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Table of Contents
- Conference Interpreting A Complete Course
- Editorial page
- Title page
- LCC data
- Authors’ bios
- Table of contents
- List of tables and figures
- Abbreviations
- General introduction
- Training interpreters: tradition and innovation
- Progression and incremental realism
- Full realism: going the last mile
- ‘Bi-active’ SI
- Teaching professionalism
- Acknowledgements
- 1. Introduction to the Complete Course
- 2. The interpreter’s job
- 2.1 Introduction
- 2.1.1 Defining the task
- 2.1.2 Interpreting vs. written translation
- 2.1.3 Why is it called ‘interpreting’?
- 2.1.4 How verbal communication works
- 2.1.5 Mediated communication (with a change of language)
- 2.1.6 Language: crucial but not sufficient
- 2.1.7 The interpreter as mediator
- 2.1.8 Mediation: neutral vs. affiliated roles
- 2.2 Modes of interpreting
- 2.2.1 Consecutive interpreting
- 2.2.2 Simultaneous interpreting
- 2.2.3 Sight translation
- 2.2.4 Informal and makeshift arrangements
- 2.2.4.1 Whispered interpretation (‘chuchotage’)
- 2.2.4.2 ‘Bidule’ interpreting
- 2.2.5 Modes: mix and distribution
- 2.3 Diversity in interpreting
- 2.3.1 Domains and settings
- 2.3.1.1 ‘Natural’ and improvized interpreting
- 2.3.1.2 Community-based and public-service
- 2.3.1.3 Business and in-house interpreting
- 2.3.1.4 Judicial, courtroom and legal interpreting
- 2.3.1.5 Military and conflict interpreting
- 2.3.1.6 Conference interpreting
- 2.3.1.7 Diplomatic interpreting
- 2.3.1.8 Broadcast and media interpreting
- 2.3.1.9 Tele- or remote interpreting
- 2.3.2 Sign(ed) language interpreting (SLI)
- 2.3.2.1 Modality, mode, settings and role
- 2.3.2.2 Professionalization and training
- 2.3.3 Mediation in different modes and settings
- 2.3.4 Diversity in interpreting: summary
- 2.3.1 Domains and settings
- 2.4 Common competencies: ‘LKSP’
- 2.5 Skillsets and settings
- 2.5.1 Common skills and specialization
- 2.5.2 Hierarchical classifications
- 2.5.3 Skillsets, settings and specialization - some caveats
- 2.5.4 Professionalism, personality and adaptability
- 2.5.5 Modularity and skillset-specific training
- 2.6 The interpreter’s language combination
- 2.6.1 Language classification and combinations
- 2.6.2 Getting there: from novice to journeyman
- 2.7 Summary
- Further reading
- Appendix A
- Appendix B
- 2.1 Introduction
- 3. Prerequisites and admission
- 3.1 Introduction
- 3.1.1 Who can be a conference interpreter?
- 3.1.2 The course: what to expect
- 3.2 Selection criteria
- 3.2.1 Language proficiency
- 3.2.1.1 The A language(s)
- 3.2.1.2 Comprehension of B and C languages
- 3.2.1.3 Active B language: ‘Bcons’ and ‘Bsim’
- 3.2.2 Verbal intelligence and communicative skills
- 3.2.3 General knowledge
- 3.2.4 Personal qualities
- 3.2.5 Additional pluses
- 3.2.1 Language proficiency
- 3.3 The admission test
- 3.4 How to prepare
- 3.4.1 Realistic self-assessment: is this for me?
- 3.4.2 General advice and information to applicants
- 3.4.3 How to prepare
- 3.4.4 Personal study: some recommendations
- 3.4.4.1 Understanding factors in comprehension difficulty
- 3.4.4.2 Working with a partner
- 3.5 Studying in the B-language country
- 3.6 Summary
- Further reading
- 3.1 Introduction
- 4. Initiation to interpreting
- 4.1 Introduction
- 4.2 From Active Listening to Discourse Modelling
- 4.2.1 Active Listening
- 4.2.1.1 Ways of listening
- 4.2.1.2 Mobilizing relevant knowledge
- 4.2.1.3 Empathy and the speaker’s communicative intent
- 4.2.1.4 Imagination
- 4.2.2 Exercises for Active Listening
- 4.2.2.1 Idiomatic Gist (B/C-into-A)
- 4.2.2.2 Listening Cloze
- 4.2.3 Discourse modelling and outlining
- Discourse outlining
- Discourse outlining: procedure
- 4.2.4 Concision, compression, summary and gisting
- 4.2.4.1 Compression exercise
- 4.2.4.2 (Optional) resequencing exercise
- 4.2.1 Active Listening
- 4.3 ‘Deverbalization’ and interference-busting
- 4.3.1 Deverbalization and the Théorie du sens
- 4.3.2 Introduction to Sight Translation
- 4.4 Short Consecutive without notes
- 4.4.1 Materials and classroom procedure
- 4.4.2 Dos and don’ts: ground rules of interpreting
- 4.4.3 Role and mediation issues (impartiality and fidelity)
- 4.4.3.1 Over-translation and under-translation
- 4.4.3.2 The interpreter’s role: basics
- 4.5 Public Speaking and delivery skills
- 4.5.1 Components of Public Speaking
- 4.5.1.1 Delivery (‘ethos’)
- 4.5.1.2 Structure and signposting (‘logos’)
- 4.5.1.3 Language, expression, rhetoric (‘pathos’)
- 4.5.2 Public Speaking: summary
- 4.5.1 Components of Public Speaking
- 4.6 Putting it all together: listening, capturing and speaking
- 4.6.1 Consecutive without notes: materials, procedure and feedback
- 4.6.2 Initiation: objectives
- 4.7 Self-directed learning: first steps
- 4.7.1 Independent study and practice
- 4.7.1.1 The art of oralising
- 4.7.1.2 Group practice
- 4.7.1 Independent study and practice
- 4.8 Bridging gaps: some theory for students
- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering
- 4.8.2 Interpreting as ‘communication-plus’: a model
- 4.8.3 Linguistic interference
- 4.8.4 Interpreting and transcoding: are ‘ready equivalents’ useful?
- 4.8.5 Knowledge: how much do we need to interpret?
- Specialized and technical knowledge and interpreting
- 4.9 Summary
- Further reading
- 5. Consecutive interpreting
- 5.1 Introduction
- 5.1.1 History and specificity
- 5.1.2 Long vs. short consecutive
- 5.1.3 How does full consecutive (with notes) work?
- Consecutive interpreting: a simple model
- 5.1.4 Overview: consecutive expertise in five stages
- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9)
- 5.3 Note-taking I: Cue-words and links
- 5.3.1 Materials and classroom procedure
- 5.3.2 How to note links
- 5.3.3 Choosing the right cue-word: exercise
- 5.4 Note-taking II: the standard method
- 5.4.1 Origins and key features
- 5.4.2 Layout
- Exercise: ‘Slow notes’
- 5.4.3 Information capture
- 5.4.3.1 Simplification
- 5.4.3.2 Abbreviation
- 5.4.3.3 Symbols, sketches and combinations
- 5.4.4 Note-taking III: completing the toolkit
- 5.4.5 Demonstration and practice
- 5.5 Coordination (mid-S1)
- 5.5.1 Objectives, materials and focus
- 5.5.2 Making choices in real time
- 5.5.3 The method and the individual
- 5.5.4 Group practice
- 5.6 Experimentation (late S1, early S2)
- 5.6.1 Focus: adaptation and flexibility
- 5.6.2 Materials and objectives
- 5.6.3 Time and motion: varying the ‘Ear-Pen Span’
- 5.6.4 Class organization and feedback
- 5.6.5 Exercise: Real Consecutive (end of Semester 1)
- 5.6.6 Experimentation: summary
- 5.7 Consolidation (mid-S2 onwards)
- 5.7.1 Focus, objectives and materials
- 5.7.2 Coherence: leveraging the consecutive mode
- 5.7.3 Precision
- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4)
- 5.8.1 Focus, objectives and materials
- 5.8.2 Polishing the product
- 5.8.3 Coping with pressure
- 5.8.4 Optimizing communication
- 5.8.4.1 Degrees and types of optimization
- 5.8.4.2 Stronger forms of mediation
- 5.9 Summary
- Further reading
- Appendix A
- Appendix B
- Appendix C
- 5.1 Introduction
- 6. Sight translation
- 6.1 Introduction
- 6.2 Steps to full Sight Translation
- 6.2.1 Controlled Sight Translation
- 6.2.2 Full Sight Translation
- 6.2.3 Sight Translation into B and as preparation for SI
- 6.2.4 Word order, context and ‘syntacrobatics’
- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3)
- 6.3.1 Pre-segmented Sight Translation: chunking and joining
- 6.3.2 Imposed starts and constructions
- 6.3.3 ‘Consecutive from text’
- 6.4 Summary
- Further reading
- 7. Language and knowledge enhancement
- 7.1 Introduction and overview
- 7.2 Language enhancement for interpreters: specificity and goals
- 7.2.1 Specificity of LE for interpreting
- 7.2.2 Goals of L(K)E for interpreting
- 7.2.3 Independent study and practice
- 7.3 Comprehension (B and C languages)
- 7.3.1 Objectives
- 7.3.2 Reading for language and knowledge enhancement
- 7.3.3 Listening
- 7.4 Production (A and B languages)
- 7.4.1 Enriching the A language
- 7.4.2 Strengthening the B language: exercises and activities
- 7.4.2.1 Imitation and immersion
- 7.4.2.2 Remedial linguistic polishing
- 7.4.2.3 Deverbalization and interference-proofing
- 7.4.2.4 Linguistic feedback on interpreting performance
- 7.4.2.5 Written translation into B
- 7.5 Lexical availability: managing words
- 7.5.1 Building the ‘bilingual phrasebook’
- 7.5.2 How to (re-)learn words
- 7.5.3 Using advanced second-language learning textbooks or media
- Further reading
- Appendix A
- 8. Simultaneous interpreting (SI)
- 8.1 Introduction
- 8.1.1 The SI set-up
- 8.1.2 The origins and history of SI
- 8.1.3 How does SI work?
- 8.1.4 SI training in five stages: An overview
- 8.2 SI-Initiation: discovering SI
- 8.2.1 Orientation
- 8.2.1.1 Settling in: the booth, equipment and manners
- 8.2.2 Initiation ‘Strand A’: easy SI on line
- 8.2.3 Initiation ‘Strand B’: controlled input (off-line)
- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2])
- 8.2.3.2 Chunk-by-chunk interpreting (oral input)
- 8.2.3.3 Circle Game (Interpreters’ ‘Consequences’)
- 8.2.4 Transition to real SI: Spoonfeeding
- 8.2.1 Orientation
- 8.3 Coordination and control (around 3-5 weeks)
- 8.3.1 Faster Spoonfeeding
- 8.3.2 SI with Training Wheels (Consecutive first)
- 8.3.3 ‘Simultaneous Consecutive’
- 8.3.4 Take-off: real SI on fresh trainer speeches
- 8.3.5 Coordination and control: summary
- 8.3.6 Supervision and independent practice
- 8.4 Experimentation (and personal style)
- 8.4.1 Starting and staying free: open grammar
- 8.4.2 Time, rhythm and lag
- 8.4.3 Framing and filling: using placeholders
- 8.4.4 Introduction to SI-text
- 8.4.5 Practising with numbers
- 8.4.6 Independent practice in SI
- 8.5 Consolidation: from basic to confident SI
- 8.5.1 Overview and objectives
- 8.5.2 Knowledge and preparation
- 8.5.3 International community-speak: talking the talk
- 8.5.4 SI technique and ‘oral translation’
- 8.5.5 SI-Text (continued)
- 8.5.6 Consolidating the product
- 8.5.7 Consolidation: summary
- 8.6 Understanding SI: some theory
- 8.6.1 ‘Multitasking’ and expertise
- 8.6.2 Lag (décalage, EVS)
- 8.6.3 Word-order - a problem for SI?
- 8.6.4 Anticipation
- 8.7 Summary: learning to do SI
- Further reading
- 8.1 Introduction
- 9. Reality and advanced tasks
- 9.1 Introduction
- 9.1.1 Preparing for reality
- 9.1.2 User orientation
- 9.1.3 Advanced tasks vs. hazards and impossible conditions
- 9.1.4 Overview of the final semester
- 9.2 Competence for the real world: complex but routine tasks
- 9.2.1 Extending comprehension and knowledge
- 9.2.2 User orientation
- 9.2.3 Completing the skillset
- 9.2.3.1 Consecutive and ST: hybrids and variations
- 9.2.3.2 SI-text: speech delivered from a written text
- 9.2.3.3 Relay interpreting: giving and taking
- 9.2.4 Compression and abstracting
- 9.2.5 Making life easier: preparation and teamwork
- 9.2.5.1 Conference preparation (Semesters 3 and 4)
- 9.2.5.2 Teamwork
- 9.2.6 Simulation and reality
- 9.3 Expertise and survival
- 9.3.1 Crisis management and coping tactics
- 9.3.2 What to do if you don’t know (or are unsure)
- 9.3.3 Explaining the problem: on-line disclaimers and transparency
- 9.3.4 Survival: a matter of conditions and conscience
- 9.4 Hazards and impossible conditions
- 9.4.1 Multiple channels or ‘mixed-media’ interpreting
- 9.4.2 Screened-off: tele- and remote interpreting
- 9.4.3 SI-text from an unknown language (with the help of a translation)
- 9.5 Summary
- Further reading
- 9.1 Introduction
- 10. Professionalism and ethics
- 10.1 Introduction
- 10.1.1 From skills to professionalism
- 10.1.2 Professionalization and professionalism
- 10.1.2.1 Craft professionalism
- 10.1.2.2 Moral and ethical professionalism
- 10.1.2.3 Practical or ‘service’ professionalism
- 10.2 Working conditions and performance
- 10.2.1 The interdependence of conditions and quality
- 10.2.2 Working conditions in conference interpreting
- 10.2.3 Client relations, education and expectations
- 10.2.3.1 Guidance for event organizers, speakers and users
- 10.2.3.2 Ideal conditions and reality: room for compromise?
- 10.2.4 Professionalism: a virtuous circle
- 10.3 Professional conduct, ethics and standards
- 10.3.1 Introduction
- 10.3.2 Universal and near-universal principles
- 10.3.2.1 Confidentiality
- 10.3.2.2 Competence
- 10.3.2.3 Integrity
- 10.3.3 Neutrality and the interpreter’s role
- 10.3.3.1 The shared or neutral interpreter
- 10.3.3.2 The attached or affiliated interpreter
- 10.3.3.3 Ambivalent and unstructured situations
- 10.3.3.4 The interpreter’s visibility
- 10.3.4 Morality, conscience and individual preference
- 10.4 Fidelity and optimization
- 10.4.1 Fidelity
- 10.4.2 Optimization vs. ‘strong mediation’
- 10.5 Summary
- Further reading
- Appendix A
- 10.1 Introduction
- 11. Introduction to professional practice
- 11.1 Introduction
- 11.2 Organization and practice of the profession
- 11.2.1 Where does work come from?
- 11.2.1.1 Consultant interpreters
- 11.2.1.2 Colleagues
- 11.2.1.3 Agencies
- 11.2.1.4 Direct clients
- 11.2.1.5 ‘Co-opetition’: managing business relationships with collaborators-cum-competitors
- 11.2.2 Inquiries, offers, contracts and schedule management
- 11.2.2.1 Options, firm offers, contracts
- 11.2.2.2 The contract: standard and special provisions
- 11.2.2.3 Recording of interpretation and copyright provisions
- 11.2.2.4 Accepting and refusing assignments: criteria
- 11.2.2.5 When client requests conflict with quality
- 11.2.3 Key interactions
- 11.2.3.1 Interaction with meeting organizers
- 11.2.3.2 Interaction with delegates
- 11.2.3.3 Interaction with colleagues
- 11.2.4 Freelancing as a business
- 11.2.4.1 Marketing, networking, personal branding (CVs, social media etc.)
- 11.2.4.2 Setting fees
- 11.2.4.3 Negotiating skills
- 11.2.5 Joining a secretariat, group or agency
- 11.2.6 Working for international organizations
- 11.2.7 Career paths: freelance vs. staff or in-house interpreter
- 11.2.1 Where does work come from?
- 11.3 Lifestyle and career: tips and recommendations
- 11.3.1 Stress management, health and wellbeing
- 11.3.1.1 Stress factors and health hazards
- 11.3.1.2 Vicarious trauma
- 11.3.1.3 Gender issues and harassment
- 11.3.2 Developing a specialization
- 11.3.3 Financial management
- 11.3.4 Giving back to the profession
- 11.3.5 Pro bono work
- 11.3.1 Stress management, health and wellbeing
- 11.4 Concluding remarks
- Further reading
- Appendix
- References
- Name index
- CC-TG subject index
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