different from the 4th year placement as it takes place over a whole year, and students are required to work in two different organisations where BSL is used every day so that they can have immersion in the language and culture of Deaf people every day. While on placement, the students do project work or other tasks (but not interpreting) and participate in general organizational activities.

This year is the second year that organisations have hosted students on community work placements, and we are appreciative of the efforts that the organisations go to in order to support our students to develop their BSL skills and Deaf community and cultural awareness.

It has been a steep learning curve for us at Heriot-Watt University and also for our community organisation partners, as this is a new approach to sign language interpreter training and as far as we know Heriot-Watt University is the first programme in the world to require students to take a 1-year language immersion community placement. We could not make this happen without the close collaboration with Deaf BSL users and Deaf community organisations.

Graham H. Turner, Coordinator of the BSL Community Work Placements notes that:

“Heriot-Watt’s BSL team members have many years’ experience of interpreter education. We were very conscious of the widespread feeling that university-educated interpreters tend to know what to do in the classroom, but do not have the kind of profound appreciation of Deaf lives that comes from being close to the ‘beating heart’ of the community. Our partners are working with us to change that. We simply couldn’t create on our campus the kind of learning experience that they can offer. If our programme fully achieves its aims, it will be in no small part because of the contribution partner organisations are making to developing the interpreters that they wish to work with in the future.”

So we would like to thank all of the organisations listed below who have so far hosted students on community work placement:

Action on Deafness (Leicester)
Birmingham Institute of the Deaf (BID)
British Deaf Association (BDA Scotland & Northern Ireland)
Deaf Action (Edinburgh)
Deaf Connections (Glasgow)
Deaf Direct (Worcester)
Deafness Support Network (Northwich)
DeafPlus (London)
Deafway (Preston)
Deaf Links (Dundee)
Donaldsons School (Linlithgow)
Hampshire Deaf Association – Sonus (Southampton)
Manchester Deaf Centre (Manchester)
National Deaf Services/National Deaf CAMHS (London)
Nottinghamshire Deaf Society (Nottingham)
Royal Association for Deaf People (RAD) (London, Kent & Colchester)
Ericsson Access Services (formerly RedBee Media) (London)
Remark! (London)
Scottish Council on Deafness (Glasgow)
SignVideo (London & Glasgow)
Solar Bear (Glasgow)

 

We are always looking for new community partners, so any interested organisations can contact Graham H. Turner by email.

Finally, Gary Quinn, the Head of the BSL section at Heriot-Watt University says:

“As programme coordinator, I would like to thank all the interpreters and staff in the community organisations that are supporting the degree at Heriot-Watt University by giving our students the opportunity to develop more ‘real-life’ awareness of the Deaf and Interpreting communities in the UK. I know the students have appreciated your efforts to support their learning and each of you has contributed a vital part to our students’ development, which will undoubtedly make our graduates better prepared for the professional world of BSL/English Interpreting.”

In sum, we would like to acknowledge and thank everyone who has direct involvement in supporting students studying BSL/English interpreting at Heriot-Watt University and we wish our 4th year students who are about to go out on interpreting placement the best of luck and hope that they have a positive experience.

 

New CPD courses in LINCS!

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We are really excited to announce two new CPD courses in LINCS. In addition to the already successful Easter and Summer Schools in Interpreting, we are now offering a 1-day training workshop on Interpreters and Translators as Entrepreneurs in March and a CAT Tools series in April.

This year’s Easter School comprises 1 week of Introduction to Interpreting and 1 week of Intensive Interpreting Practice .

Please note that the above courses only cover spoken languages. Watch this space for CPD courses on Interpreting Practice in signed languages.

But don’t stop reading yet, SLIs! The 1-day workshop on Interpreters and Translators as Entrepreneurs applies to all interpreting professionals and it is led by Sue Leschen, who is a member of numerous professional organisations including the Regulatory Board for Sign Language Interpreters and Translators (RBSLI).

Last but certainly not least, we are pleased to announce our CAT Tools Series, 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.

For more information on all our spring courses, please click here. And don’t forget our Applied English and Interpreting Summer School!

Apply now for an Early Bird Discount!

 

New plurilingual pathways for integration: Immigrants and language learning in the 21st Century” – Heriot-Watt University, 26th & 27th May 2016

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Congratulations to Nicola Bermingham (Heriot-Watt University, Dept. LINCS) and Gwennan Higham (Cardiff University) for their success in the BAAL/Cambridge University Press 2015-2016 seminar competition.

The seminar, entitled “New plurilingual pathways for integration: Immigrants and language learning in the 21st Century”, will be held in Heriot-Watt University on 26th and 27th May 2016. This event will be co-hosted by COST Action IS1306 New Speakers in a Multilingual Europe: Opportunities and Challenges and the British Association for Applied Linguistics and Cambridge University Press. The event will also be supported by the Department of Languages and Intercultural Studies and the Intercultural Research Centre at Heriot-Watt University.

Professor Máiréad Nic Craith, Chair in European Culture and Heritage, Director of Research and Director of the Intercultural Centre at Heriot-Watt University will deliver a key note speech entitled “Migrants, Languages and Community Cohesion”, which will consider the implications of immigrant learners of minority languages looking in particular at the following questions: (1) how do such language practices impact on perceptions of migrants in host communities (2) what are the implications for community cohesion and (3) how do such choices impact on traditional speakers of minority languages in the host community.

Professor Alison Phipps, Professor of Languages and Intercultural Studies and Co-Convener of Glasgow Refugee, Asylum and Migration Network (GRAMNET) at the University of Glasgow will give a keynote presentation entitled “Language Labour and Language Resistance: On the demands of hosts on their guests”, which will consider the arts of integration through language learning and language policies in the host country and alongside this the arts of resistance and strategies for language and heritage language maintenance employed by migrant communities.

A round table discussion will also be held, addressing the ways in which immigration in the 21st century has lead us to challenge the way in which we think about minority language learning, integration and the notion of citizenship. Invited speakers to the round table discussion include Professor Bernadette O’Rourke, Chair of COST Action New Speakers in a Multilingual Europe: Opportunities and Challenges who will discuss the research that is being carried out by the COST network, focusing specifically on issues of language, identity and social cohesion and Professor Diarmait Mac Giolla Chríost, member of the Research Unit on Language, Policy and Planning at the School of Welsh at Cardiff University who will contribute to the debate, drawing on his expertise on linguistic minorities and language planning.

While the two-day seminar will encourage interdisciplinary dialogue with a variety of papers from different migration and language contexts and cross-sector round table discussions, the proceedings will be directed by key themes and objectives as follows;

  • What are the opportunities and challenges for immigrants who learn new languages?
  • To what extent do immigrant speakers challenge current conceptions of integration, cohesion and citizenship?
  • Which steps or initiatives could facilitate a more comprehensive view of integration, cohesion and citizenship in national and minority language contexts?

A call for papers will be issued in the coming weeks. For more information or expressions of interest please see the event page (http://www.nspk.org.uk/our-events/upcoming-events/new-plurilingual-pathways-for-integration.html) or contact the organisers, Nicola Bermingham (nb199@hw.ac.uk) and Gwennan Higham (HighamGE@cardiff.ac.uk).

 

InDialog in Berlin

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By Stacey Webb

19-21 November 2015 if you were looking for Ursula Böser, Jemina Napier, Stacey Webb, Eloisa Monteoliva Garcia or Yvonne Waddell you wouldn’t have found them around Heriot-Watt campus or anywhere in Edinburgh, as this lot was deep ‘in dialogue’ in Berlin Germany! The InDialog conference, “Community Interpreting In Dialogue With Technology” was the second InDialog conference held at Russisches Haus für Wissenschaft und Kultura. This conference is dedicated entirely to the many facets of community interpreting. Themes included, Technology & Practice; Legal Settings; Quality and Best Practice; Highly Sensitive Settings, Training for Practice; Research Methodology; Community Issues; National Perspectives; and Healthcare Settings.

Heriot-Watt staff and students are truly doing some interesting research and I am proud to work amongst them. Below is a brief description of the papers presented by LINCS colleagues.

Ursula Böser, Professor of Intercultural Studies and Languages, presented a paper aiming to contribute to the formulation of best practice in the mediated co-construction of evidence, which involves child speakers of foreign languages. Combining research findings about child interviewing and studies in face-to-face interpreting, this paper focused on the importance of engaging the minor in the interpreting process in a child-aware fashion; arguing that setting, rehearsing and maintaining ground rules of mediated communication is crucial in ensuring the integrity of interviews in the highly sensitive setting of bilingual child interviews. Drawing on the example of children to highlight the heterogeneity of profiles of non-institutional users of PSI it highlighted questions, which arise from the perspective of a specific group of users in the wider context of PSI practice and research.

Jemina Napier, Head of Department of Languages and Intercultural Studies, gave two presentations.  First she gave an overview of research findings from the Insign project she led in 2014 with other colleagues from LINCS: Prof Graham Turner and Robert Skinner. This project, funded by the Directorate General Justice of the European Commission, aimed to develop a web-based service platform, enabling European Deaf and Hard of Hearing citizens to have dialogue with EU Institutions and Members of the European Parliament in their preferred sign language.  Jemina explained that the Insign project broke ground as it was the first Video Relay Service of its kind to provide access to deaf people in more than one spoken-signed language pair.  All other services focus on national spoken and signed languages. The role of the research team was to evaluate the communicative outcomes of the Insign VRS, and they analysed recordings of VRS calls between Deaf sign language users and hearing people, as well as ethnographic observation field notes, surveys and interviews with Deaf people, interpreters, captioners/respeakers and MEPs.

Jemina’s second presentation was a co-authored presentation with Prof Lorraine Leeson from Trinity College Dublin (who was not able to be at the conference) and was on the benefits of using mixed-methods in community interpreting research.  The paper gave an overview of how the mixed-methods approach was adopted in two related studies exploring deaf people’s participation in, and access to, justice: 1) The Deaf Juror Project and 2) The Justisigns project. By using a mixed-methods approach, combining quantitative and qualitative methods such as surveys, interviews, non-participant observation, simulation, discourse analysis, these researchers were able to triangulate data in each study to look at the overarching research questions from varying perspectives to provide a deeper understanding of the issues being investigated, and validating findings gleaned from different sources.  (Be sure to check out Jemina’s book, co-authored with Sandra Hale, on varying research methods to use in your interpreting related research. If you mix your methods you may find it to be very beneficial!)

Stacey Webb, Assistant Professor of Sign Language Studies, presented on her doctoral research, which explores the job demands, and job resources interpreter educators have and how they perceive such demands as influencing student learning outcomes. Through the Job Demand Resource Survey-Interpreter Educators (JDRSIE), developed by Webb based on an initial scoping study (see Webb and Napier 2015), preliminary findings show that interpreter educators do not feel they have enough time or resources to fully prepare students.  Although respondents feel they are doing the best with what they have, they also feel their students are not prepared as they should be upon graduation (e.g. 50% have agreed to passing students who were deemed not ready to advance).  Although this research explores sign language interpreters, Ineke Crezee from Auckland University of Technology in New Zealand expressed how she strongly relates to the findings of this work and hopes to see this study replicated for spoken language interpreter educators in the future.

Eloisa Monteoliva Garcia, doctoral researcher, shared her paper focusing on hybridity in a case study of interpreter-mediated police interviews. Drawing on her ongoing PhD research, she highlighted the particular ways in which triadic sequences mediated by a qualified interpreter and same-language interaction between primary participants are combined in police interviews conducted in English with Spanish-speaking suspects. Her research explores how interaction occurs when transparency is acknowledged and limited resources in the other’s languages are used even if an interpreter is present.  Thus, she presented preliminary findings of a CA-based study of multimodal interaction, and stresses the particular dynamics observed in the hybrid communicative format used in the specific context of the police interview as a discourse genre, an event that plays a vital role in the criminal process.

Yvonne Waddell, doctoral researcher, presented on an initial scoping study as part of her doctoral research. This study included participant observation methods to explore the language and communication strategies utilized by a psychiatric nurse over a 3- month period when interacting with deaf patients on his case load, who use British Sign Language (BSL) and a BSL/English Interpreter, working within a specialist mental health service for deaf people in Scotland. Two major themes emerged from her thematic analysis of her field notes and semi structured interviews: 1) The establishment and maintenance of a therapeutic relationship with Deaf patients and 2) The development of a collaborative working relationship with the interpreter.  She explains how her research may be of benefit to understanding the communicative strategies nurses use with their patients when working with an interpreter and could contribute to pedagogical practice of both psychiatric nurses and interpreters working in community mental health settings.

For more information on this Indialog conference and to learn about future conferences click here

A taste of the real thing

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by Fanny Chouc

Heriot-Watt’s interpreting students were given a great opportunity to apply their skills to a real-life setting thanks to Heriot-Watt Engage. They interpreted for the Illuminations event, which was held on campus on Wednesday 02 December to mark the end of the UN Year of Light.

As part of this event, Professor Jim Al-Khalili gave a fascinating talk on the history of optics, looking at all the scientists who contributed to the build up towards our current understanding of Light. Students were given a unique chance to interpret his speech into French, Spanish, German and British Sign Language, working either in booths or in front of the stage.

All students involved have been training as interpreters, but this was, for most, their first experience outside a classroom environment. And what an experience! They provided simultaneous interpreting to a live and e-audience (the event was streamed online), in an auditorium set to welcome 450 people. A particularly daunting prospect for our BSL students, as they were facing a particularly large audience! Students in the booths also took on a challenge for their first taste of professional interpreting: they volunteered knowing that the topic would be challenging, and in some cases, they were working into their B language.

So how beneficial was this first taste of the real things? Student volunteers saw this as a very good reminder of the key skills highlighted in class, with one of them saying: “it reminded me how important it is to stay informed not only in the field of politics and current affairs but also in the field of science”.  They also valued the chance to put their skills to the test in a real, live setting, stressing that “from a learner’s point of view it was very useful to be given the chance to interpret in a professional context in front of a live audience”. And this opportunity also enabled them to make the link between preparation and the actual interpreting process.  But most importantly, they enjoyed this chance to put their skills to the test, with one of them stating that “it was fun and a great opportunity”.

The feedback from the audience was also very positive, especially considering that some of these students only started their simultaneous interpreting training three months ago: they kept going, providing a clear and lively rendition of Prof Al-Khalili’s speech in the target languages, and coming up with clever strategies to convey the sometimes technical explanations of this well-known scientist, delivering a pleasant and efficient version of the speech in the various languages.

In the end, this proved to be a very successful experience for all, and a very good warm-up in preparation for our annual multilingual debates, scheduled for Wednesday 23rd March.

The topics chosen this year are: “This House believes that new technologies are killing real human interactions” (morning debate) and “This House believes that accessing public services in your native language should be a recognized and implemented human right” (afternoon debate). And as last year, it will also be possible to follow the event online and to listen to the interpreters in the booths or watch BSL interpreters at work. Note that the BSL interpreting will be provided for the first time by Heriot-Watt students: the first ever cohort on our M.A. in BSL interpreting has reached their final year and they’ll be joining their peers in our annual events. So save the date, and check this link if you are interested in the live streaming.

 

 

Heritage research and practice

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Companion-for-web

Last week saw the launch of A Companion to Heritage Studies, a major reference work for Heritage research and practice, co-edited by Prof Máiréad Nic Craith and Prof Ulli Kockel from the IRC as well as Prof William Logan of Deakin University, Melbourne.

A Companion to Heritage Studies is a comprehensive, state-of-the-art interdisciplinary reference work for the study of cultural heritage, published in Wiley-Blackwell’s prestigious Companion series. It covers the key themes of research and practice, including cultural preservation, environmental protection, world heritage and tourism, ethics, and human rights. Accessibly organized into a substantial framework-setting essay by the editors followed by three sections on expanding, using and abusing, and recasting heritage, it provides a cutting-edge guide to emerging trends in the field that is global in scope, cross-cultural in focus and critical in approach.

The Companion features 37 contributions written by 44 leading scholars from five continents, including some with extensive experience in heritage practice through UNESCO World Heritage Centre, ICOMOS, and national heritage systems.

The book was launched in the course of ‘Our National Future: Creativity & Creative Industries’, an event organised by the Royal Society of Arts (RSA) Fellows’ Media, Creative Industries, Culture & Heritage Network on Friday 23 October.

Launching the Companion, RSA Scotland and MCICH Network Founder  Ann Packard, said: “This book is global, diverse in content, easily accessible chapter by chapter, deals with both the tangible and intangible and above all is interdisciplinary, interdisciplinarity being at the heart of the RSA. It should be a welcome resource for all who value culture and heritage, irrespective of their discipline and whether a politician, a policy maker or a planner. It is for the lay reader as much as the heritage professional.”

Speakers at the event included Vikki Heywood CBE, Chairperson of the RSA and the Warwick Commission on the Future of Cultural Value, who spoke on the Commission’s 2015 Report Enriching Britain: Culture, Creativity and Growth; Professor Barbara Townley, Chair of Management and Director, Institute for Capitalising on Creativity (ICC), University of St Andrews School of Management, who discussed the ICC’s ESRC project Creative Industries Scotland: Capitalising on Creativity; and Janet Archer, Chief Executive, Creative Scotland, who presented on the Creative Scotland Creative Industries Draft Strategy, issued for consultation on Friday 16 September.

Aahh, the holidays… (?)

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"1859-Martinique.web" by Free On Line Photos. Licensed under No restrictions via Commons - https://commons.wikimedia.org/wiki/File:1859-Martinique.web.jpg#/media/File:1859-Martinique.web.jpg

“1859-Martinique.web” by Free On Line Photos. Licensed under No restrictions via Commons – https://commons.wikimedia.org/wiki/File:1859-Martinique.web.jpg#/media/File:1859-Martinique.web.jpg

June to September: Three long months with nothing to do, because there’s no teaching. So we lock up our offices with a “Back in September” sign and fly off to exotic places, or we stay here and catch up with our neglected hobbies of baking, knitting and gardening.

Aahhh…

If only that were true.

Here’s what we’ve really been doing in the summer:

  1. CONFERENCES

Conference on Corpus Analysis and on Interpreting: Claudia Angelelli presented her work on The California Hope corpus of healthcare-mediated communication in the panel entitled „The Benefits of working with corpora in community interpreting research: from qualitative analysis to quantitative verification – and back.” Meyer and Schmitt, organizers.  1st Conference on Corpus Analysis on Interpreting. Forli, Italy.

Prof. Angelelli was also invited to present two papers (Designing a valid and reliable measurement instrument for interpreting purposes and Teaching to their gift: the case of young bilinguals at high school) at the School of Interpreting, Forli, Italy.

A Study in Public Service Translation/interpreting in Cross-border Healthcare: Claudia Angelelli just returned from data collection for the EU Project: A Study in Public Service Translation/interpreting in Cross-border Healthcare, (which includes Germany, Greece, Italy Spain and United Kingdom), and a fellowship in China. During her fellowship at Sechuan University, Prof Angelelli lectured doctoral and master students on Translation and Interpreting Research Methods. She was also invited to give the following talks:

  1. Invisibility Revisited: Interpreters’ Dilemmas in Healthcare Interpreting. Paper presented at Sechuan University, Chengdu, China, May 28, 2015
  2. Bilingualism from a Different Perspective: the Case of Bilingual Youngsters Interpreting for Families and Friends. Paper presented at Leshan Normal College, Leshan, China June 5, 2015
  3. Minding the Gaps: the Value of Grounding Interpreting Teaching in Research. Paper presented at Beijing University of Foreign Languages and Cultures, Beijing, June 12, 2015.

WASLI 2015, Deaf History International Conference and 17th World Congress of the World Federation of the Deaf: Prof Jemina Napier, Stacey Webb and three students from the BSL department participated in this year’s World Association of Sign Language Interpreters conference in Istanbul, Turkey. Jemina also participated in the Deaf History International conference in Edinburgh and the 17th World Congress of the World Federation of the Deaf in Istanbul.

IATIS 2015: Dr Marion Winters participated in this year’s conference of the International Association for Translation and Intercultural Studies in Belo Horizonte, 6-10 July. She presented a paper on “New computational tools in corpus-based translation studies” and co-convened the panel: Corpus-based translation studies: innovations in the new digital age. She also co-facilitated the Workshop: Presenting your research orally in English.

Ediso 2015 Symposium: Prof Bernie O’Rourke and Nicola Bermingham participated in this year’s EDiSo Symposium

Spanish in Society Conference 2015: LINCS hosted the 5th Biennial Meeting of the International Association for the Study of Spanish in Society, chaired by Prof Bernie O’Rourke

MAMO 2015: Dr Kerstin Pfeiffer attended The Middle Ages in the Modern World (MAMO 2015) conference at the University of Lincoln from 29 June to 1 July.  MAMO 2015 was an international conference with ca. 100 speakers from a range of fields and disciplines including History, Literature, Film, Video Games, Performing Arts & Drama, Languages, as well as Museum Studies. The papers at the conference explored the continued return to, and relevance of, the Middle Ages in the post-medieval world in a variety of areas, from popular culture to public history, from science to advertising, and from pedagogy to political rhetoric.

ECA 2015: Dr Katerina Strani presented a paper at the 1st European Conference on Argumentation: Argumentation and Reasoned Action on 11/06/2015 in Lisbon, Portugal. This international conference brought together philosophers, linguists, argumentation theorists and computer scientists and culminated in keynote speeches by John Searle, Norman Fairclough and Simon Parsons. Katerina’s paper, presented together with Dr Evans Fanoulis, University of Leicester, was entitled “Arguing in Virtual Spaces: The Social Construction of a Multilingual Virtual Public Sphere”. The paper argued that the importance of language, in particular of multilingualism, in political argumentation has been relatively underexplored by both normative and radical democracy theorists. Multilingualism constitutes an integral part of the contemporary understanding of the public sphere, in which political argumentation may defy linguistic barriers. Digital technologies have altered the ontology of the public sphere to such an extent that one can currently talk about the emergence of multilingual, post-national, virtual public spheres. For more information on the conference, please see here.

SIEF: From 22-25 June 2015, members of the Intercultural Research Centre (IRC) participated in the 2015 congress of the International Society for Ethnology and Folklore (SIEF) in Zagreb. The papers they presented ranged across a broad spectrum of topics: Postgraduate members presented a semiotic analysis of clothing, heritage & identity of Russian Old Believers in Romania (Cristina Clopot), a case study of fundraising for the National Trust Scotland (Anna Koryczan), and ethnographic insights into Lithuanian migration to Scotland (Vitalija Stepušaitytė). Staff members explored how emotional scripts of medieval passion plays are re-imagined for and by contemporary audiences (Dr Kerstin Pfeiffer), whether Derry~Londonderry’s year as UK City of Culture 2013 succeeded in generating a shared story for the city (Prof Máiréad Nic Craith, written with Dr Katerina Strani and IRC associate member Dr Philip McDermott), and political dimensions of place and belonging among displaced groups (Prof. Ullrich Kockel, reporting on his SML-IRG funded research project on expellee and refugee youth after World War Two). More info here.

5th Cambridge Conference on Endangered Languages: Dr Ashvin Devasundaram and Anik Nandi presented their paper ‘Contesting the Conventionalising of Castilian: Galician New speaker Parents as Counter-Elites’ at the 5th Cambridge Conference on Endangered Languages held at the Centre for Research in the Arts, Social Sciences and Humanities (CRASSH) of the University of Cambridge on 31st July.

Bridging Language Acquisition and Language Policy Symposium: Anik Nandi presented a paper on ‘Speakers as stakeholders: Role of new speaker parents in creation of bottom-up language policies in Galicia (Spain)’ at the Bridging Language Acquisition and Language Policy Symposium which took place at the Centre for Languages and Literature of Lund University, Sweden between 17th – 18th June, 2015.

Annual Phalke Memorial Lecture 2015: Dr Ashvin Devasundaram gave the SACF’s 12th Phalke Memorial Lecture entitled ‘Multiplicity in Motion: The Rise of India’s New Independent Cinema’. With multiple stories spanning the diverse demographic and geopolitical spectrum of everyday human experience, this lecture explores ‘the new Indian Indies as a glocal hybrid film form – global in aesthetic and local in content.’  Ashvin argues that the new Indies have emerged from a middle space between India’s globalising present and traditional past.  The new Indies’ paradoxical ethos is epitomised in their circumvention of Bollywood ‘song and dance’ sequences on the one hand and their incorporation of exoteric promotion and marketing strategies on the other, unlike their esoteric 1970s and 1980s Parallel art-house cinema predecessors such as Mani Kaul and Kumar Shahani.  In the absence of an autonomous Indie distribution infrastructure, new independent films often have to rely on big corporate production houses or Bollywood producers and stars to enhance their visibility and saleability.  However, the Indies share a common trait with their Parallel cinema forebears – they narrate both alternative narratives and narratives of alterity.  Films such as Peepli Live (2010), Harud (2010), I Am (2010), Fandry (2013) The Lunchbox (2013) and Ship of Theseus (2013) all espouse themes and issues that discursively engage with the contemporary ‘state of the nation’.  Some subversive Indies, such as Bengali film Gandu (2010) transgress normative notions of ‘traditional Indian values’ and hence encounter state censorship and regulation.  Drawing from in-depth interviews with directors, actors, academics and members of the Indian Central Board of Film Certification (CBFC) across Bangalore, Delhi and Mumbai, the lecture will try to contextualise the new Indies’ emergence in a Bollywood-dominated Indian cultural milieu.

SACF’s Annual Phalke Memorial Lectures have been delivered in the recent past by well-known Indian filmmakers like Shyam Benegal and Saeed Akhtar Mirza, film archivist P.K. Nair and the documentary filmmaker Shivendra Singh Dungarpur.

ECER/WERA: Emma Guion-Akdag presented her work at the Education and Transition – Contributions from Educational Research conference in Budapest.

Somali Voices at Summer School:  Emma Hill represented LINCS at the Scottish Graduate School for Arts and Humanities’ (SGSAH) first national Summer School in Glasgow. Research was displayed by 13 doctoral or early career researchers from across Scotland. Emma’s exhibition display ‘Locating Somali Voices in Glasgow City’ showcased a collection of posters and postcards containing voices, commentary and opinions from different Somali groups in Glasgow.

GRAMNet Research Day: Eloisa Monteoliva and Emma Hill presented the EU-funded project RADAR (Regulating Anti-Discrimination and Anti-Racism) at the research open day of the Glasgow Refugee, Asylum and Migration Network on the 17th of June. For more information on the GRAMNET research day, please see here.  For more information on RADAR, either visit the project website or contact the UK Coordinator, Dr Katerina Strani.

Emma Hill and Cristina Clopot also gave individual presentations on their PhD research.  Cristina’s research takes an ethnographic approach to understanding the particularities of Old Believers’ heritage and identity in the post-socialist period, whilst Emma’s is interested in the various ways in which the Somali population in Glasgow ‘have voice’.  All presentations received very positive feedback and encouragement to maintain links with the GRAMNet group. For a Storify version of the event, please click here

  1. CPD AND SUMMER COURSES

Applied English and Interpreting Summer School (3-21 August): Our Applied English and Interpreting course aims at strengthening linguistic skills, enhancing awareness of British culture and society, as well as practical interpreting skills. The first week of the course focused on English language & culture and the second week on practical interpreting skills. For more info and a detailed programme, click here.

Academic English Pre-sessional Programme (6-14 weeks): The English Section is particularly busy in the summer months running a Pre-sessional Programme for students with conditional offers who still have to meet their English language entry requirements for degree study. The Programme consists of three courses Project (14 weeks), Passport (10 weeks) and Portfolio (6 weeks). There were 330 students this year with the majority aiming to study in SML or MACS and smaller numbers going to EGIS and SLS. There was also a cohort aiming to study at Glasgow University. End of course exams were held as part of the resit diet this year, giving pre-sessional students an authentic experience of exam conditions prior to their degree studies. The pass rate this year was over 99% with only one student requiring to resit the assessment.

Along with the academic content there is also a vibrant Social and Cultural Programme with Topical Talks and a Carbon Café held each week at the Chaplaincy to promote engagement and discussion. Outdoor activities such as Go Ape and excursions to Loch Lomond, the Highlands and Whitelee Windfarm were amongst the most popular. The Heriot-Watt Pre-sessional programme is accredited by BALEAP, the professional body, and is one of the most highly respected in the sector. It is an excellent preparation for success in academic study with increasing numbers of Heriot-Watt students choosing to prepare in this way.

SCEN Early Language Learning University Partnership is a Scottish Government project which aims to link Scottish universities with local schools and enable Scottish primary school children to begin learning Mandarin at an early age.  Jane Bell is the contact person for the project in LINCS. 14 UG and PG Chinese students from Heriot-Watt delivered beginner Mandarin classes to children at Bonnyrigg, Burnbrae, Hawthornden, Lasswade, Loanhead, Paradykes and Rosewell primary schools. Informal feedback from primary school head teachers has been extremely positive. As a result, the student volunteers were presented with certificates at the Confucius Institute, in thanks for the time and energy they invested in this exciting new project, which they evidently enjoyed: “This is very precious experience for me.  I spend 10 weeks with these lovely children, and it helps me to improve my skill of making slides and presentation.” “Through teaching students … Mandarin, I learned how to use the resources around such as cyber resources and library resources.” “This experience helped me practice my English speaking and help me understand English culture more clearly.” “It was really enjoyable and memorable.” We plan to continue this project in 2015-2016.

Scottish Football Association referees: Dr Maggie Sargeant and Pedro Castillo ran a half-day course on public speaking and international communication to Scottish Football Association referees on Saturday 5 September.

  1. PUBLIC ENGAGEMENT AND KNOWLEDGE EXCHANGE

Germans in Britain: As part of this touring exhibition created by the Migration Museum Project, Prof. Ullrich Kockel gave a public lecture on “German Roots and Routes in Contemporary Britain”. This was held at New Register House on Tuesday 21 July. The exhibition was brought to Scotland on the initiative of Heriot-Watt’s Intercultural Research Centre with the generous support of the German Consulate-General Edinburgh, the National Records of Scotland and the University of Aberdeen. More info here

Hearing Loss or Deaf Gain? Imagine we are creating an encyclopaedia for extraterrestrials. An argument breaks out over how we describe deaf people: some say hearing loss and others say it’s deaf gain. In this engaging debate, Prof Jemina Napier and Dr Noel O’Connell presented arguments from each side, drawing from research in the field of deaf studies. ‘Deaf gain is defined as a reframing of “deaf” as a form of sensory and cognitive diversity that has the potential to contribute to the greater good of humanity’ (Baumann and Murray, 2009). This thought-provoking debate was presented at the Cabaret of Dangerous Ideas during this year’s Edinburgh Fringe. More info here

UN meeting: Prof Jemina Napier participated at a UN meeting in Geneva to discuss development of new International Sign interpreter accreditation system. Watch this space for updates!

BSL Bill: Prof Graham Turner’s public engagement work has continued with a lot of committee/advisory work around the BSL Bill (eg for the sector’s BSL & Linguistic Access Working Group) which reaches Stage 3 in the Chamber on Sept 17th.  Graham is also developing new online info around BSL and is preparing his work as Parliamentary Fellow at the Scottish Parliament Information Centre (SPICe). It is important to note that Graham won the Principal’s Public Engagement Prize for his pivotal role in promoting BSL as a minority language.

National BSL Plan:  Prof Graham Turner has also secured funding from the Scottish Universities Insight Institute for a 6-month project on ‘Planning for the National BSL Plan’. The project aims to design a blueprint for getting BSL taught as a modern language in schools under Scotland’s national ‘1+2 languages’ policy. Work has been ongoing through the summer to design the first of a series of consultative events, with Deaf international keynote presenters from the US and Finland, coming up in the autumn.

  1. PUBLICATIONS

Philip McDermott, Máiréad Nic Craith & Katerina Strani (2015), “Public space, collective memory and intercultural dialogue in a (UK) city of culture”, Identities: Global Studies in Culture and Power,http://www.tandfonline.com/doi/abs/10.1080/1070289X.2015.1054828

Máiréad Nic Craith (2015) “‘Migrant’ Writing and the Re-Imagined Community: Discourses of Inclusion/Exclusion”, German Politics & Society, 33 (1-2), pp. 84-99 DOI: http://dx.doi.org/10.3167/gps.2015.330107

Máiréad Nic Craith and Bernie O’Rourke (2015)  “Anthropology and Language in Europe: Setting the Context.” Anthropological Journal of European Cultures 24 (1): 1-6.

Máiréad Nic Craith and Emma Hill (2015) “ Re-locating the Ethnographic Field: From ‘Being There’ to ‘Being There’, Anthropological Journal of European Cultures, 24 (1): 42-62. DOI: http://dx.doi.org/10.3167/ajec.2015.240104

Jemina Napier and Lorraine Leeson (2016). Sign language in action, book submitted to Palgrave.

Special Issue (number 12) of New Voices in Translation Studies, co-edited by LINCS PhD students Lee Williamson, Marwa Shamy, Penny Karanasiou and Pedro Castillo. The issue includes a selection of the best papers submitted after IPCITI 2013, organised in Heriot-Watt, and it is the result of the long standing collaboration between IPCITI and New Voices in Translation Studies.

Claudia Angelelli:

  • (with Colina, S.,(2015): Translation and Interpreting Pedagogy. Special issue. TIS Translation and Interpreting Studies Volume 10:2.
  • Journal article:  Justice for All? Issues faced by linguistic minorities and border patrol agents during interpreted arraignment interviews. In MonTI Monografías de Traducción e Interpretación Special Issue on Legal Interpreting . Maribel del Pozo Treviño and María Jesús Blasco Mayor (Guest eds.) (pp.181-205).
  • Bilingualism and Multilingualism. In Claudia V. Angelelli and Brian J. Baer (eds.) Researching Translation and Interpreting. London/New York: Routledge. (32-42).
  • Translation and Interpreting Pedagogy. In Claudia V. Angelelli and Brian J. Baer (eds.) Researching Translation and Interpreting. London/New York: Routledge. (pp.108-117).
  • Exploring Translation and Interpreting. In Claudia V. Angelelli and Brian J. Baer (eds.) Researching Translation and Interpreting. London/New York: Routledge. (pp.5-14).
  • Bilingualism (Societal). In The Encyclopedia of Interpreting Studies. Nadia Grbic and Franz Pöchhacker, eds. London/New York: Routledge.
  • Ethnographic Methods. In The Encyclopedia of Interpreting Studies. Nadia Grbic and Franz Pöchhacker, eds. London/New York: Routledge.
  • In The Encyclopedia of Interpreting Studies. Nadia Grbic and Franz Pöchhacker, eds. London/New York: Routledge.

  1. PhD COMPLETIONS

Dr Ashvin Devasundaram

Dr Pedro Castillo

Dr Robyn Dean

Dr Xiao Zhao

CONGRATULATIONS!!!!

 

  1. OTHER ACTIVITIES
  • Developing new research projects and applying for funding – exact figures to be announced
  • Course preparation and development
  • MSc dissertation supervision
  • Exam resits
  • Marking
  • Marking
  • Marking

 

Still, some of us also managed to squeeze in a holiday.

Now let the teaching begin!

 

 

Mental health interpreting – considering some of the challenges

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By Yvonne Waddell

Work in mental health settings is often unique from other settings the community interpreter works in. When we consider that language is the principal investigative and therapeutic tool in psychiatry, (Farooq & Fear 104: 2003) the interpreting process will have a direct impact on the way that therapeutic tool is applied. As interpreters working between languages and cultures, the approach we take to interpreting utterances in this area should be considered, especially when a change in a patient’s language may have implications for their mental health state (Pedersen 2012).

As my colleague Jonathan described in his recent post, during the mental health session the interpreter will have access to the form of the language and specific linguistic information that the clinician does not since they do not understand the language of the patient. This information may be lost in translation where specific patterns of speech (such as clanging) are of a different form in the interpretation. If these types of examples are not discussed between clinician and interpreter, the subtle language-based cues indicative of illness may be missed. In addition to these linguistic and paralinguistic considerations, the area of mental health contains many challenges for the community interpreter.

The idea of considering the thought world of the other participants in the interpreted interaction is not a new one, the term first being introduced by Namy in 1977. The participant’s thought world as part of ethical decision making has been developed more extensively by Dean and Pollard (2013) in their textbook for interpreters as practice professionals.  For those of us interpreting in the community for minority languages, I would suggest that we most often consider things from our minority language users’ point of view, so it can be useful to take some time considering the thought world of our majority language user/hearing participant. Working with interpreters is rarely a daily occurrence for mental health professionals. Bear in mind that this type of interaction is probably new to the professional, and the vast majority of medical professionals are only trained in the typical medical interview, where there is one other person in the room (the patient) and they share a language and culture (Rosenberg et al 2007).

Those of us in interpreting studies are aware of the advances the profession has gone through in terms of the role, degree of involvement and appropriate strategies of the interpreter. However, professionals express a preference for a conduit model of interpreter and consider a word-for-word literal translation as the most accurate (Dysart-Gale 2005, Rosenberg et al 2007, Hsieh 2010). While this fixed translation approach may be problematic for ensuring accuracy of meaning, this preference may reflect the importance of how something is said both by professionals and patients in mental health settings. The mental health professional will use deliberate and considered phrasing in their approach, and they are keen for that to be preserved in the interpretation.

However, mental health professionals who are unfamiliar with the grammar of a minority language may not realise that literal interpretations of terms are not always possible and perhaps two words in English may require several sentences in the minority language to accurately relay the meaning. If we consider an example of BSL (British Sign Language) as one of those minority languages, professionals who do not realise that BSL is a full and distinct language from English and assume that BSL is simply ‘English on the hands’, may expect the interpreter to stop signing once they have stopped speaking.  As the interpreter continues to sign, although they are accurately relaying the meaning of the original utterance, if the professional doesn’t have access to what they are saying in this expanded interpretation, they may begin to feel left out of the conversation, or suspicious of what is being signed after they have stopped speaking.

In anticipation of these moments of tension that can arise, one strategy might be for the interpreter to keep the professional in the loop as to when a term may need expansion in the second language. The ideal time to have these types of discussions would be in the brief meeting the interpreter has with the professional before the appointment, or afterwards at the debriefing.  While best practice in mental health interpreting research may describe the benefits and necessity of these briefing sessions (Chovaz 2013, Tribe & Lane 2009, De Bruin & Brugmans 2006, Messent 2003,) I also work in health boards across Scotland as a community interpreter, and am aware of how rare those briefing sessions can be when you are a freelance interpreter booked for a one-off job, and dilemmas occur often.

When we are faced with a dilemma in mental health settings, being aware of the mental health professionals’ communication objectives is also important in helping us come to a decision.

Let’s take another example:

Imagine you are interpreting at a counselling session. In response to one of the counselor’s questions, the client’s answer lasts for 20 minutes. The counselor actively listens to this narrative but does not interrupt. The client is signing (or speaking) very quickly and displaying strong emotions, and you are struggling to pick up some of the names and other details that are being described. You feel like you should interrupt and clarify because you might have got something wrong, and you are missing details, but you also don’t want to stop them as they are in full flow, it’s the first time they’ve really opened up about this and the counselor does not seem to be making any moves to interrupt them. This is an example of where interpreting values (such as accuracy) come into conflict with the values of the setting (the counselors’ priority of the client’s narrative). This is where dilemmas arise for interpreters. Since both values are valid, deciding which value to forfeit is a process suited to careful consideration of all contextual factors relevant to the situation. I’ve found Dean & Pollard’s Demand – Control Schema an effective taxonomy to frame this consideration of the interpreted interaction.  If we know in advance that the counselor’s goal for this session is to allow the client the space to communicate their story uninterrupted and feel listened to, then we may decide to prioritise the value of the setting over repeatedly interrupting the patient to clarify terms in order to preserve accuracy. This can leave us with an uneasy feeling of, ‘I didn’t interpret properly, I should have interrupted to clarify that name.’ That uncomfortable feeling is due to the forfeiting of interpreting values, which is never an easy decision, but that feeling isn’t something we need to carry around with us, affecting our confidence and making us uncertain over whether we ‘did the right thing’. The feeling can be understood and explored in the context of a supervision session, or in debriefing with the counselor who may assure you that they were more keen on having the person express themselves that having them interrupted for less important details (for more on value conflict for interpreters see Dean & Pollard 2013 and Dean & Pollard 2015).

While interpreting in mental health settings may always be challenging, by continuing to be reflective practitioners, engaging in CPD, conducting further research in this area, and sharing good practice, perhaps we can move towards a more effective interpreting experience for all involved.

Yvonne E Waddell is a registered BSL/English Interpreter, working in community and conference settings. If you’re a regular attendee at the EdSign Lecture series you’ve probably heard her work into English, or seen her interpreting into BSL. She is currently a doctoral candidate in LINCS exploring strategies employed by mental health nurses when working with Deaf patients and sign language interpreters.

References

Chovaz, C. J. (2013). Intersectionality: Mental Health Interpreters and Clinicians or Finding the “sweet spot” in therapy. International Journal on Mental Health and Deafness, 3(1).

Dean, R. K., & Pollard, R. Q. (2013). The demand control schema: Interpreting as a practice profession. CreateSpace.

Dean, R. K., & Pollard, R. Q. (2015 in press). Re-discovering Normative Ethics in the Practice Profession of Interpreting. In L. Roberson & S. Shaw (Eds.), Signed Language Interpreting in 21st Century: Foundations and Practice. Gallaudet University Press.

De Bruin, E. & Brugmans, P. (2006) The Psychotherapist and the Sign Langauge Interpreter. Journal of Deaf Studies and Deaf Education.  11:3 Summer 2006

Dysart-Gale, D. (2005). Communication models, professionalization, and the work of medical interpreters. Health Communication, 17, 91-103.

Farooq, S., & Fear, C. (2003). Working through interpreters. Advances in Psychiatric Treatment, 9(2), 104-109.

Hsieh, E. et al (2010) Dimensions of trust: the tensions and challenges in provider-interpreter trust. Qualitative Health Research. 20 (2) 170-181

Messent, P. (2003) From postmen to makers of meaning: a model for collaborative work between clinicians and interpreters. In R. Tribe & H. Raval (Eds.), Working with interpreters in mental health. London & New York: Routledge

Namy, C. (1977) ‘Reflections on the training of simultaneous interpreters: A metalinguistic approach.’ In Gerver, D., & Sinaiko, H. W. Eds. Language interpretation and communication (Vol. 6). New York. Plenum Publishing Corporation. p25-33

Pedersen, D. D. (2013). Psych Notes: Clinical Pocket Guide. FA Davis.

Rosenberg, E., Leanza, Y., & Seller, R. (2007). Doctor-patient communication in primary care with an interpreter: Physi- cian perceptions of professional and family interpreters. Patient Education and Counseling, 67, 286-292.

Sutton-Spence, R., & Woll, B. (1998). The linguistics of British Sign Language: an introduction. Cambridge University Press.

Tribe, R., & Lane, P. (2009). Working with interpreters across language and culture in mental health. Journal of Mental Health, 18(3), 233–241.