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THIRD INTERNATIONAL CONFERENCE ON INTERPRETING QUALITY

B O O K O F A B S T R A C T S

I I I CONGRESO INTERNACIONAL SOBRE CALIDAD EN INTERPRETACIÓN

L I B R O D E R E S Ú M E N E S

THIRD INTERNATIONAL CONFERENCE ON INTERPRETING QUALITYGranada, 5-7 October 2017

BOOK OF ABSTRACTS

III CONGRESO INTERNACIONAL SOBRE CALIDAD EN INTERPRETACIÓNGranada, 5-7 de octubre de 2017

LIBRO DE RESÚMENES

ORGANISERS|ORGANIZADORES

Organising Committee|Comité organizador

E. Macarena Pradas Macías (chair|coordinadora) Universidad de Granada, Spain

Rafael Barranco-Droege Universität Heidelberg, Germany

Benamí Barros García Universidad de Granada, Spain

Elvira Cámara Aguilera Universidad de Granada, Spain

Mª Teresa Fuentes Morán Universidad de Salamanca, Spain

Olalla García Becerra Universidad de Granada, Spain

Ángel Jábega Murado Conservatorio Superior de Música del Principado de Asturias, Spain

Justyna Wasiluk Universidad de Granada, Spain

Scientific Committee|Comité científico

Barbara Ahrens Technische Hochschule Köln, Germany

Jesús Baigorri Jalón Universidad de Salamanca, Spain

María Teresa Bajo Molina Universidad de Granada, Spain

Claudio Bendazzoli Università degli Studi di Torino, Italy

Ivana Čeňková Univerzita Karlova, Czech Republic

Ana María Cesteros Mancera Universidad de Alcalá de Henares, Spain

Helle V. Dam Aarhus Universitet, Denmark

Emilio Delgado López-Cózar Universidad de Granada, Spain

Mª Manuela Fernández Sánchez Universidad de Granada, Spain

Daniel Gile Université Sorbonne Nouvelle – Paris III, France

Cynthia J. Kellett-Bidoli Università degli Studi di Trieste, Italy

Heike Lamberger Karl-Franzens-Universität Graz, Austria

Bachir Mahyub Rayaa Universidad de Granada, Spain

Jemina Napier Heriot-Watt University, United Kingdom

Brenda Nicodemus Gallaudet University, USA

Franz Pöchhacker Universität Wien, Austria

Fernando Poyatos University of New Brunswick, Canada

E. Macarena Pradas Macías Universidad de Granada, Spain

Heidi Salaets Katholieke Universiteit Leuven, Belgium

Emilio Sánchez Santa-Bárbara Universidad de Granada, Spain

Laurie Swabey St. Catherine University, USA

ICIQ3

ICIQ3

THIRD INTERNATIONAL CONFERENCE ONINTERPRETING QUALITY

This conference is intended as a platform forfruitful dialogue on interpreting quality. It willbring together a variety of perspectives andpromote exchange at different levels:

At the Academia/Profession interface:between professionals, trainers andresearchers. Intradisciplinary: between interpre-ting researchers focusing on varioussettings and modalities, such asconferences and public services, andspoken as well as signed languages Interdisciplinary: between interpretingresearchers and scholars from othersciences (e.g. translation, linguistics, lexico-graphy, musicology, psychology, sociology,library science and statistics, among others)

ICIQ3 will address a number of topics: qualityperception; quality assessment and assurance;quality criteria; cognition processes; mediaand remote interpreting; cultural interpreting;community, public-service and healthcareinterpreting; legal interpreting; signed languageinterpreting; qualifying and continuous training;nonprofessional interpreting; and method transferacross disciplines.

Programme

One of the key goals of ICIQ3 is fostering livelyexchange among participants. This has shapedsome of the formats used in this conference.The conference programme will includekeynote addresses, themed sessions, plenarydebates, round tables and poster presen-tations.

III CONGRESO INTERNACIONAL SOBRE CALIDAD ENINTERPRETACIÓN

Este congreso tiene como objetivo fomentar eldebate sobre la calidad de la interpretacióndesde distintas perspectivas y promover elintercambio científico en varios niveles:

Entre investigadores, docentes yprofesionales de la interpretación. Entre distintos ámbitos de la inter-pretación (interpretación de conferen-cias, interpretación para los serviciospúblicos, etc.), y entre la interpretaciónde lenguas orales y la interpretación delenguas de signos. Entre los estudios de interpretación yotras disciplinas (p.ej. traducción, lingüística,lexicografía, musicología, psicología, socio-logía, documentación o estadística, entreotras).

El congreso abordará estos temas: percepción dela calidad; evaluación de la calidad; parámetrosde calidad; procesos cognitivos; interpretaciónremota e interpretación para los medios decomunicación; interpretación cultural; interpretacióncomunitaria, para los servicios públicos y en elámbito sanitario; interpretación judicial; inter-pretación de lengua de signos; formación;interpretación no profesional, la interdiscipli-nariedad en la investigación y la trans-ferenciametodológica.

Programa

Uno de los principales objetivos de ICIQ3 esfomentar el intercambio dinámico e inte-ractivo entre todos los asistentes. Esto hadeterminado algunos de los formatos uti-lizados en el congreso, que incluirá confe-rencias plenarias, sesiones temáticas, debatesplenarios, mesas redondas y presentación depósteres.

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Keynote Addresses|Conferencias plenarias

Opening up in research into interpreting quality. Daniel Gile, Université Sorbonne Nouvelle – Paris III, France.

Interactive levels and problems of nonverbal communication in simultaneous interpretation.Fernando Poyatos, University of New Brunswick, Canada.

Special conference|Conferencia extraordinaria

Women interpreters who came in from the cold: Russians in the Spanish Civil War (1936–1939).Jesús Baigorri Jalón, Universidad de Salamanca, Spain.

Plenary debates|Debates plenarios

Plenary Debate 1|Debate plenario 1

Methodology in research on quality

Franz Pöchhacker (convener|moderador), Universität Wien, Austria.Rafael Barranco-Droege, Universität Heidelberg, Germany.Sabine Braun, University of Surrey, United Kingdom.Minhua Liu, Hong Kong Baptist University, China.Sylvi Rennert, Universität Wien, Austria.Laurie Swabey, St. Catherine University, USA.


Nonverbal communication in interpreting quality research

Fernando Poyatos (convener|moderador), University of New Brunswick, Canada.E. Macarena Pradas Macías (convener|moderadora), Universidad de Granada, Spain.Claudio Bendazzoli, Università degli Studi di Torino, Italy.George Christodoulides, Université Catholique de Louvain, Belgium.Tuija Kinnunen, Helsingin yliopisto|University of Helsinki, Finland.Jessica Pérez-Luzardo Díaz, Universidad de Las Palmas de Gran Canaria, Spain.Anu Viljanmaa, Tampereen yliopisto|University of Tampere, Finland.


Interpreting research, practice and training: cross-fertilization or compartmentalization?

Helle V. Dam (convener|moderadora), Aarhus Universitet, Denmark.Barbara Ahrens, Technische Hochschule Köln, Germany.Brenda Nicodemus, Gallaudet University, USA.Michael Richardson, Heriot-Watt University, United Kingdom.Heidi Salaets, Katholieke Universiteit Leuven, Belgium.Melissa Wallace, University of Texas at San Antonio, USA.

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Plenary round table|Mesa redonda plenaria

Beyond brains... the H factor?

Heike Lamberger (convener|moderadora), Karl-Franzens-Universität Graz, AustriaJesús Baigorri Jalón, Universidad de Salamanca, Spain.Emilio Delgado López-Cózar, Universidad de Granada, Spain.Daniel Gile, Université Sorbonne Nouvelle – Paris III, FranceFranz Pöchhacker, Universität Wien, Austria.

Round table|Mesa redonda

Remote simultaneous interpreting as a paradigm shift in conference interpreting: Challenges for quality

Óscar Jiménez Serrano (convener|moderador), Universidad de Granada, Spain.Kim Ludvigsen, Founder and CEO, Interprefy, Switzerland.Javier Medel, Founder and CEO, The Global Password, SpainRepresentative to be confirmed, AICE (Spanish Association of Conference Interpreters), SpainRepresentative to be confirmed, AIIC (International Association of Conference Interpreters)Rosa Llopis Lanuza, ASETRAD (Spanish Association of Translators, Proofreaders & Interpreters)

The conference venue is also hosting the photographic exhibition Interpreting nonverbalcommunication in photography, by Fernando Poyatos.

La sede del congreso acogerá también la exposición fotográfica Interpreting nonverbal communication inphotography, de Fernando Poyatos.

Posters|Pósteres 1

The perception of dubbing quality: a study based on interpreting-research methods.Carrasco Pedrero, Rocío Universidad de Granada, Spain

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Quelle est la compréhension du rôle de l’interprète en milieu social ? (Notre société est-elle préparée à utiliser les services de ce médiateur interculturel ?)Čeňková, Ivana Univerzita Karlova, Czech Republic

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Expectations towards the quality of consecutive interpreting at football-related events.Checa Fernández, Francisco Óscar; Lanzas Rubio, Pablo; Moreno Viudes, Marta; Padilla Almodóvar, Marina Universidad de Granada, Spain

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Spotting users’ expectations on interpreting quality.García Becerra, Olalla; Pradas Macías, E. MacarenaUniversidad de Granada, Spain

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1 It is envisaged to grant a Best Poster Award to the author(s) of one of the posters exhibited at ICIQ3. The conference delegates will choose the best poster through a poll. Está previsto entregar un Premio al mejor póster al autor o a los autores de uno de los pósteres presentados en el congreso. Los asistentes elegirán el mejor póster mediante votación.

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Culture and conference interpreting in the XXI century: room for re-visiting quality?Leal Lobato, Ana Isabel Aarhus Universitet, Denmark

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Justice, culture and literacy by minor spoken languages in Japan’s legal interpreting. Challenges with few interpreters and relay interpreting. Mouri, Masako Toyohashi University of Technology, Japan

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La importancia de la fluidez en la competencia comunicativa: ¿valor absoluto o relativo?Wasiluk, Justyna Universidad de Granada, Spain

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Oral Presentations|Comunicaciones 2

Speech delivery speed, message transmission quality and interpreter training.Adams, Heather Universidad de Las Palmas de Gran Canaria, Spain

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Interpreters’ metacognitive competence as a performance (and learning) quality indicator.Aguirre Fernández-Bravo, Elena (YR)Universidad Pontificia Comillas, Spain

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International and national standards on interpreting as a means of quality assurance.Ahrens, BarbaraTechnische Hochschule Köln, Germany

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Better court interpreters needed in the United Arab Emirates.Al-Tenaijy, Moza UAE University, United Arab Emirates

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Análisis de un corpus oral de interpretaciones en los juzgados de lo penal de Barcelona. Creación de instrumentos de mejora de la calidad de la interpretación en los procesos penales. Arumí Ribas, Marta Universitat Autònoma de Barcelona, Spain

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Hacia la certificación de la traducción/interpretación de textos científicos y académicos a la lengua de signos española (LSE).Báez Montero, Inmaculada C. Universidade de Vigo, Spain

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La interpretación educativa entre lenguas orales y signadas: expectativas de calidad, cualidad y cantidad en España.Bao Fente, MaríaUniversidade de A Coruña, Spain

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Dolmetschqualität – eine integrative Prozess-Simulation.Behr, Martina Johannes Gutenberg-Universität Mainz, Germany

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El escenario de la calidad. Efectos de la incorporación de técnicas teatrales en la formación de intérpretes.Bendazzoli, Claudio1; Pérez-Luzardo Díaz, Jessica2 1 Università degli Studi di Torino, Italy, 2 Universidad de Las Palmas de Gran Canaria, Spain

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2 It is envisaged to grant a Young Researcher Award to one of the participants giving an oral presentation. Candidates are identified with the label (YR).Está previsto entregar un Premio al investigador novel. Se han señalado los candidatos con la etiqueta (YR).

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A hybrid within a hybrid: the interpreter-journalist for the music industry. A professional’s perspective.Benetello, ClaudiaPractitioner, Italy

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Percepción de la calidad de la interpretación judicial por parte de los jueces. Estudio exploratorio.Blasco Mayor, María Jesús; Sancho Viamonte, Marta Universitat Jaume I, Spain

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Quality in video remote interpreting.Braun, Sabine University of Surrey, United Kingdom

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Indicadores y patrones en el uso de la lengua en función del género: hacia una interpretación de calidad.Cámara Aguilera, Elvira Universidad de Granada, Spain

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Quality in media interpreting: A production-oriented approach.Castillo Ortiz, Pedro Jesús (YR)Heriot-Watt University, United Kingdom

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Incidencia del género de la voz del intérprete en la percepción de la calidad de la interpretación simultánea.Christen y Gracia, Lucila María (YR)Grupo Gaute, Mexico

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Effects of prosodic-syntactic segmentation on the perception of fluency and quality in simultaneous interpreting.Christodoulides, George Université catholique de Louvain, Belgium

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Impact of sentence length on student interpreters’ performances in simultaneous.Cochie, Wouter (YR); Defrancq, Bart Universiteit Gent, Belgium

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Interpreting quality in undergraduate T&I training: assessing students’ communicative competence.Cortés González, Tamara (YR)Universidad de Granada, Spain

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Oralidad, escritura y calidad de la interpretación.Darias-Marrero, Agustín Universidad de Las Palmas de Gran Canaria, Spain

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Factors associated with comprehension and accuracy in simultaneous interpreting.Díaz-Galaz, Stephanie (YR)Pontificia Universidad Católica de Valparaíso, Chile

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The case of healthcare interpreting in Turkey: Professional or nonprofessional?Eraslan, Şeyda; Sener, Olcay (YR)Dokuz Eylül Üniversitesi, Turkey

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La interpretación profesional y la “interpretación colaborativa” en el sector cultural local: descripción y reconceptualización de los modelos de calidad.Fernández Sánchez, Mª Manuela Universidad de Granada, Spain

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La interpretación en zonas de conflicto: estrategias y calidad.Gómez Amich, María (YR)Universidad de Granada, Spain

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Las estrategias en interpretación de las lenguas de signos: elemento clave para proporcionar una interpretación de calidad. González Montesino, Rayco H. Universidad Rey Juan Carlos, Spain

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Diversidad, hibridación, complejidad de la interpretación para escuchas telefónicas.González Rodríguez, María Jesús Università degli Studi di Bologna, Italy

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Eliciting Gestalt perception of televised simultaneous interpretation output speech: Results from a pilot survey.Gregoris, Gregorio De (YR)Università degli studi di Trieste, Italy

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Explicitation and interpreting quality. Evidence from trainee interpreters’ outputs.Gumul, Ewa Uniwersytet Śląski, Poland

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Quality perception and quality measurement. Audio recordings as a quality assurance tool in asyluminterviews.Gustavsen, Jasmina UDI, The Norwegian Directorate of Immigration, Norway

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Bringing the cross-cultural dimension into interpreting assessment: The case of pleasant voice as a scoring criterion.Iglesias Fernández, Emilia1; Wang, Caiwen2; Ouellet, Marc1

1 Universidad de Granada, Spain, 2 University of Westminster, United Kingdom

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Impact du support textuel sur la qualité de l’interprétation simultanée.Kalinin, AndreyLomonosov Moscow State University, Russia

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Verbal and nonverbal communication in lingua-franca interpreting in the courtroom.Kinnunen, Tuija; Määttä, Simo Helsingin yliopisto, Finland

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Parámetros de calidad en la interpretación en los servicios públicos de árabe.Kissami Mbarki, Ahmed Universidad de Granada, Spain

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Incorporación de córpora de interpretación a la plataforma europea de CLARIN.Körner-Székelyhidi, Elisabeth (YR)Universität Leipzig / Körner Konferenzdolmetschen, Germany

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Interpreters as translators in investigative law-enforcement settings.Kredens, Krzysztof Aston University, United Kingdom

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Elaboración de un protocolo de calidad para mejorar la gestión de FTA (face-threatening acts) en interpretación telefónica.Lázaro Gutiérrez, Raquel; Cabrera Méndez, GabrielUniversidad de Alcalá, Spain

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La evaluación de los usuarios del retour árabe-español: entre la transmisión correcta del sentido original y el acento.Mahyub Rayaa, Bachir Universidad de Granada, Spain

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Discursive approach to simultaneous interpreting: discursive vertical context and interpreting quality enhancement.Mikhaylovskaya, Maria Lomonosov Moscow State University, Russia

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A survey of signed and spoken language interpreters’ reading habits: Implications for quality practice.Nicodemus, Brenda1; Liu, Minhua2; McClure, Sandra1 (YR)1 Gallaudet University, USA, 2 Hong Kong Baptist University, China

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La calidad de la interpretación como factor de garantía del proceso penal: el proyecto TIPp.Orozco-Jutorán, Mariana Universitat Autònoma de Barcelona, Spain

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Posibilidades de formación para intérpretes ad hoc en los servicios públicos de Baja Sajonia (Alemania).Otero Moreno, Concepción Stiftung Universität Hildesheim, Germany

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Silent pauses, a relevant sub- and interparameter in interpreting-quality assessment.Pradas Macías, E. Macarena1; Jábega Murado, Ángel2; Barranco-Droege, Rafael3 1 Universidad de Granada, Spain, 2 Conservatorio Superior de Música del Principado de Asturias, Spain, 3 Universität Heidelberg, Germany

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Quality in interpreted focus group interviews.Przepiórkowska, DanutaUniwersytet Warszawski, Poland

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Impact of fluency from a listener perspective.Rennert, Sylvi Universität Wien, Austria

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Sign language interpreted performances: an assessment of quality by deaf audiences.Richardson, Michael (YR)Heriot-Watt University, United Kingdom

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Developing tools for continuous assessment in conference interpreting training: A holistic constructivist approach.Rodríguez Melchor, María Dolores Universidad Pontificia Comillas, Spain

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Enhancing the quality of Interpreter mediated Questioning of Minors through inter-professional joint training. Salaets, Heidi; Balogh, Katalin Katholieke Universiteit Leuven, Belgium

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Implicit theories as a framework for the study of the quality of interpreting and nonverbal aspects.Sánchez Santa-Bárbara, Emilio Universidad de Granada, Spain

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Problèmes de l’assurance de qualité dans la traduction de l’acquis communautaire en turc.Siğirci, İlhami Kırıkkale Üniversitesi, Turkey

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Improving the quality of ASL-English interpreting in the US: Types of training and perceived barriers/supports to attaining certification.Swabey, Laurie; Olson, Andrea St. Catherine University, USA

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Quality of interpreting service in criminal proceedings in Italian courts.Tavartkiladze, Beglari UTIG, Italy

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La interpretación no profesional en el ámbito sociosanitario en Italia. Un estudio sobre técnicas y estrategias de mediación. Tonioli, Valeria Università Ca’ Foscari Venezia, Italy

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Interpersonal communication skills and the “right chemistry”: Essential elements in the quality perception of public service interpreting?Viljanmaa, Anu Tampereen yliopisto, Finland

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Interrogating quality in an integrated healthcare system: A case study of dual role providers.Wallace, Melissa University of Texas at San Antonio, USA

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Increasing interpreting quality: cooperation of spoken and signed language interpreters in conference settings.Wit, Maya de Sign Language Interpreting Consultancy, The Netherlands

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POSTERS

ICIQ3

The perception of dubbing quality: a study based on interpreting-research methods.

Poster

Rocío Carrasco PedreroUniversidad de Granada, Spain

Keywords: translation, interpreting, dubbing, criteria, quality, form, content, specialization.

Spain has a long dubbing tradition, yet quality in the field has not been studied thoroughly up tonow. This contribution consists, on one hand, in a review of earlier research on quality standards intranslation, interpreting and dubbing, and on the other hand, in an empirical study on userreception, aimed at testing whether the methods used by Collados Aís (1998) and Pradas Macías(2003) in interpreting studies can be applied to the research on the perceived quality of dubbing.

Accordingly, we probed the expectations towards dubbing quality of different kinds of recipientsusing a questionnaire inspired in those used by said authors. In addition, we carried out anexperiment to let them assess two dubbed versions of a movie scene. One was a control versioncontaining content-related errors, and the other one a manipulated version containing the sameerrors and additional form-related errors The study involved subjects with three profiles: non-specialized users; semi-specialized, that is, translation and interpreting students, and specializedrecipients, namely professional translators or interpreters.

The results obtained allowed us to compare the views of different types of users and to learn moreabout the importance that they attribute to content- and to form-related aspects of dubbingquality, both a priori and a posteriori.

References

Collados Aís, A. 1998. La evaluación de la calidad en interpretación simultánea. La importancia de lacomunicación no verbal. Granada: Comares.

Pradas Macías, E.M. 2003. Repercusión del parámetro pausas silenciosas en la fluidez. PhD thesis. Granada:Universidad de Granada.

Quelle est la compréhension du rôle de l’interprète en milieu social ? (Notre société est-elle préparée à utiliser les services de ce médiateur interculturel ?)

Poster

Ivana ČeňkováUniverzita Karlova, Czech Republic

Mots-clés : interprétation en milieu social, rôle de l’interprète professionnel, école primaire, hôpital, pôle d’emploi, évaluation de la qualité de l’interprétation

Le poster se penchera notamment sur trois études de cas réalisées par les formateurs et lesétudiants de l’Institut de Traductologie ces 3 dernières années (2014-2016) en collaboration avecles institutions publiques (Ministère du travail et des affaires sociales, cliniques et hôpitaux de

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Prague et écoles primaires de la capitale), les associations de la société civile et les organisationsnon-gouvernementales (InBáze, META).

Ces études prouvent combien le rôle de l’interprète en milieu social et la qualité de soninterprétation sont sous-estimés ou mal compris. La communication se déroule dans une situation,où les deux parties sont dans des positions très différentes et dans un rapport de force inégal, dontla partie institutionnelle souvent fait usage. Le rôle de l’interprète y est d’autant plus important,mais très souvent inexistant – à savoir les institutions font appel à des non-professionnels(membres ou amis de la famille, personnel de l’hôpital ou même les enfants – dans le cas desécoles). Ces situations sont inacceptables et nous démontrons combien elles peuvent nuire à unecompréhension mutuelle, mais qu’elles peuvent aussi avoir des conséquences néfastes éthiques,professionnelles et personnelles – que ce soit dans le milieu scolaire, hospitalier ou dans les pôlesd’emploi. Nous essayons de répondre à la question fondamentale, à savoir : y-a-il une différence dequalité sensible entre un interprète formé et un interprète non-professionnel ?

En guise de conclusion nous soumettons des recommandations (sous forme de fiches) que nousavons préparées pour les institutions et les écoles notamment — pour qu’elles sachent mieux seservir des interprètes, exiger une interprétation de qualité et mieux comprendre leur rôled’intermédiaire linguistique dans les diverses situations parfois délicates.

Expectations towards the quality of consecutive interpreting at football-related events.

Poster

Francisco Óscar Checa Fernández, Pablo Lanzas Rubio, Marta Moreno Viudes & Marina Padilla AlmodóvarUniversidad de Granada, Spain

Keywords: interpreting, football, quality, expectations, assessment

In interpreting research, certain settings have been relatively neglected in spite of their broadaudience. One prominent example is the broadcasting of football-related events. To help fill thisgap, we carried out an empirical study to explore the possible differences between different typesof users and interpreters regarding their expectations towards the quality of consecutiveinterpreting at association-football matches.

The subjects of the study include male and female supporters, male and female football players,students from the Faculty of Translation and Interpreting (FTI) of the University of Granada,students from the Master’s in Conference Interpreting from the same university, and footballreferees and coaches. The members of these groups were asked to complete an onlinequestionnaire to determine which features of football interpreting they found positive, negative orirritating.

In addition, a number of professional interpreters were asked to fill in an extended version of thesame questionnaire, which also included questions about their professional career and about themajor difficulties which they faced as interpreters.

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Finally, several interpreting lecturers working at the University of Granada participated in a focusgroup aimed at assessing three fragments of the video recording of an interpreted pressconference held prior to a football match.

The results suggest that, in football interpreting, expectations towards quality are similar to thosefound in other settings. In particular, content-related parameters of interpreting quality aregenerally considered more important than form-related ones. However, professional interpretersconsidered pleasant voice relatively important, and female football supporters and female footballplayers emphasized the importance of pronunciation. Moreover, the interpreter’s insecurity standsout among the features considered irritating by the subjects.

Spotting users’ expectations on interpreting quality.

Poster

Olalla García Becerra, E. Macarena Pradas MacíasUniversidad de Granada, Spain

Keywords: interpreting quality, expectations, survey research, questionnaire design, quality criteria

One of the most challenging aspects to define interpreting quality is its multidimensional anddynamic nature, which eludes measurement, and it can be approached only in terms of thestakeholders’ accounts. This contribution is embedded in a larger research project aimed atadvancing survey-based research on interpreting quality.

In her attempt to establish the criteria to approach interpreting quality in operational terms,Bühler (1986) proposed a set of items to survey users’ expectations and needs. Some of thosecriteria refer to the content of interpreted speech (logical cohesion of utterance, sense consistencywith original message, completeness of interpretation), others to form-related aspects (nativeaccent, pleasant voice, fluency of delivery, correct grammatical usage, use of correct terminology,use of appropriate style, poise and pleasant appearance), and others to the interpreter’s soft skills(thorough preparation of conference documents, endurance, reliability, ability to work in a teamand positive feedback of delegates). Based on this seminal work, subsequent studies havesurveyed subjects’ expectations relying on a fairly stable set of content- and of form-relatedcriteria. However, subjects have been asked to rate the importance of criteria that sometimes arefar too complicated and incomprehensible to them.

Since the construct is also related to subjects’ attitude towards a service, perceptual factors mustbe considered. Hence, surveying recipients’ expectations is a good base for exploring the conceptinasmuch as they play an important role on their perception and assessment. Nevertheless, theexperience collected in survey-based research over the years suggests that a fresh attempt atquestionnaire design is required. First, those quality criteria were set a priori, which begs thequestion of how relevant they actually are for users. Second, the wording used for those criteriacan be misleading to users.

The questionnaire presented in this contribution is intended to collect authentic data about theusers’ expectations towards quality. To this end, the questions address quality from a broaderperspective than earlier studies. Subjects are not simply asked to rate the importance of individualcriteria. Instead, the questionnaire tries to capture a richer view of their preconceptions,

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describing each quality criterion more explicitly and in layman’s terms. Furthermore, it does notmerely address content and form of the interpreted speech, but also various aspects ofinterpersonal perception that might affect their judgment. This questionnaire will later be tested interms of validity and reliability, to place this strand of research on a former footing (cf. Moser-Mercer 2009).

References

Bühler, H. 1986. Linguistic (semantic) and extra-linguistic (pragmatic) criteria for the evaluation ofconference interpretation and interpreters. Multilingua 5 (4), 231–235.

Moser-Mercer, B. 2009. Construct-ing quality. In Hansen, G.; Chesterman, A.; Gerzymisch-Arbogast, H.(eds.), Efforts and Models in Interpreting and Translation Research. Amsterdam/Philadelphia: JohnBenjamins, 143–156.

Culture and conference interpreting in the XXI century: room for re-visiting quality?

Poster

Ana Isabel Leal LobatoAarhus Universitet, Denmark

Keywords: conference interpreting, quality, audience comprehension, culture, autoethnography, superdiversity, intercultural competence

Quality has been the object of extensive research in the making of Interpreting Studies as adiscipline, yet an unequivocal universal definition of quality and an answer to the question “whatquality, for whom?” (Pöchhacker 1994) has not been agreed upon because of the vast diversity ofparameters, actors and contexts (Collados Aís & García Becerra 2015).

Different interpreting settings seem to give prominence to different criteria. In this sense, non-conference settings, such as community interpreting, place emphasis on interpreters’ culturalcompetence, whereas in conference interpreting, cultural factors do not seem to be at stake.Highlighting the service aspect of interpreting and viewing quality as the communicativeeffectiveness of an interaction, the research trend of focusing on audience comprehension as anelement impacting quality becomes all the more relevant. All interpreter-mediated events areabove all social interactions where the users (speakers and/or listeners) have inherent needs thatinvolve linguistic and cultural aspects. Whether these needs are met or not has an impact oncomprehension and, hence, on the successof the “communicative interaction” (Wadensjö 1998).Therefore, cultural aspects have a place in their own right in the interpretation universe, andespecially, as a case in point, when the users belong to minority/ minorized communities. Althoughthe traditional interpreting studies imaginary tends to locate events involving minority/ minorizedcommunities in the realm of non-conference settings, the conference setting landscape in thetwenty first century is hybrid and has a “superdiverse” (Blommaert 2013) profile of users.

This piece of research attempts to respond to the call for opening up in conference interpreting toother disciplines and settings within the field of Interpreting Studies (Gile 1994). In the first part ofmy presentation, I examine the role ascribed to culture as an object of study in the conferenceinterpreting literature, aiming to shed light on why culture, with very few exceptions, has beenvirtually absent from the discussions. In the second part, as a practitioner adopting a descriptiveapproach and engaging in an exercise of self-reflection rooted in autoethnography, I present a real-

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life conference interpreter-mediated event involving a minorized community to illustrate whyculture may play a major role in terms of quality in the twenty first century conference interpretingrealm.

References

Blommaert, J. 2013. Ethnography, superdiversity and linguistic landscapes. Bristol: Multilingual Matters.Collados Aís, A.; García Becerra, O. 2015. Quality. In Mikkelson, H.; Jourdenais, R. (eds.), The Routledge

Handbook of Interpreting. London/ New York: Routledge, 383–383.Gile, D. 1994. Opening up in Interpretation Studies. In Snell-Hornby, M.; Pöchhacker, F.; Kaindl, K. (eds.),

Translation Studies: An Interdiscipline. Amsterdam: John Benjamins, 149–158.Pöchhacker, F. 1994. Quality assurance in simultaneous interpreting. In Dollerup, C.; Lindegaard, A. (eds.),

Teaching Translation and Interpreting 2. Insights, aims, visions. Amsterdam/Philadelphia: JohnBenjamins, 233–242.

Wadensjö, C. 1998. Interpreting as Interaction. London/ New York: Longman.

Justice, culture and literacy by minor spoken languages in Japan’s legal interpreting. Challenges with few interpreters and relay interpreting.

Poster

Masako MouriToyohashi University of Technology, Japan

Keywords: court interpreters, minor spoken languages, relay interpreting

Japan has seen increasing numbers of foreign national suspects/defendants in both criminal andcivil cases, along with globalization. This concerns not only speakers of major-spoken languagessuch as English or Spanish, but also those of minor-spoken languages. These include Punjabi,Luganda, Pashto, Somali, Cebuano, Amharic and Kirundi, which are residual even in Japaneseuniversities of foreign languages. When suspects/defendants are native speakers of thoselanguages, it is very difficult or even impossible to find qualified legal interpreters.

Since legal investigation and trials cannot be postponed, there is no alternative but to hireinterpreters by their second or third language, or even non-professionals. Given the enormousdifferences in terms of legal terminology between Japan and other countries, this can havedisastrous consequences, which can be exacerbated further when relay interpreting (and thereforea third legal system) is involved. The result is often a breach of the right of defense of thesuspects/defendants speaking a minority language.

The author of this contribution, a professional interpreter, carried out an ethnographical study todescribe the challenges that interpreters face in Japanese courts. In this study, she compiledauthentic data of relay-interpreting situations in which English was used as the pivot languagebetween Japanese and a minor-spoken language. On the basis of these data, the author suggestspossible ways to improve interpreting quality in general and equivalence in particular, as well asproposals to other stakeholders, such as judges, prosecutors and counselors. Finally, she makes acase for the introduction of a specific training and certification program for legal interpreting inJapan.

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La importancia de la fluidez en la competencia comunicativa: ¿valor absoluto o relativo?

Poster

Justyna WasilukUniversidad de Granada, Spain

Palabras clave: calidad en interpretación, fluidez, evaluación, pausas silenciosas

Desde los años ochenta del siglo pasado se han publicado numerosas investigaciones sobre laevaluación de los intérpretes en su entorno profesional (Bühler 1986; Collados Aís 1998/2002; Kurz1989; Kopczyński 1994; Collados Aís et al. 2007, entre otros). Sin embargo, se puede observarcierta escasez de trabajos que se refieran solamente a la evaluación de futuros profesionalesdurante el proceso de su formación (Hatim & Mason apud Campbell & Hale 2003: 211). Por estarazón, el hecho de nutrirse de ámbitos tan cercanos como el de la didáctica de las lenguasextranjeras y el de la interpretación, en los que el rendimiento expresivo constituye unaherramienta didáctica de gran importancia, parece ser un paso lógico.

A lo largo de los años, la fluidez se ha convertido en un objetivo importante en el proceso deadquisición de una lengua meta (e.g. Burns & Seidlhofer 2002; Nunan 2003; Martínez-Flor, Usó-Juan & Soler 2006) y constituye el determinante fundamental de la competencia oral percibida(Lennon 1990), ya que, como subraya Siemensen (2010: 1), “muy a menudo el concepto fluidezcon su variante ‘fluido’ sirve para describir el nivel de dominio de una lengua meta”. E,indudablemente, es referencia inmediata de evaluación en interpretación (Pradas Macías 2003).

El objetivo de la presente propuesta es destacar la relevancia de la fluidez como referencia deevaluación en un contexto comunicativo. La novedad de esta investigación reside en el hecho deincorporar metodológicamente, tanto en el diseño del material como en los sujetos de estudio, dosdisciplinas: enseñanza de español como lengua extranjera (filología) e interpretación.

En nuestra investigación estudiamos si la fluidez es un concepto absoluto o graduable en términosde fluidez nativa frente a no nativa; y su evaluación por receptores expertos (intérpretes yfilólogos) y no expertos (usuarios).

Para ello, hemos partido de una interpretación real con evaluación positiva del Corpus ECIS (2003),y hemos creado un corpus adicional en el marco del proyecto QINV que abarca 20 interpretacionessimultáneas del inglés hacia el español realizadas por intérpretes nativos y no nativos de la lenguaespañola). El fin ha sido identificar si existe una diferencia entre el patrón pausístico de lasinterpretaciones realizadas por nativos y no nativos para manipular el patrón de la interpretaciónreal del discurso original.

Contamos así con la versión original (la interpretación simultánea real con patrón pausístico nativooriginal) y la versión manipulada (la interpretación simultánea real con patrón manipuladoinstrumentalmente para responder al patrón de pausas no nativo).

El objetivo es que los tres grupos de sujetos seleccionados (intérpretes, filólogos y usuarios)evalúen siempre una de las dos versiones, respondiendo acerca de los parámetros de calidad quese plantean en un cuestionario de evaluación utilizado en el marco del proyecto QINV, peroadaptado y ampliado según los criterios del MCER (Marco Común Europeo de Referencia para lasLenguas). Los resultados que está arrojando la evaluación se presentarán en primicia en estepóster.

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Bibliografía


Burns, A.; Seidlhofer, B. 2002. Speaking and pronunciation. En Schmitt, N. (ed.), An introduction to appliedlinguistics. London: Arnold, 211–232.

Campbell, S.; Hale, S. 2003. Translation and interpreting assessment in the context of educationalmeasurement. En Anderman, G.; Rogers, M. (eds.), Translation today: Trends and perspectives.Clevedon, UK: Multilingua Matters Ltd, 205–224.

Collados Aís, Á. 1998/2002. Quality assessment in simultaneous interpreting: The importance of nonverbalcommunication. En Pöchhacker F.; Shlesinger, M. (eds.), The Interpreting Studies Reader. London/NewYork: Routledge, 327–336.

Collados Aís, A.; Pradas Macías, M.; Stévaux, E; García Becerra, O. 2007. La evaluación de la calidad eninterpretación simultánea: parámetros de incidencia. Granada, Comares.

ECIS Research Group. 2003. Corpus ECIS 2003. [Base de datos sin publicar]. Granada: Universidad deGranada.

Kopczyński, A. 1994. Quality in conference interpreting: Some pragmatic problems. En Snell-Hornby, M.;Pöchhacker, F.; Kaindl, K. (eds.), Translation studies: An interdiscipline. Amsterdam/Philadelphia, JohnBenjamins, 189–198.

Kurz, I., 1989. Conference interpreting user expectations. En Hammond, D. (ed.), Coming of age.Proceedings of the 30th Annual Conference of the American Translators Association. Medford, NJ,Learned Information, 143–148.

Lennon, P. 1990. Investigating fluency in EFL: A quantitative approach. Language Learning 40 (3), 387–417.Martínez-Flor, A.; Usó-Juan, E.; Alcón Soler, E. 2006. Towards acquiring communicative competence through

speaking. En Usó-Juan, E.; Martínez-Flow, A. (eds.), Current trends in the development and teaching ofthe four language skills. Berlin and New York: Mouton de Gruyter, 139–158.

Nunan, D. 2003. Practical English language teaching. Singapure: McGraw-Hill.Pradas Macías, E.M. 2003. Repercusión del intraparámetro pausas silenciosas en la fluidez: influencia en las

expectativas y en la evaluación de la calidad en interpretación simultánea . Tesis sin publicar. Granada:Universidad de Granada.

Siemensen, A.M. 2010. Fluidez: un objetivo en la enseñanza y el criterio de evaluación. Acta DidacticaNoruega - revista para la investigación didáctica y el desarrollo en Noruega 4 (1), 1– 13.

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Speech delivery speed, message transmission quality and interpreter training.

Oral presentation|Comunicación

Heather AdamsUniversidad de Las Palmas de Gran Canaria, Spain

Keywords: simultaneous interpreting, source text delivery speed, reformulation, idiomatic rendering

The delivery speed of the original speech has long been recognised as one of the main variablesaffecting conference interpreters’ performance. For Gerver (1975) and Seleskovitch (1978), 100-120 wpm was the optimal speed of delivery for interpreting, while Galli (1990) reported anincrease in omissions and mistakes by three professional interpreters (English>Italian) at higherspeeds (between 106 and 156 wpm) and Shlesinger (2003) chose delivery speeds of 120 and 140wpm in her experiment on simultaneous interpreters’ information recall and retrieval, which foundthat “performance at the higher rate […] was consistently (though not significantly) better than atthe slower rate” (p. 45).

In simultaneous interpreting training, it is common practice to reduce the speed of delivery, atleast initially, to help students tackle the simultaneous nature of listening to, understanding,reformulating and producing messages. However, this can lead to a situation in which, as theybecome more at ease with this basic process, they are reluctant to leave the necessary décalage toenable them to concentrate on the ideas expressed in the source speech rather than the words.Slow delivery speed enables them to reproduce the original almost literally, which may be positivein the very early stages, when “getting it all” helps to boost confidence, but counterproductive inthat a corresponding comfort zone is created that can limit their future progress towards a moreidiomatic rendering. The importance of natural-sounding, idiomatic renderings can be seen intraining manuals (Setton & Dawrant 2016) and is borne out in the researcher’s own professionalexperience.

This paper presents the results of an experiment undertaken with two groups of undergraduatetrainee interpreters at the end of their interpreting training received at the same university, to testour initial hypothesis that, at a faster source speech delivery rate (120 wpm), students would tendto reformulate their output in an idiomatic target language production. At this stage in theirdegree, they had received 240 face-to-face hours of B>A interpreting (120 in consecutive modeand 120 in simultaneous mode). All the participants had the same A and B language combination(Spanish and English, respectively) and took part in this first experiment (B>A) on a voluntary basis.The speech used had been given at an event on the challenges posed by migration in March 2017and was delivered for the purposes of the experiment by the researcher, who segmented thetranscript by number of words to ensure delivery speeds of 100 wpm for one group and 120 wpmfor the other. No deviations from the transcript were made. The resulting interpretations havebeen analysed with regards, initially, to complete message transmission and subsequently, correctmessage transmission. Our specific interest here is to examine the extent to which the interpreters’output was reformulated into an idiomatic rendering in the target language, as opposed to a literaltranslation.

Apart from the inherent interest of the results obtained, our specific intention is to consider theimplications for the teaching/learning of interpreting techniques.

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References

Galli, C. 1990. Simultaneous interpretation in medical conferences: A case-study. In Gran, L.; Taylor, C. (eds.),Aspects of applied and experimental research on conference interpretation. Udine: Campanotto Editor,61–82.

Gerver, D. 1975. A psychological approach to simultaneous interpretation. Meta 20 (2), 119–128.Seleskovitch, D. 1976. Interpretation, a psychological approach to translation. In Brislin, R.W. (ed.),

Translation: Applications and research. New York: Gardner Press, 92–116.Setton, R.; Dawrant, A. 2016. Conference interpreting. A complete course. Amsterdam/Philadelphia: John

Benjamins.Shlesinger , M. 2003. Effects of presentation rate on working memory in simultaneous interpreting. The

Interpreters´Newsletter 12, 37–49.

Interpreters’ metacognitive competence as a performance (and learning) quality indicator.


Elena Aguirre Fernández Bravo (YR)

Universidad Pontificia Comillas, Spain

Keywords: interpreting, interpreter training, metacognition, monitoring, self-regulation

The ability of professional interpreters to carry out monitoring processes enabling them to self-assess the changing purpose of their task and subsequent strategies and choices plays a pivotalrole in their global attainment levels (Sawyer 1994: 433). It is important to note that developing ahigh degree of metacognitive competence is key, not only for the expert’s interpreting performanceitself, but for the interpreter trainee’s learning process (Arumí Ribas 2008: 442f): its improvementcan foster a more mindful learning process, as well as a more accurate professional self-conceptand better future self-regulation techniques.

On this basis, the present proposal argues that measuring the metacognitive skills of an interpretercan be key to develop a quality indicator for interpreting performance and interpreter training. Wewill present a tool to assess self-perceived metacognition levels in the specific field of interpretingthat we believe can be useful for that purpose. We have developed and statistically tested itthrough the analysis of a questionnaire filled in by 199 B.A. and M.A. interpreting students at theUniversidad Pontificia Comillas in the course of three academic years.

The tool is based on previous relevant academic contributions to the overlapping fields ofEducation and Interpreting: the four phases and areas of self-regulated learning (Pintrich 2004:390), a self-regulated learning questionnaire for higher education students (Torre Puente 2007:239) and a self-assessment checklist for interpreters (Doğan, Arumí Ribas & Mora Rubio 2009: 74)based on the categories compiled by Moser-Mercer (2000).

According to internal consistency testing, our tool is reliable. Besides, the factor analysis provides afour-element solution that explains the construct of metacognition as an aggregate ofinterpreters’: (1) self-knowledge perception, (2) consolidation of their own set of criteria, (3)development of an interpreting macro-strategy and (4) task-focused flow. These four dimensionsallow us to transform the abstract concept of metacognition in interpreting into something moretangible, making its components more evident and thus providing an excellent opportunity atthree different levels: first, for professional interpreters to reflect upon their self-perceived

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metacognition, second, for students to better understand the intricacies of the interpretingprocess and to better know what they should be monitoring, achieving and expecting at eachlearning stage and last, but not least, for interpreter trainers to re-examine their syllabi andteaching methods from a new standpoint.

References

Arumí Ribas, M. 2008. La práctica reflexiva en la formación de intérpretes. In Pegenaute, L. et al. (eds.).Actas del III congreso internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación.La traducción del futuro: mediación lingüística y cultural en el siglo XXI. Barcelona, Spain: PublicacionesPeriódicas Universitarias, 442–454.

Doğan A.; Arumí Ribas, M.; Mora-Rubio, B. 2009. Metacognitive tools in interpreting training: A pilot study.Journal of Faculty of Letters, Hacettepe University, 26 (1), 69–84.

Moser-Mercer B. 2000. The rocky road to expertise in interpreting: Eliciting knowledge from learners. InKadric, M.; Kaindl, K.; Pöchhacker, F. (eds.). Translationswissenschaft. Festschrift für Mary Snell-Hornbyzum 60. Geburtstag. Tübingen, Germany: Stauffenburg, 339–352.

Pintrich, P.R. 2004. A conceptual framework for assessing motivation and self-regulated learning in collegestudents. Educational Psychology Review, 16(4), 385–407.

Sawyer, D.B. 1994. Monitoring processes in conference interpreting: Towards a model for interpreter-trainees. Meta, 39 (3), 433–438.

Torre Puente, J.C. (2007). Una triple alianza para un aprendizaje universitario de calidad. Madrid, Spain:Universidad Pontificia Comillas.

International and national standards on interpreting as a means of quality assurance.


Barbara AhrensTechnische Hochschule Köln, Germany

Keywords: standards, norms, interpreting, ISO, DIN

International standards created by the International Organization for Standardization (ISO) providerequirements and guidelines which ensure that material, products, processes and services are fitfor their purposes. Standards are a response to the needs of the market for a specific product orservice. They are developed in a cooperative process among experts who come from the relevantindustry or profession, users, service providers, academia, NGOs and governments, and areapproved by consensus among all stakeholders involved. This process takes place at internationaland national level.

In the past, international and national standards related to interpreting mainly focused on thetechnical equipment necessary for simultaneous interpreting, such as ISO 2603:2016 and ISO4043:2016 which provide requirements and recommendations for permanent and mobile boothsfor simultaneous interpreting. In 2016, these standards have been complemented by ISO20109:2016 on equipment and requirements for simultaneous interpreting. Anothercomplementary standard – ISO/FDIS 20108 – on the relevant requirements for the quality andtransmission of sound and image is under development.

As a response to the needs of different segments in the interpreting market, a number ofinternational and national standards related to the interpreting profession and process have beendevelopped and published during the last years.

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One example for an international standard is ISO 13611:2014 – Guidelines for CommunityInterpreting. It defines criteria and recommendations for community interpreting in oral andsigned communication. Community interpreting is seen as a profession for which specificcompetences and qualifications are needed in order to provide a high-quality interpreting servicein this field.

Another example for a national standard is DIN 2347:2017-03 on conference interpreting,published in spring 2017 in Germany. It is the first standard on conference interpreting whichdefines professional requirements as well as technical and organizational framework conditionsnecessary for the provision of high-quality conference interpreting services.

The paper will discuss both, the process of standardization as well as the role of the differentnational and international standards related to interpreting which are meant as a means of qualityassurance for the interpreting activity and profession. Also the criticism of the norms that has beenvoiced will be mentioned in order to conclude with an evaluation of the potential added value andthe potential disadvantages of national and international standards in the field of interpreting.

References

DIN – Deutsches Institut für Normung. http://www.din.de/de [30.04.2017].DIN 2017: DIN 2347:2017-03 – Übersetzungs- und Dolmetschdienstleistungen– Dolmetschdienstleistungen –

Konferenzdolmetschen. https://www.beuth.de/de/norm/din-2347/268573014 [15.07.2017].ISO – International Organization for Standardization. https://www.iso.org/home.html [15.07.2017].ISO 2014: ISO 13611:2014 – Interpreting – Guidelines for community interpreting . https://www.iso.org/

standard/54082.html [15.07.2017].ISO 2016a: ISO 20109:2016 – Simultaneous interpreting – Equipment – Requirements . https://www.iso.org/

standard/67063.html [15.07.2017].ISO 2016b: ISO 2603:2016 – Simultaneous interpreting – Permanent booths – Requirements.

https://www.iso.org/standard/67065.html [15.07.2017].ISO 2016c: ISO 4043:2016 – Simultaneous interpreting – Mobile booths – Requirements. https://www.iso.org/

standard/67066.html [15.07.2017].ISO 2017/under development: ISO/FDIS 20108 –Simultaneous interpreting – Quality and transmission of

sound and image input – Requirements (under development). https://www.iso.org/standard/67062.html[15.07.2017].

Better court interpreters needed in the United Arab Emirates.


Moza Al-TenaijyUAE University, United Arab Emirates

Keywords: court interpreting, recruitment policies, training opportunities, quality interpreting

The society of the United Arab Emirates (UAE) has recently experienced remarkable changes at thestate level. Rapid economic and social developments, along with the international openness,necessitate high quality interpreting services, especially in courtroom settings. The present studyexplores the current practice of court interpreting within the criminal and civil justice systems inthe UAE. Issues related to recruitment policies, training opportunities within the organizations andthe academic settings, and quality standards have been examined closely. This work highlights the

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professional challenges encountered by court interpreters in their work environment (i.e. code ofethics, remuneration, etc). Models and standards adopted in different national contexts have beenutilized to propose a protocol for the court interpreting profession in the country. Further, thisstudy is based on a qualitative approach to explore in depth the questions addressed in thisresearch.

Interviews with fourteen court interpreters in the UAE have been used as a major method ofinvestigation. The interview questions are divided into the following predetermined categories:demographic information, recruitment policies, work conditions, professional tasks, preparation,training and career development, policies and standards, and job satisfaction. The data has beenanalyzed based on the findings in those categories. The study has also comprised field observationand document analysis (the job descriptions and the qualifying exams for court interpreters).

The main findings of the study suggest that there are no strict procedures implemented regardingthe admission and recruitment processes. The current training courses offered do not meet theneed of the court interpreters. There is a need to raise the standards in interpreting serviceprovision by identifying the need for adequate interpreting training. The interpreter’s workingconditions are often incompatible with high quality interpreting.

This study calls on UAE government policy makers, academic program administrators, and serviceproviders to take the responsibility for creating the conditions that will facilitate the developmentof effective court interpreting services in order to meet the multilingual needs of the UAE.

Análisis de un corpus oral de interpretaciones en los juzgados de lo penal de Barcelona. Creaciónde instrumentos de mejora de la calidad de la interpretación en los procesos penales.


Marta Arumí RibasUniversitat Autònoma de Barcelona, Spain

Palabras clave: interpretación judicial, calidad, corpus oral, problemas textuales, problemas de interacción

Esta comunicación presenta los resultados del proyecto TIPp (La calidad de la traducción comofactor de garantía del proceso penal: desarrollo de recursos al servicio de los intérpretes judicialesde rumano, árabe, chino, francés e inglés) coordinado por investigadoras del grupo de investigaciónMIRAS de la Universitat Autònoma de Barcelona y con la participación de investigadores de otrasuniversidades españolas.

El proyecto ha consistido en la recopilación, transcripción y análisis de una muestra representativade las grabaciones de juicios penales en los que han intervenido intérpretes de inglés, francés yrumano en los Juzgados de lo Penal de Barcelona en 2015.

Se presentan, por un lado, los resultados obtenidos del análisis de la anotación textual, queofrecen una descripción rigurosa de la realidad de la interpretación judicial desde la perspectiva dela calidad de las prestaciones de los intérpretes. Los resultados están organizados siguiendo ladistinción de Wadensjö (1998) entre talk as text y talk as activity. En relación a los problemastextuales, es decir, a las dificultades de traducción ya sean lingüísticas (léxicas, sintácticas e inclusopragmáticas) o culturales, se analiza si las soluciones de interpretación son adecuadas o no y, a

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continuación, el tipo de solución empleada por el intérprete para resolver el problema textual quese le ha planteado (equivalente habitual, neutralización, traducción perifrástica, implicitación,explicitación, omisión, adición, etc.). Respecto a la interacción, se presentarán los resultados relacionadoscon las categorías de gestión de la conversación, coordinación y turnos de palabra y rol delintérprete.

Bibliografía

Wadensjö, C. 1998. Interpreting as interaction. London: Longman.

Hacia la certificación de la traducción/interpretación de textos científicos y académicos a lalengua de signos española (LSE).


Inmaculada C. Báez MonteroUniversidade de Vigo, Spain

Palabras clave: lenguas visogestuales, creación terminológica, traducción, interpretación, evaluación, certificación, estándares de calidad, LSE

En la actualidad, es muy reducida la posibilidad de acceso a los textos científicos y académicos enLengua de Signos Española (LSE), una lengua de modalidad visogestual. Para paliar esta deficiencia,desde el año 2008 el Grupo de Investigación de Lengua Española y Lenguas Signadas (GRILES) de laUniversidad de Vigo, nos hemos implicado en la interpretación de contenidos de ámbito científicoy académico.

Suplir con los estudios sobre las lenguas orales la falta de tradición en la traducción académica delas lenguas visogestuales implica, a) adaptar la teoría traductológica de las lenguas orales a lenguasde diferente modalidad lingüística, b) revisar los conceptos de traducción e interpretación enlenguas no orales y ágrafas y c) aplicar el modelo teórico certificación de la calidad de las lenguasorales.

Desde el 2013, también iniciamos la traducción en el difícil campo de la biología. Poder ofrecercontenidos de carácter científico de calidad en lenguas visogestuales, en este caso LSE, una lenguano estandarizada, nos ha obligado a establecer criterios lingüísticos muy estrictos y claros comunesa intérpretes y evaluadores. Por ejemplo, la escasez de léxico en LSE relacionado con la biologíanos obligó a diseñar un proceso de creación terminológico y a consensuar e implantar un protocolode traducción que tuviese en cuenta aspectos como articulación, componentes no manuales,gramaticalidad, estilo y registro entre otros.

El paso siguiente a la evaluación de la calidad en las traducciones ha sido la validación ocertificación de las traducciones que se fundamenta en el aumento del número de evaluaciones ylograr la representatividad de los evaluadores algunos expertos en uso de la lengua pero sinformación en la evaluación de lenguas.

A pesar del escaso desarrollo en nuestro país de la lingüística de las lenguas de signos, el sistemade validación que presentamos combina los criterios de calidad en la traducción de las lenguasvisogestuales con el rigor en la evaluación interna y externa que nos permiten aproximarnos a la

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certificación de la calidad que propone la norma UNE-EN 15038 y la norma internacional ISO17100 que la sustituyó.

Además de presentar los resultados de nuestro trabajo en estos últimos ocho años, pretendemospresentar el protocolo de evaluación y validación de la interpretación, traducción y edición detextos visogestuales.

La interpretación educativa entre lenguas orales y signadas: expectativas de calidad, cualidad ycantidad en España.


María C. Bao FenteUniversidade de A Coruña, Spain

Palabras clave: interpretación educativa, calidad, lenguas de signos, alumnado sordo y sordociego

El ámbito educativo es una de las principales áreas de empleo para los intérpretes de las lenguasde signos. Por ejemplo, en España, aproximadamente quinientos profesionales trabajan de formaexclusiva en centros educativos que escolarizan a alumnado sordo y sordociego (FILSE 2017). Antesde la Ley 27/2007, por la que se reconocen las lenguas de signos españolas, la interpretacióneducativa tenía lugar principalmente en la enseñanza secundaria, pero desde su aprobación se haincrementado de forma similar en la educación primaria al tratarse en ambos casos de enseñanzasobligatorias. Aunque el incremento del número de intérpretes que trabajan en el ámbito educativoha servido para mejorar la accesibilidad del alumnado sordo y sordociego al currículo escolar entodos los niveles de enseñanza, no le corresponde a este perfil profesional asumir laboresdocentes ni la orientación educativa que se ve obligado a realizar en numerosas ocasiones. Elprotagonismo otorgado a los intérpretes de las lenguas de signos en el contexto académicoevidencia así las carencias que existen en nuestro país a la hora de poner en práctica programaseducativos en lenguas orales y signadas. Tal y como señalan las evaluaciones realizadas en otrospaíses (Quadros 2004; Conrad & Stegenga 2005; Napier 2010), mostraremos cómo el incrementode intérpretes educativos no garantiza de por sí la accesibilidad del alumnado con sordera alsistema educativo y tampoco la igualdad de condiciones con sus compañeros oyentes.

En este trabajo analizaremos, pues, la situación de este tipo de interpretación en España, paracaracterizar las expectativas y necesidades tanto de los usuarios (sordos y oyentes) como de lospropios profesionales (profesorado e intérpretes) ya que todas ellas dependen directamente de laplanificación escolar y de recursos realizada por las administraciones educativas. Para poderconsolidar este ámbito de actuación profesional y realizar una práctica más cualificada en España,no solo es necesario un profundo conocimiento de las lenguas de trabajo (orales y signadas),técnicas, estrategias y recursos de interpretación, sino también de la variedad de discursos ydinámicas comunicativas que se producen en este contexto. Además de analizar los aspectosfundamentales que deben incorporar los programas de formación de los intérpretes de lenguassignadas, revisaremos asimismo las cualidades que necesitan adquirir para desempeñaradecuadamente su labor en un centro educativo. Los resultados de nuestro análisis pretendencontribuir, en definitiva, a determinar qué tipo de requisitos y competencias son necesarias parapoder realizar una interpretación de calidad en un área tan específica y compleja como es laeducación.

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Bibliografía

Conrad, P.; Stegenga, S. 2005. Case studies in education: Practical application of ethics and role. En Janzen,T. (ed.), Topics in signed language interpreting. Amsterdam/Philadelphia: John Benjamins, 293–322.

Federación española de intérpretes de lengua de signos y guías intérpretes [FILSE]. 2017. Informe sobre lasituación de los intérpretes y guías intérpretes en el ámbito educativo. Segovia. I Foro estatal deintérpretes en educación, 22 de abril de 2017.

Ley 27/2007, de 23 de octubre, por la que se reconocen las lenguas de signos españolas y se regulan losmedios de apoyo a la comunicación oral de las personas sordas, con discapacidad auditiva y sordociegas.Boletín Oficial del Estado, nº 355. Miércoles, 24 de octubre de 2007.

Napier, J. 2010. An historical overview of signed language interpreting research: Featuring highlights ofpersonal research. Cadernos de Tradução 2 (26), 63–97. DOI: http://dx.doi.org/10.5007/2175-7968.2010v2n26p63

Quadros, R.M. de. 2004. O intérprete educacional. O tradutor e intérprete de língua brasileira de sinais elíngua portuguesa. Brasília: Secretaria de Educação Especial; Programa Nacional de Apoio à Educação deSurdos [MEC – SEESP], 59–72. [http://portal.mec.gov.br/seesp/arquivos/pdf/ tradutorlibras.pdf]

Dolmetschqualität – eine integrative Prozess-Simulation.


Martina BehrJohannes Gutenberg-Universität Mainz, Germany

Keywords: relative Dolmetschqualität, systemisch, Prozess-Simulation, Komplexität, Variablen, integrative Nutzung dolmetschwissenschaftlicher Forschungsergebnisse

Durch softwaregestützte Verfahren zur Erfassung komplexer Systeme können Dolmetschprozessein einer 3D-Matrix erfasst und damit verschiedene Dolmetschsettings in ihren Abläufen simuliertwerden. Dieser Ansatz zeigt auf, inwieweit Forschungsergebnisse zur Qualität von Verdolmetschungenin verschiedenen Dolmetschsettings integrativ genutzt werden können, um die relative, d.h. jeweilsmögliche Dolmetschqualität festlegen und sichtbar machen zu können.

Über lange Zeit wurde versucht, Qualität im Dolmetschen konkret zu definieren bzw. festzulegen.Aufgrund der Komplexität des Dolmetschprozesses mündete diese Suche in der Erkenntnis, dassQualität im Dolmetschen ein relativer Begriff ist (Riccardi 2005). Die heutige Vielfalt verschiedenerDolmetschsettings verstärkt diese Relativität der Qualität zusätzlich (Zwischenberger & Behr 2015).

Forschung zur Qualität im Dolmetschen bezieht sich dementsprechend auf einzelne Variablen,deren Relevanz herausgestellt und deren Auswirkungen belegt werden (Collados Aís et al. 2011).Dabei fehlt bislang ein Ansatz, durch den die mittlerweile zahlreichen Forschungsergebnisse zurQualität im Dolmetschen zusammengeführt werden können.

Software gestützte Verfahren ermöglichen es mittlerweile, komplexe Systeme auf der Grundlagesystemtheoretischer Erkenntnisse abzubilden und ihren Ablauf zu simulieren (Bossel 2004; Neumann2015). Dadurch wird es möglich, Relationen und Wechselwirkungen zwischen den einzelnenElementen, aus denen sich ein Prozessgefüge zusammensetzt, sichtbar zu machen (Salevsky &Müller 2011). Konkret auf das Dolmetschen bezogen, können dadurch die Auswirkungen vonVeränderungen einzelner Parameter simuliert werden (im Bereich Konferenzdolmetschen z. B.

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Rednertempo, Sicht auf Redner, Verstehenskompetenz (z.B. Englisch als lingua franca), fehlendesVorbereitungsmaterial usw.).

In der Anwendung eines Simulationswerkzeuges (CONSIDEO iModeler) kann in eineminterdisziplinären Ansatz (Voigt 2013) gezeigt werden, inwieweit bisherige Erkenntnisse derForschung zur Qualität im Dolmetschen hier genutzt werden können: Zur Erstellung einer 3D-Erkenntnismatrix müssen die einzelnen Variablen des Prozesses anhand verschiedener Kriteriengenau beschreiben und definiert werden – dies kann dank der Forschungsergebnisse sehr konkreterfolgen.

Im Vortrag soll anhand eines Beispiels aus dem Bereich Konferenzdolmetschen konkret erläutertwerden, inwieweit die Anwendung der softwaregestützten Dolmetschprozess- Simulation dazubeiträgt, Forschungsergebnisse zusammenzuführen und integrativ zu nutzen, um den komplexenProzess des Dolmetschens im Ablauf, d. h. das Zusammenspiel der beteiligten Variablen und ihreRelationen und Wechselwirkungen zu- und miteinander, sichtbar zu machen. Dabei wird deutlich,dass Prozess-Simulationen im Dolmetschen die relative – also jeweils mögliche – Qualität einesbestimmten Dolmetsch-settings abbilden können und daher zum Zwecke der Kundensensibilisierungoder der didaktischen Aufbereitung zur Vermittlung jeweils nötiger Dolmetschkompetenz zu nutzensind.

Literatur

Bossel, H. 2004. Simulation. Modellbildung, Analyse und Simulation komplexer Systeme. Norderstedt: BOD.Collados Aís. A. et al. 2011. Qualitätsparameter beim Simultandolmetschen. Interdisziplinäre Perspektiven.

Tübingen: Gunter Narr.CONSIDEO iModeler: http://www.consideo.de (28.04.2017).Neumann, K. 2015. Qualitative und Quantitative Ursache-Wirkungsmodellierung. Norderstedt: BOD.Riccardi. A. 2005. „Qualitätskriterien beim Simultandolmetschen.“ In Zybatow, L. (Hg.). Translatologie –

Neue Ideen und Ansätze. Innsbrucker Ringvorlesung zur Translations-wissenschaft IV. Frankfurt a.M.:Peter Lang, 99–112.

Salevsky, H.; Müller, I. 2011. Translation as systemic interaction. Berlin: Frank & Timme.Voigt, U. 2013. „Interdisziplinarität: Ein Modell der Modelle.“ In Junger, M. et al. (Hg.). Interdisziplinarität.

Theorie, Praxis, Probleme. Darmstadt: WBG, 31–46.Zwischenberger, C.; Behr, M. 2015. Interpreting quality: A look around and ahead. Berlin: Frank & Timme.

El escenario de la calidad. Efectos de la incorporación de técnicas teatrales en la formación deintérpretes.


Claudio Bendazzoli1, Jessica Pérez-Luzardo Díaz2

1 Università degli Studi di Torino, Italy 2 Universidad de Las Palmas de Gran Canaria, Spain

Palabras clave: comunicación no verbal, taller teatral, estrés, hablar en público, formación de intérpretes

La comunicación no verbal (CNV) desempeña un papel fundamental en la labor del intérprete,tanto en la fase de recepción del mensaje original como en la fase de producción del mensaje dellegada. Por un lado, es necesario comprender el sentido también sobre la base de lo que aportanlas señales no verbales del emisor; por el otro, es imprescindible saber explotar los recursos no

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verbales y controlarlos frente a los efectos que el estrés y la ansiedad tienen en las característicasparaverbales y kinésicas de la comunicación (Poyatos 1997, 2002a, 2002b). Dicha capacidad estágeneralmente reconocida entre los parámetros de calidad en interpretación, incluso por lo que serefiere a la recepción del servicio por parte de los usuarios (Collados Aís 1998). En la formación deintérpretes se ha empezado a utilizar técnicas teatrales para mejorar la performance con efectospositivos (Bottan 2000; Bendazzoli 2009; Cho & Roger 2010; Kadrić 2014) y para reducir los nivelesde ansiedad percibida por los estudiantes sobre todo en las primeras fases del desarrollo de lascompetencias (Arnaiz-Castro & Pérez-Luzardo 2016). El objetivo de este trabajo es compartir losresultados de un taller de comunicación hablada en el que los participantes (n = 16) tomaron parteen ejercicios típicos de la formación teatral, con un enfoque especial en los siguientes aspectos:relajación física y mental, paralenguaje (expresividad oral), kinésica (expresividad corporal),comunicar en público. El taller se realizó durante cuatro jornadas con alternancia de sesión teóricay sesión práctica. El taller fue llevado a cabo por un facilitador con experiencia de formación teatrale interpretación bajo la supervisión de una docente de interpretación que estuvo presente comoobservadora. El estudio está basado en retrospective feedback a partir de los comentarios que losparticipantes hicieron a lo largo de las jornadas y de las respuestas al cuestionario de evaluacióndel taller que los mismos participantes rellenaron al final del taller, así como las observaciones dela docente. En el análisis se destaca un mayor conocimiento del perfil típico de los estudiantes deinterpretación en términos de: experiencia de hablar en público (muy escasa, la mayoría limitada aactividades escolares), efectos del estrés, actividades más beneficiosas durante el taller. Dichoselementos nos pueden ayudar para ajustar de la mejor manera los ejercicios propuestos en eltaller y tomados de la formación teatral con el fin de incorporarlos más eficazmente en laformación curricular de los futuros intérpretes. Entre los resultados más relevantes cabe destacarque todos los participantes consideraron que la formación teatral tiene un papel importante en laformación de intérpretes y la mayoría (11 de los 16) consideró que el taller había sido corto o muycorto, porque realmente la dinámica y la metodología les pareció buena (2 respuestas) o muybuena (12 respuestas).

Bibliografía

Arnaiz-Castro, P.; Pérez-Luzardo Díaz J. 2008. A study on the correlation between anxiety and academic self-concept in interpreter trainees. Círculo de Lingüística Aplicada a la Comunicación 67, 57–88.

Bendazzoli, C. 2009. Theatre and creativity in interpreter training. In Fernández García, M.I.; Zucchiatti, M.;Biscu, M.G. (a cura di), L’esperienza teatrale nella formazione dei futuri mediatori linguistici e culturali.Bologna: BUP, 153–164.

Bottan, L. 2000. La présentation en interprétation consécutive: comment développer une habilité de base.The Interpreter’s Newsletter 10, 47–67.

Cho, J.; Roger, P. 2010. Improving interpreting performance through theatrical training. The Interpreter andTranslator Trainer 4 (2), 151–71.

Collados Ais, A. 1998. La evaluación de la calidad en interpretación simultánea: la importancia de lacomunicación no verbal. Granada: Editorial Comares.

Kadrić, M. 2014. Giving interpreters a voice: interpreting studies meet theatre studies. The Interpreter andTranslator Trainer 8 (3), 452–468.

Poyatos, F. (ed.) 1997. Nonverbal communication and translation. New perspectives and challenges inliterature, interpretation and the media. Amsterdam/Philadelphia: John Benjamins.

Poyatos, F. 2002a. Nonverbal communication across disciplines. Volume I: Culture, sensory interaction,speech, conversation. Amsterdam/Philadelphia: John Benjamins.

Poyatos, F. 2002b. Nonverbal communication across disciplines. Volume II: Paralanguage, kinesics, silence,personal and environmental interaction. Amsterdam/Philadelphia: John Benjamins.

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A hybrid within a hybrid: the interpreter-journalist for the music industry. A professional’sperspective.


Claudia BenetelloProfessional Copywriters’ Network, Associazione Italiana Traduttori e Interpreti, Ordine dei Giornalisti, Italy

Keywords: media interpreting, music industry, journalism

Media interpreting is an umbrella term covering many different settings, from TV and radio showsto press conferences and face-to-face interviews. Academic literature has mainly focused ontelevision interpreting (Mack 2002, Straniero 2007, Castillo 2015 among others), and it has beennoted that “there seems to be an increasing tendency towards a hybridisation of roles, withleading journalists and showmen/women acting (also) as interpreters, and professionalinterpreters becoming (also) primary communications partners” (Mack 2002: 205).This phenomenon is even more evident in my line of work. As an interpreter, I cater to the musicindustry, where translating in itself is only one part of the job. Indeed, my job is to:

Facilitate a fruitful exchange between journalists/hosts and the artist, for instance bypersonally asking the artist further questions if the answers given are not exhaustiveenough.

Provide newsworthy material, for instance by mentioning explicit links between theartist’s utterances and implied information and meanings, even going so far as to addinformation which pertains to such utterances (especially when the artist is not veryarticulate).

Act as a gatekeeper by refusing to translate certain questions for the artist that I havebeen told should not be raised.

Act as a ‘show-woman’ of sorts, for instance by being ready to crack jokes with themedia and the artists, as well as knowing how to be the butt of their jokes.

In other words, this hybridisation forces me to become so visible that I become invisible as aninterpreter and end up becoming something else – almost a co-host when interpreting for radioshows and a journalist/moderator when interpreting for press conferences and round tables. Whilethis standpoint may appear unorthodox or disconcerting to some, in my professional niche itdefinitely creates value for the audience and clients alike. Interpreters are far from neutral,invisible conduits – they are active, visible players essential to the success of an event (Downie2016).

Moreover, as a professional interpreter who is also a music journalist, I myself am a hybrid. Thisdouble expertise is particularly interesting because it subverts the usual dynamics that take placein media interpreting settings, and contributes to creating a friendlier, more informal and moreinteractive environment, with more role-blurring and grey zones associated with it. Delivering aservice that goes beyond interpreting as we know it allows the interpreter to better serve theneeds of the audience and thus ensure quality.

References

Castillo, P. 2015. Interpreting for the mass media. In Mikkelson, H.; Jourdenais, R. (eds), The RoutledgeHandbook of Interpreting. London/New York: Routledge, 280–301.

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Downie, J. 2016. Being a successful interpreter. Adding value and delivering excellence. London/New York:Routledge.

Mack, G. 2001. New perspectives and challenges for interpretation. The example of television. In Garzone,G.; Viezzi, M. (eds.), Interpreting in the 21st century: Challenges and ppportunities. Selected papers fromthe 1st Forlì Conference on Interpreting Studies. Amsterdam/Philadelphia: John Benjamins, 203–213.

Straniero F. 2007. Talkshow interpreting. La mediazione linguistica nella conversazione-spettacolo. Trieste:EUT – Edizioni Università di Trieste.

Percepción de la calidad de la interpretación judicial por parte de los jueces. Estudioexploratorio.


María Jesús Blasco Mayor, Marta Sancho Viamonte Universitat Jaume I, Spain

Palabras clave: evaluación de la calidad, interpretación judicial, jueces, provisión del servicio

Esta presentación se integra en un macro estudio que pretende indagar sobre el desempeño eninterpretación judicial y su evaluación a la luz de la Directiva 2010/64/UE relativa al derecho a lainterpretación y traducción en los procesos penales y su transposición al ordenamiento jurídicosde dos Estados Miembros, Italia y España que, entre otras cosas, establece el desarrollo eimplantación de sistemas de control de calidad de la actuación de los intérpretes. El macro estudiopretende, pues, diseñar una herramienta de evaluación de la calidad basada en métodospsicométricos y validada.

Aunque en Italia y España se han promulgado nuevas leyes que transponen la Directiva2010/64/UE, queda un vacío por lo que atañe a la calidad, pues dichas leyes permiten una ciertaflexibilidad en cuanto al sistema de provisión del servicio de interpretación, a la vez que noestablecen instrumentos eficientes de control de calidad.

Como parte de dicho estudio, y partiendo de los trabajos precedentes se ha realizado un estudiode tipo cualitativo y etnográfico centrado en un grupo específico de usuarios de la interpretaciónjudicial, esto es, jueces y magistrados. En este trabajo se presentan resultados preliminares sobrela percepción de la calidad de la interpretación judicial por parte de los jueces, por un lado, asícomo su experiencia personal tanto de buenas como de las malas prácticas, su opinión respecto ala provisión del servicio y si se están cumpliendo, según su parecer, las disposiciones legales queatañen a los derechos fundamentales del acusado.

El trabajo de campo se ha realizado principalmente a través de entrevistas semiabiertas con cuatrojueces, tanto en Italia como en España, y de forma secundaria se han obtenido datos enconversaciones informales mantenidas con jueces en el desempeño de su labor. En uno de loscasos estuvieron presentes en la misma entrevista tres jueces y las dos investigadoras, por lo quefue posible establecer un pequeño grupo de discusión. Las demás se realizaron cara a cara y porteléfono, y fueron grabadas para su posterior transcripción. Los temas abordados en dichasentrevistas versaron sobre la calidad del servicio, la cualificación de los intérpretes, la opiniónsobre el tipo de provisión y posibles actuaciones en caso de situación inaceptable. De esta manera,se ha obtenido la percepción cualificada de un colectivo cuya labor se ve cada vez más supeditadaa la del intérprete. Los resultados obtenidos apuntan a una preocupación de este colectivo cada

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vez mayor por la calidad, además de las dificultades de tipo procesual, económico y administrativoque conlleva para dicho colectivo el proceso penal asistido por intérprete.

Quality in video remote interpreting.


Sabine BraunUniversity of Surrey, United Kingdom

Keywords: video remote interpreting, distance interpreting, quality, technology, methods

The spread of Video Remote Interpreting (VRI), whereby interpreters are physically separated fromtheir clients, has created unprecedented new opportunities for access to, and efficiency of,interpreting services, but research shows that VRI also poses new challenges and that it raisesquestions about feasibility, working conditions and quality.

Whilst research in conference settings has found few ‘objective’ differences between the quality ofonsite interpreting and VRI (Moser-Mercer 2003; Roziner & Shlesinger 2010), research in legalsettings has revealed significant differences between the two modalities (Braun 2013; Braun &Taylor 2012). However, most notably perhaps, both strands of research have identified a number ofdiscrepancies between ‘objective’ and ‘subjective’ measures of quality, suggesting that someaspects of quality in VRI are not yet fully understood.

Bearing in mind the importance of quality as a conditio sine qua non in interpreting as well as thecomplex and multi-faceted nature of the theoretical construct of quality (e.g. Pöchhacker 2001;Kalina 2005; Grbić 2008; Moser-Mercer 2009), this exploratory paper will use a mixed-methodsapproach to further examine different dimensions of quality of VRI. The data on which the paperdraws was derived from an experimental study comparing onsite and remote interpreting in a legalsetting (Braun 2013).

After presenting a brief summary of the initial comparison, which was based on a quantitativeanalysis of problems in the participating interpreters’ performance in onsite and remoteinterpreting, the paper will focus on the insights that two further types of analysis can add to ourunderstanding of quality in VRI. The first is a thematic analysis of the participating interpreters’self-perceptions of, and self-reflections on, their performance and interaction with thetechnological environment in this experiment. The second is a multimodal analysis of the linguistic,paralinguistic and embodied resources that the interpreters in this study use to interpret and tointeract with the technology in VRI. This analysis will draw on research highlighting the importanceof nonverbal (embodied) and paralinguistic resources in interpreting (e.g. Poyatos 1997; ColladosAís 1998; Hale 2004) and on research in the paradigm of human-computer interaction (Heath &Luff 2000; Luff et al. 2003).

The paper will conclude by reflecting on three key issues, i.e. 1) on how the combination oflinguistic/cultural and technological mediation affects different dimensions of the quality ofinterpreters’ performance; 2) on the contributions that different methodological approaches canmake to advancing the study of interpreting quality in VRI (and other technology-mediated modalitiesof interpreting); and 3) on the wider implications for our understanding of interpreting quality.

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References

Braun S. 2013. Keep your distance? Remote interpreting in legal proceedings: A critical assessment of agrowing practice. Interpreting 15 (2), 200–228.

Braun, S.; Taylor, J. (eds.) 2012. Videoconference and remote interpreting in legal proceedings.Antwerp/Cambridge: Intersentia.

Collados Aís, A. 1998/2002. Quality assessment in simultaneous interpreting: The importance of nonverbalcommunication. In Pöchhacker, F.; Shlesinger, M. (eds.), The Interpreting Studies Reader. London:Routledge, 327–336.

Grbić, N. 2008. Constructing interpreting quality. Interpreting 10 (2), 232–257.Hale, S. 2004. The discourse of court interpreting. Amsterdam: Benjamins. Kalina, S. 2005. Quality assurance for interpreting processes. Meta 50 (2), 768–784.Moser-Mercer, B. 2003. Remote interpreting: Assessment of human factors and performance parameters.

Communicate! Summer 2003. Moser-Mercer, B. 2009. Constructing Quality. In Hansen, G.; Chesterman, A.; Gerzymisch-Arbogast, H.

(eds.), Efforts and models in interpreting and translation research: a tribute to Daniel Gile. Amsterdam:Benjamins, 143–156.

Pöchhacker, F. 2001. Quality assessment in conference and community interpreting. Meta 46 (2), 410–425.Roziner, I.; Shlesinger, M. 2010. Much ado about something remote: Stress and performance in remote

interpreting. Interpreting 12 (2), 214–247.

Indicadores y patrones en el uso de la lengua en función del género: hacia una interpretación decalidad.

Comunicación|Oral presentation

Elvira Cámara AguileraUniversidad de Granada, Spain

Palabras clave: lenguaje, género, interpretación, calidad

Con el fin de evaluar la calidad en la interpretación simultánea y ver si ante el mismo discursointerpretado por personas de distinto género hay diferencias en el producto final, analizamos lalengua y el uso que de la misma hacen hombres y mujeres; para ello abordamos el estudio desdela lingüística pero también desde otras disciplinas aparentemente más alejadas como la psicología.El objetivo es encontrar la relación que puede existir entre ellas y cómo su interconexión puedearrojar resultados de gran valor. Para esta investigación planteamos la hipótesis de que partiendode un discurso original en una lengua, el o la intérprete, en función de su sexo, puede manifestarindicadores propios del género en el discurso interpretado y esto incidir a su vez en la evaluaciónque hagan del mismo los receptores finales.

Desde esta perspectiva, abordamos las diferencias más importantes en el uso del lenguajemediante un análisis del estado de la cuestión previo que apunta, a pesar de la escasez de trabajossobre el tema, a que se pueden encontrar indicadores y patrones en el discurso en función delgénero (López et al. 1991; García Mouton 1999; Zernova 2000; Córdova 2003). La clasificación deindicadores y patrones hallados en el vaciado bibliográfico interdisciplinar se traslada al terreno dela interpretación para analizar si se encuentran en el corpus generado en el marco del proyecto.Dicho corpus consta de 14 interpretaciones simultáneas desde el inglés hacia el español de undiscurso del Parlamento Europeo interpretado por personas de ambos sexos. Este análisis forma

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parte de una investigación más amplia —que detallamos al final— sobre los aspectos que incidenen la evaluación de los receptores de la interpretación simultánea.

En una última fase, los resultados de este estudio se contrastarán con los resultados de uncuestionario de expectativas diseñado en el marco del proyecto y que analiza asimismo laincidencia del género en la evaluación de los receptores llevada a cabo por los sujetos delmencionado estudio.

Bibliografía

Córdova Abundis, P. 2003. ¿Habla coloquial femenina?. TONOS. Revista electrónica de estudios filológicos 6, 1–9.García Mouton, P. 1999. Cómo hablan las mujeres. Madrid: Arco Libros. López García, A.; Morant, R. 1991. Gramática femenina. Madrid: Cátedra. Zernova, Y. 2000. Algunos factores diferenciadores del habla masculina y femenina. Actas de las II

Conferencias de hispanistas de Rusia. Madrid: Ministerio de Asuntos Exteriores y Universidad Estatal deSan Petersburgo.

Quality in media interpreting: A production-oriented approach.


Pedro Jesús Castillo Ortiz (YR)

Heriot-Watt University, United Kingdom

Keywords: media interpreting, reserach-action approach, multidimensional, product, quality

Over the last twenty years, Media Interpreting (MI) has accumulated a body of academic research(on interactional patterns, users’ expectations, institutional practices, production arrangements,etc.) that provides a broad and deep insight into the issues at stake in the field. Although theremay be numerous practices and phenomena still to be analysed across genres, broadcasters andcountries, the amount of data and scope of research to date suggests that we can confidently takea step forward in MI research: conceptualising and measuring quality.

As the two previous ICIQ conferences showed, a fundamental question for defining quality ininterpreting is ‘Interpreting quality in terms of whom, what and why?’. This equally applies to MI:the number and range of interpreter-mediated events is vast, from press conferences to liveinterviews, pre-recorded features or remote simultaneous interpreting of globalised events; thetypology of productions and broadcasts is as diverse: late night shows, news, culture magazines,live sports coverage, documentaries, being interpreted on the radio, TV or for online media (cf.Castillo 2015a).

Given the complexity of the productions and environments interpreters work in, attempts tomeasure quality in MI in terms of the final product, i.e. the interpreter’s output (e.g. Pignataro andVelardi 2013), or based on the users’ expectations (e.g. Kurz and Pöchhacker 1995) is not sufficient.MI is embedded in complex production processes which researchers and media stakeholderscannot neglect if quality is to be taken into account as a truly “multidimensional socio-psychologicalas well as textual phenomenon” (Pöchhacker 2002: 105).

This paper adopts a research-action approach to investigate the production of interpreter-mediated broadcasts with a view to conceptualising MI quality. Drawing on previous research that

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tried to adopt a more holistic approach – theoretically and methodologically – to MI (Wadensjö2000, 2008; Straniero Sergio 2003; Jiménez Serrano 2011; Castillo 2015b), this paper aims toprovide an inroads into the organisation of interpreter-mediated events and interpreting servicesto determine aspects of quality which can be shown to have been applied by media outlets. This isa work-in-progress which will look at elements defining quality in interpreting at the followingpublic broadcasters: hiring processes for interpreters at RTVE, the BBC’s concept of authenticity inbroadcasting interpreter-mediated exchanges and the embedding of interpreting services in ARTE’sproduction chain. By adopting this production-oriented approach, we move away from the focuson the final product to expand the concept of quality to the actual multidimensional characteralluded to by Pöchhacker (2002), which, in turn enables a comparative examination of actualpractices, a large-scale mapping of the organisation of media interpreting services and potentiallythe creation of quality assurance protocols in MI, which are currently largely inexistent.

References

Castillo, P. 2015a. Interpreting for the mass media. In Mikkelson, H.; Jourdenais, R. (eds.), The RoutledgeHandbook of Interpreting. London/New York: Routledge, 280–301.

Castillo, P. 2015b. Interpreting in the media: Organisational, interactional and discursive aspects of dialogueinterpreting in radio settings. A study of Spain’s Radio 3. PhD Thesis. Edinburgh: Heriot-Watt University.

Jiménez Serrano, O. 2011. Backstage conditions and interpreter’s performance in live television interpreting:quality, visibility and exposure. The Interpreters’ Newsletter 16, 115–136.

Kurz, I.; Pöchhacker, F. 1995. Quality in TV interpreting. Translation-Nouvelles de la FIT-FIT Newsletter XIV,350–358.

Pignataro, C.; Velardi, S. 2013. The quest for quality assessment criteria in media interpreting. In GarcíaBecerra, O.; Pradas Macías, E.M.; Barranco-Droege, R. (eds.), Quality in interpreting: Widening the scope,Vol. 1. Granada: Comares, 129–147.

Pöchhacker , F. 2002. Researching interpreting quality: Models and methods. In Garzone, G.; Viezzi, M.(eds.), Interpreting in the 21st century: Challenges and opportunities. Amsterdam/Philadelphia: JohnBenjamins, 95–106.

Straniero Sergio, F. 2003. Norms and quality in media interpreting: the case of formula one pressconferences. The Interpreters’ Newsletter 12, 135–174.

Wadensjö, C. 2000. Co-constructing Yeltsin – Explorations of an interpreter-mediated political interview. InOlohan, M. (ed.), Intercultural Faultlines. Manchester: St. Jerome, 233–252.

Wadensjö, C. 2008. In and off the show: Co-constructing ’invisibility’ in an interpreter-mediated talk showinterview. Meta 53 (1), 184–203.

Incidencia del género de la voz del intérprete en la percepción de la calidad de la interpretaciónsimultánea.


Lucila María Christen y Gracia (YR)

Grupo Gaute, Mexico

Palabras clave: credibilidad, voz, género, intérprete

Fuera del ámbito de la interpretación simultánea se han realizado múltiples estudios sobre lacredibilidad de la información transmitida oralmente tanto por simples hablantes (Soto 2002),como por expertos en el proceso de comunicación (González 2005), siendo también abundanteslos estudios realizados sobre las voces digitales generadoras de instrucciones por computadora

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(Nass 2005), en los que se ha determinado que la percepción de credibilidad está determinada porel género del emisor de la voz escuchada.

En interpretación simultánea (IS), la incidencia de los factores no verbales sobre la calidad ha sidomotivo de amplios y exitosos estudios empíricos, faltando por analizar el género de la voz delintérprete como posible factor de incidencia en la percepción de credibilidad y de la calidad deldiscurso emitido.

En este estudio, se investiga la percepción de calidad y la credibilidad de la IS en función del génerode la voz emisora entre los usuarios de los servicios de la traducción oral. También buscadeterminar si existe algún parámetro adicional a los estudiados que pudiera incidir en lapercepción de tal calidad. El estudio se centra en los intérpretes que generan el mensaje traducidoy en los receptores del mensaje oral.

En la investigación participaron cuatro intérpretes, dos con amplia experiencia y dos novatos.Todos contaban al menos con el grado de licenciatura, uno de cada sexo en cada categoría,trabajando en un ambiente controlado de laboratorio. Cada intérprete grabó dos secciones de laspresentaciones videograbadas de dos oradores, un hombre y una mujer, en una ocasión conamplio conocimiento previo del texto expuesto y en otra con un texto poco trabajado. Elexperimento, realizado en la ciudad de México, consistió en aplicar un cuestionario a una muestrade 63 sujetos reclutados por muestreo bola de nieve, seleccionados por grupos de edades, porgénero, por nivel educativo y por conocimiento previo de los servicios de interpretaciónsimultánea. El cuestionario utiliza parcialmente los parámetros señalados por Collados Aís et al.(2007) para la evaluación de la calidad de la IS, concentrándose en los atributos de la voz, e incluyeel parámetro del ritmo en la emisión interpretativa.

El ejercicio consistió en escuchar los segmentos de las interpretaciones pregrabadas, uno por uno.En el instante preciso en que terminaba la intervención de un intérprete, y antes de que empezarala siguiente, una persona auxiliar detenía la presentación, dando oportunidad a que losparticipantes resolvieran las interpelaciones correspondientes al segmento proyectado. Losresultados obtenidos son estadísticamente significativos, en línea con las expectativas de lainvestigación, y corroboran la hipótesis de que en la percepción de la calidad y de la credibilidad dela IS puede incidir el género del emisor de la voz escuchada.

Bibliografía

Collados Aís, A. et al. 2007. La evaluación de la calidad en interpretación simultánea: parámetros deincidencia. Granada: Comares.

González, J. 2005. La credibilidad de la voz como aspecto persuasivo de creación radiofónica Icono 14, vol.3,no. 2, 1–19. http://www.icono14.net/ojs/index.php/icono14/article/ view/424

Nass, C.; Brave, S. 2005. Wired for speech. How voice activates and advances the human- computerrelationship. Cambridge: The MIT Press.

Soto Sanfiel, M.T. 2002. Influencia de la percepción visual del rostro del hablante en la credibilidad de su voz .Tesis Doctoral. Barcelona: Universitat Autònoma de Barcelona.

Toro, H. 2005. Public perceptions of credibility of male and female sportscasters. M.A. in CommunicationThesis. Virginia Polytechnic Institute and State University.

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Effects of prosodic-syntactic segmentation on the perception of fluency and quality in simultaneousinterpreting.


George ChristodoulidesUniversité catholique de Louvain, Belgium

Keywords: interpreting quality, fluency, prosodic profile, segmentation, mismatches

Previous studies have shown that simultaneous interpreting (SI) is characterised by a particularprosodic profile (e.g. long pauses, intonation contours indicating continuation – Shlesinger 1994;Ahrens 2005; Christodoulides 2013). Speech produced under high levels of cognitive load, as isoften the case during an SI performance, presents specific prosodic characteristics, such as lowerand more variable articulation rate, and an increased number of filled pauses and hesitation-related disfluencies (Tei Fei Yap 2012; Christodoulides 2016). In SI, the strategies of stalling andanticipation have an impact on the temporal organisation of the interpreter’s speech, andespecially the relationship between prosodic segmentation (as indicated by silent pauses andintonation contours) and syntactic segmentation. In a previous study (Christodoulides & Lenglet2014) we compared the perception of fluency and quality of interpreting by non-expert listeners,by contrasting two prosodic profiles: SI proper, and a rehearsed reading version of the same text bythe same speaker. Results showed that listeners rated the rehearsed reading version as morefluent and found that the interpreter was more ‘accurate’. In this study however, all factors of thetwo prosodic profiles contributed to the listeners’ evaluation: we would like to focus onmanipulating one particularly salient difference between SI and other prosodic profiles, namelythe high number mismatches between prosodic and syntactic segmentation.

The objective of the present study is to evaluate the effects on the perception of fluency andquality of simultaneous interpreting of the relationship between prosodic and syntacticsegmentation of utterances. In a listening experiment, participants were asked to evaluate asimultaneous interpretation, based on criteria proposed in the literature on the quality ofinterpreting and speech fluency (Collados Aís et al. 2007). Participants watched videos of originalspeeches, with a mixed overdub of simultaneous interpreting, in a situation resembling a TVinterpreting; responses were collected on a web platform. Participants were randomly assigned toexperimental conditions, covering a continuum of prosodic-syntactic segmentation configurations,across two axes: number of mismatches between prosodic and syntactic boundaries, and numberof syntactic units grouped within a single prosodic unit. All other prosodic aspects of the SIrendition were controlled. Our hypothesis is that there is a negative correlation between thenumber of mismatches and the perceived fluency and quality of interpreting (i.e. speech withmore mismatches are perceived as less fluent). This research has implications for training: morespecifically, it will be beneficial for interpreting students to make them aware of their performancewith respect to packing syntactic units within prosodic units, when mastering the techniques ofstalling and reformulating.

References

Ahrens, B. 2005. Prosodic phenomena in simultaneous interpreting: A corpus-based analysis. Interpreting 7 (1), 51–76.Christodoulides, G. 2013. Prosodic features of simultaneous interpreting. In Mertens, P.; Simon, A.C. (eds.),

Proceedings of the Prosody – Discourse Interface Conference, September 2013, Leuven, 33–37.Christodoulides, G. 2016. Effects of cognitive load on speech production and perception. PhD thesis. Université

catholique de Louvain.

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Christodoulides, G.; Lenglet, C. 2014. Prosodic correlates of perceived quality and fluency in simultaneousinterpreting. Proceedings of the 7th International Conference on Speech Prosody, 20-23 May 2014,Dublin, 1002-1006

Collados Aís, A., Pradas Macías, E.M., Stévaux, E.; and García Becerra, O. (eds.). 2007. La evaluación de lacalidad en interpretación simultánea: parámetros de incidencia. Granada, Comares.

Shlesinger, M. 1994. Intonation in the production and perception of simultaneous interpretation. InLambert, S.; Moser-Mercer, B. (eds.), Bridging the gap: Empirical research in simultaneous interpretation.Amsterdam/Philadelphia: John Benjamins, 225–236.

Tet Fei Yap. 2012. Speech production under cognitive load: Effects and classification . PhD thesis. TheUniversity of New South Wales.

Impact of sentence length on student interpreters’ performances in simultaneous.


Wouter Cochie (YR), Bart DefrancqUniversiteit Gent, Belgium

Keywords: interpreting, determinants of interpretability, sentence length

Long and complex sentences in the source text are generally suspected to have a negative impacton simultaneous interpreters’ performance. Scientific and pedagogical sources (Jones 1998; Liu etal. 2004; Meuleman & Van Besien 2009) describe the difficulty interpreters face when having tointerpret long and complex sentences. In all, we may conclude that empirical data confirming thecorrelation between interpreters’ performance and source text sentence length and complexity isscarce.

In the framework of a research project on determinants of interpretability of speeches in apedagogical setting (Setton 2016), we conducted an experiment to assess the impact of sentencelength and sentence complexity on student performances. Five source texts were selected for theexperiment from two sources: texts for simultaneous from SCIC’s Speech Repository (beginners’level) and from Speechpool (beginners’ level). In order to study the impact of sentence lengthcomparatively, these five texts were analysed using readability parameters (Flesch 1948; DuBay2004) (total amount of sentences in the text, average number of words per sentence, maximumand minimum sentence length) and categorised as “difficult” (high average number of words persentence, high maximum sentence length) and “easy” (low average number of words per sentence,low maximum sentence length). As readability parameters are based on rather superficial textproperties, we also took a qualitative approach adapting the “difficult” texts to make them“easier”: subordinate clauses were removed, long sentences were split into several shortersentences, anaphors were added. Thus, we obtained three categories of source texts: 2 “difficult”original texts; 3 “easy” original texts, and 2 simplified “difficult” original texts.

Seven students of the Postgraduate Programme in Conference Interpreting at Ghent Universitywere then asked to interpret these texts from French into Dutch, ensuring no student had tointerpret the adapted (simplified) version of a text and the original (more complex) version of thatsame text. At the beginning of each speech, some difficult words were explained to the students.Speeches were presented at an average rate of 123.6, the speech rate varying between 116 and134 wpm. In total, 35 recordings were made. Transcriptions of the experiment’s recordings weremade using Speechmatics. Subsequently the transcriptions were manually checked and comparedto the original audio recordings. Given the limited use of existing interpreting quality evaluation

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models in order to specifically assess the impact of sentence length on interpreting performance,two elements were taken into account. The first element was disfluencies, as they are consideredto be an indicator of cognitive load (Defrancq & Plevoets 2016). The second element consisted ofcounting concepts in both source and target texts. In order to compare the level of accuracy of theinterpreting performances, content words were counted per sentence so as to compare source andtarget texts. First results seem to indicate more disfluencies occur and more content words are lostwhen interpreting long and complex sentences.

References

Defrancq, B.; Plevoets, K. 2016. The effect of informational load on disfluencies in interpreting. The Journalof the American Translation and Interpreting Studies Association 11 (2), 202–224.

DuBay, W. 2004. The principles of readability. Costa Mesa: Impact Information.Flesch, R. 1948. A new readability yardstick. Journal of Applied Psychology 32 (3), 221–233. Jones, R. 1998. Conference Interpreting Explained (Translation Practices Explained). Manchester: St Jerome

Publishing.Liu, M.; Schallert, D.L.; Carroll, P.J. 2004. Working memory and expertise in simultaneous interpreting.

Interpreting 6 (1), 19–42. Meuleman, C.; Van Besien, F. 2009. Coping with extreme speech conditions in simultaneous interpreting.

Interpreting 11 (1), 20–34. Setton, R.; Dawrant, A. 2016. Assessing speech difficulty. In Setton, R.; Dawrant, A. (eds.), Conference

interpreting. A trainer’s guide. Amsterdam/Philadelphia: John Benjamins, 31–32.

Interpreting quality in undergraduate T&I training: assessing students’ communicative competence.


Tamara Cortés González (YR)

Universidad de Granada, Spain

Keywords: communicative competence, oral test, interpreting quality, interpreter training

Several interpreting teachers and researchers have expressed their concerns with regards to theinsufficient communicative competence that an alarming number of undergraduate Translationand Interpreting (T&I) students seem to have in their B-language (Blasco Mayor 2007, 2008, 2015;Cerezo 2016). According to the Council of Europe (2001); communicative competence includeslinguistic, sociolinguistic and pragmatic competence. It constitutes the ability to effectively andappropriately use language in different contexts (Efing 2012). Moreover, many of the parametersthat according to Collados Aís et al. (2007) tend to have a greater impact on quality assessment ininterpreting like accent, fluency, logical cohesion and grammar are precisely part of what theCouncil of Europe defines as communicative competence.

Hence, interpreting teachers should take this aspect into account in order to ensure a minimumquality in their students’ performance. However, since the time devoted to instruction ininterpreting skills in undergraduate T&I programmes is usually rather limited, the enhancement ofstudents’ communicative competence can certainly not be part of an interpreting module.

For this reason we are currently developing an oral test that is aimed at serving as a tool tointerpreting teachers to rapidly evaluate their students’ general level of communicativecompetence, and also to identify individual parameters that would need further training (fluency,accent, grammar, etc.).

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The test will be carried out in February 2018 with third-year translation and interpreting studentsof the module “Interpreting I” at the University of Granada and will not take more than 15 minutesper student in order to be feasible. The aim of this assessment is to offer a personalisedbreakdown of strengths and weaknesses to the student at the very beginning of the interpretingmodule. Teachers will hereby be able to give a more precise orientation on the aspects that needto be improved and suggest how exactly this could be done. And by this evaluation process thestudent comes to know precisely which skills he or she needs to further develop individually inorder to reach the highest possible interpreting quality.

One of our hypotheses is, indeed, that such a personalised evaluation and orientation would moresignificantly increase the students’ intrinsic motivation to work on the detected deficiencies thanthe kind of general advice that is usually expressed for everyone in the classroom. In order to verifythis assumption we will administer a questionnaire we have designed for that purpose to thestudents participating in our study at the end of the interpreting module.

References

Blasco Mayor, M.J. 2007. La comprensión oral en el desarrollo de la pericia de la interpretación deconferencias. Granada: Comares.

Blasco Mayor, M.J. 2008. Aproximación cognitiva moderna a la formación en interpretación: plan de acciónpara la L2. In Pegenaute, L.; Decesaris, J.; Tricás, M.; Bernal, E. (eds.), Actas del III Congreso Internacionalde la Asociación Ibérica de Estudios de Traducción e Interpretación. La traducción del futuro: mediaciónlingüística y cultural en el siglo XXI. Barcelona 22-24 de marzo de 2007. Barcelona: PPU. Vol. 2, 479–490.http://www.aiet.eu/pubs/actas/III/AIETI_3_MJBM_Aproximacion.pdf.

Blasco Mayor, M.J. 2015. L2 proficiency as predictor of aptitude for interpreting: An empirical study.Translation and Interpreting Studies. The Journal of the American Translation and Interpreting StudiesAssociation 10 (1), 108–132.

Cerezo Herrero, E. 2016. Lengua B Inglés: Un estudio transversal sobre la comprensión oral para lainterpretación. Sendebar 27, 97–122.

Collados Aís, A., Pradas Macías, E.M., Stévaux, E., García Becerra, O. 2007. La evaluación de la calidad eninterpretación simultánea: parámetros de incidencia. Granada: Comares.

Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching,https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Efing, C. 2012. Sprachliche oder kommunikative Fähigkeiten– was ist der Unterschied und was wird in derAusbildung verlangt. BWP– Berufsbildung in Wissenschaft und Praxis 2 (2012), 6–9.

Universidad de Granada. 2017. Grado en Traducción e Interpretación. http://grados.ugr.es/traduccion/pages/infoacademica/estudios

Oralidad, escritura y calidad de la interpretación.


Agustín Darias-MarreroUniversidad de Las Palmas de Gran Canaria, Spain

Palabras clave: textos escritos, modo de exposición del discurso original, interpretación simultánea, calidad de la interpretación

La AIIC (2002: 7) contempla que el grado de preparación previa de los discursos originales incideen la interpretación simultánea. En el marco comunicativo específico de las conferencias, losintérpretes afrontan con frecuencia textos escritos de antemano que los ponentes presentan

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oralmente durante su intervención. Se trata de un discurso “scriptural oral” (Gile 1985: 324), o deun discurso escrito para ser dicho, según la clasificación de Gregory y Carroll (1986), que comportacaracterísticas propias y que puede afectar a la calidad de la interpretación.

Este tipo de textos pone a los intérpretes en situación de desventaja (Déjean Le Féal 1978), porquedificulta su tarea debido, entre otros aspectos, a características prototípicas del código lingüísticoescrito, como la complejidad sintáctica y la densidad informativa (Pöchhacker 2011: 287), que sedeben recibir por el canal auditivo y procesar de manera inmediata durante la interpretación.

Ciñéndonos a este tipo de texto, habrá que considerar, además, otro parámetro: la forma deexposición oral o “mode of delivery of the original speech” (Pöchhacker 2011: 287). Estudiosempíricos anteriores ya se han centrado en este factor (Gerver 1976; Déjean Le Féal 1982), puestoque los textos escritos que van a ser escuchados pueden ser expuestos oralmente de muy diversasmaneras en función de su grado de oralidad (Alonso Bacigalupe 2005).

Los aspectos relativos a los textos escritos de las conferencias, así como a la forma de exposiciónoral, influyen en la calidad de la interpretación: “carefully drafted texts may well pushsimultaneous interpreters past the limits of what they can cope with” (Pöchhacker 2011: 288). Enconsecuencia, se ha llevado a cabo un experimento didáctico cuyo objetivo se centra en evaluar laincidencia del factor de la forma de exposición oral del discurso original escrito previamente en lacalidad de la interpretación simultánea lograda por los estudiantes, en cuanto a uno de losparámetros de evaluación de la calidad de la interpretación considerados por Collados Aís et al.(2007), a saber, la transmisión completa y correcta del contenido. A tal fin, dos grupos de alumnosdel Grado en Traducción e Interpretación han interpretado simultáneamente una conferencia realespecializada en literatura presentada por la misma ponente, variando solamente la forma deexposición oral de leída en voz alta, en una ocasión, a presentada oralmente, en la otra. Se hananalizado las grabaciones de las versiones de los alumnos, conforme al criterio de calidad de latransmisión completa y correcta del contenido textual, y se presentará la incidencia del parámetroestudiado en la calidad de sus prestaciones.

Bibliografía

AIIC. 2002. Interpreter Workload Study: Full Report. https://aiic.net/p/657. [Acceso: 12-7-2017].Alonso Bacigalupe, L. 2005. Pedagogía de la interpretación: investigación empírica sobre percepción de

estudiantes. Sendebar 16, 193–217. Collados Aís, A.; Pradas Macías, E.M.; Stévaux, E.; García Becerra, O. (eds.). 2007. La evaluación de la

calidad en interpretación simultánea: parámetros de incidencia. Granada: Comares.Déjean Le Féal, K. 1978. Lectures et improvisations: incidence de la forme de l’énonciation sur la traduction

simultanée. Tesis doctoral inédita. Paris: Université de Paris III.Déjean Le Féal, K. 1982. Why impromptu speech is easy to understand. En Enkvist, N.E. (ed.), Impromptu

Speech: A Symposium. Abo: Abo Akademi, 221–239.Gerver, D. 1976. Empirical studies of simultaneous interpretation: a review and a model. En Brislin, R.W.

(ed.), Translation: Applications and research. New York: Gardner Press, 165–207.Gile, D. 1985. L’interprétation de conférences et la connaissance des langues: quelques réflexions. Meta 30

(4), 320–331. Gregory, M.; Carroll, S. 1986. Lenguaje y situación. Variedades del lenguaje y sus contextos sociales. México:

Fondo de Cultura Económica.Pöchhacker, F. 2011. Simultaneous interpreting. En Malmkjaer, K.; Windle, K. (eds.), The Oxford Handbook

of Translation Studies. Oxford: Oxford University Press, 275–293.

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Factors associated with comprehension and accuracy in simultaneous interpreting.


Stephanie Díaz-Galaz (YR)

Pontificia Universidad Católica de Valparaíso, Chile

Keywords: interpreting accuracy, comprehension, experience, lexical knowledge

An accurate rendition of the source message is one of the most important parameters ofinterpreting quality (Buhler 1986; Kurz 2001; Barranco-Droege et al. 2012; Kalina 2012). Therefore,the ability to grasp the meaning of the source message lies at the core of the interpreting processand a good quality product (Gile 2009; Vuorikoski 2012; Pöchhacker 2016). For this reason, bothtraining and professional practices highlight the importance of interpreters’ good command ofworking languages, efficient management of cognitive resources of memory and attention, acquisitionof relevant general and specialized lexical knowledge and interpreting experience as key elementsof interpreting skill (Moser-Mercer 2000; Gile 2009; AIIC 2012; Albl-Mikasa 2012, among others).While research on these individual factors and comprehension has been explored in InterpretingStudies with a focus on describing the interpreting process and the development of interpretingexpertise, the relationship between individual factors, comprehension and accurate production insimultaneous interpreting has not been closely examined.

This paper presents the results of a research project (Proyecto Fondecyt Iniciación 11150591,granted to the author) that investigated the role of L2 listening ability, L2 vocabulary knowledge,working memory for auditory processing, and interpreting experience in comprehension andinterpreting accuracy in 11 experienced and 15 inexperienced simultaneous interpreters. Accuracywas measured as source speech and target speech equivalence at semantic and pragmatic levels.Comprehension of the source speech was measured by means of free recall and summarization,comprehension questions and cloze questions.

Results show that scores in cloze questions, L2 vocabulary knowledge and interpreting experienceor practice in the last 12 months positively correlated with the accuracy of the target speech inEnglish-Spanish simultaneous interpretation. These results have implications for both process andquality oriented research in Interpreting Studies. From a process-oriented view, these findingscontribute to a better understanding of the role of lexical processing in simultaneous interpreting(Skaaden 1999; Russo and Salvador 2004; Padilla et al. 2005; Pöchhacker 2011). From theperspective of quality studies, these findings highlight the importance of factors that are under thecontrol of the interpreter for quality assurance, such as previous preparation of general andspecialized vocabulary.

References

AIIC. 2012. Code of professional ethics. International Association of Conference Interpreters.Albl-Mikasa, M. 2012. The importance of being not too earnest: a process-and experience-based model of.

Dolmetschqualität in Praxis, Lehre und Forschung: Festschrift für Sylvia Kalina, 59–92.Barranco‐Droege, R., Collados Aís, Á., Fernández Sánchez, M. M., García Becerra, O., Iglesias Fernández, E.,

Pradas Macías, E., & Stévaux, E. 2012. Quality in interpreting. In Chapelle, C. (ed.), The Encyclopedia ofApplied Linguistics.

Bühler, H. 1986. Linguistic (semantic) and extra-linguistic (pragmatic) criteria for the evaluation of conferenceinterpretation and interpreters. Multilingua 5 (4), 231–235.

Gile, D. 2009. Basic concepts and models for interpreter and translator training. Amsterdam/Philadelphia: JohnBenjamins.

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Kalina, S. 2012. Quality in interpreting. In Gambier, Y.; van Doorslaer, L. (eds.), Handbook of TranslationStudies, Volume 3. Amsterdam/Philadelphia: John Benjamins, 134–140.

Kurz, I. 2001. Conference interpreting: Quality in the ears of the user. Meta 46 (2), 394–409.Moser-Mercer, B.; Frauenfelder, U.H.; Casado, B.; Kunzli, A. 2000. Searching to define expertise in

interpreting. In Englund-Dimitrova, B.; Hyltenstam, K. (eds.), Language processing and simultaneousinterpreting. Interdisciplinary perspective. Amsterdam/Philadelphia: John Benjamins, 1–21.

Padilla, F.; Bajo, M.T.; Macizo, P. 2005. Articulatory suppression in language interpretation: Working memorycapacity, dual tasking and word knowledge. Bilingualism: Language and Cognition 8 (3), 207–219.

Pöchhacker, F. 2011. Assessing aptitude for interpreting: The SynCloze test. Interpreting 13 (1), 106–120.Pöchhacker, F. 2016. Introducing interpreting studies. Routledge.Russo, M.; Salvador, P. 2004. Aptitude to interpreting: Preliminary results of a testing methodology based on

paraphrase. Meta 49 (2), 409–432.Skaaden, H. 1999. Lexical knowledge and interpreter aptitude. International Journal of Applied Linguistics 9 (1),

77–97.Vuorikoski, A.R. 2012. Fine-tuning SI quality criteria: Could Speech Act Theory be of any use? In Kellett

Bidoli, C.J. (ed.), Interpreting across genres: Multiple research perspectives. Trieste: EUT EdizioniUniversità di Trieste, 152–170.

The case of healthcare interpreting in Turkey: Professional or nonprofessional?


Şeyda Eraslan, Olcay Şener (YR)

Dokuz Eylül Üniversitesi, Turkey

Keywords: ethics, interpreter’s role, healthcare interpreting

Globalization and modern modes of transport have led to the increased movement of peoplebetween countries. People travel to other countries for education, work, holidays or health.However, they also travel to escape natural and man-made disasters (Corsellis 2008: 1) Thus,countries have become multilingual and multicultural and people who are supposed tocommunicate in legal, healthcare and other public settings are sometimes unable to carry out thiscommunication because of language barriers. Therefore, community interpreting is a developingbranch as a profession around the world, due to the increasing need for interpreters in socialservices.

Turkey can be also counted among the countries where community interpreting is developing, asTurkey is a destination for tourism, including health tourism. Therefore, many private hospitalsrecruit interpreters who enable communication between healthcare providers and patients.

Despite this, there is little academic research conducted relating to healthcare/medical interpretingas a sub-branch of community interpreting in Turkey, even though it is commonly practised. Due tothe unique nature of this specific type of interpreting, where communication is key to providingaccurate and quality care and treatment, the role of the healthcare interpreter in relation to ethicsremains to be explored and discussed.

This presentation focuses on a case study in which the role of interpreter is explored in relation tothe issue of ethics in healthcare interpreting. Observations and interviews conducted with 14interpreters working in private hospitals in Turkey as well as audio-recordings of authenticencounters between healthcare providers and patients will constitute the discussion of this study,which is part of a broader study on healthcare interpreting in Turkey based on Bourdieu’s concepts

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of habitus and capital used by a few researchers in interpreting studies (Inghilleri 2005 ; Eraslan2011; Aguilar- Solano 2012) .

Data obtained from observations, interviews and recordings of real-life situations suggests that thelack of an explicit job description and code of ethics/conduct in Turkey causes challenges inpractice for healthcare providers and interpreters as well as patients. This implies a risk for qualityof service. Although the interpreter plays a pivotal role in bridging the gap between healthcareproviders and patients during and beyond interpretation, a lack of training and codes of ethics forhealthcare interpreters has implications for the role of the interpreter. The interpreters areemployed as “international patient consultants”, which raises questions regarding professionality.Thus, the role of interpreter in the above-mentioned settings will be analyzed on two levels: duringinterpretation and beyond interpretation at micro and macro levels. The choices of the interpreterat the micro level during interpretation will be discussed in relation to role and ethics on the macrolevel beyond interpretation. Data obtained from healthcare interpreters will contribute to a richdescription and a deeper understanding of this complex role in healthcare settings in Turkey.

References

Aguilar-Solano, M. 2012. Positioning of volunteer interpreters in the field of public service interpreting inSpanish hospitals: A Bourdieusian perspective. Doctoral thesis. Manchester: University of Manchester.

Corsellis, A. 2008. Public service interpreting: The first steps. London: Palgrave Macmillan.Eraslan, S. 2011. International knowledge transfer in Turkey: The interpreter’s role in context. Doctoral

thesis. Barcelona: University of Rovira i Virgili.Inghilleri, M. 2005. Mediating zones of uncertainty: Interpreter agency, the interpreting habitus and political

asylum adjudication. The Translator 11 (1), 69–85.

La interpretación profesional y la “interpretación colaborativa” en el sector cultural local:descripción y reconceptualización de los modelos de calidad.


Mª Manuela Fernández Sánchez Universidad de Granada, Spain

Palabras clave: calidad, interpretación cultural, tecnología

La cuestión de la complejidad y de los nuevos retos que plantean los distintos programas yplataformas de traducción automática, surgidos en la era tecnológica y global actual, cuenta ya conuna abundante bibliografía en la que se analiza también la cambiante naturaleza del concepto decalidad.

En el ámbito de la interpretación, si bien la incorporación de las nuevas tecnologías ha sido tratadacon vistas a sus implicaciones didácticas, el fenómeno de la globalización y de sus efectos es unárea inexplorada. Entre las razones que podrían explicar este escaso interés se encuentran sinninguna duda la dificultad de acotar el fenómeno y la renuencia de los propios intérpretes yproveedores de servicios a proporcionar información sobre los procesos en los que se venimplicados.

Las reflexiones que siguen son el resultado de la asistencia a actos culturales multilingües, asícomo de conversaciones con intérpretes y de la práctica profesional en el mercado privado de lainterpretación en el ámbito cultural. Lo que se pretende es iniciar la reflexión sobre un conjunto de

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factores que está ganando terreno, como el recurso, más o menos improvisado, de solicitar a laaudiencia su colaboración como intérpretes en este tipo de eventos, con la correspondienterepercusión en el concepto de calidad que se adopta y que se acepta. Como investigadores y comodocentes, nos interesa describir y analizar el impacto de esta reconceptualización, en principiomucho más abierta y dinámica, de lo que se entiende por calidad.

Al mismo tiempo, la práctica profesional de la interpretación en este mismo ámbito tiene queresponder a los nuevos retos surgidos de la globalización en cuanto a la diversidad cultural, laaparente ausencia de barreras lingüísticas y culturales, o la dinámica de la “eficiencia” en términosde concentración de actividades o eventos en cortos periodos de tiempo. El intérprete que trabajaen el ámbito cultural local hace las veces de embajador ante personalidades de nacionalidades yorígenes culturales muy diferentes. Asimismo, los actos que se planifican en este contexto son muydiversos, implican la presencia de medios de comunicación y generan nuevos textos en la prensa oen las redes sociales a partir del trabajo del intérprete.

La interpretación en zonas de conflicto: estrategias y calidad.


María Gómez Amich (YR)

Universidad de Granada, Spain

Palabras clave: intérpretes locales, calidad, Afganistán, conflicto, estrategias, riesgos, autopercepción, papel

En un mundo dominado por guerras y conflictos, la traducción y la interpretación tambiénparticipan de esta realidad ‘and hence play a major role in the management of conflict’ (Baker2006: 1–2). En estos contextos surge la figura conocida como ‘intérprete en zonas de conflicto’(IZC), eje central de nuestra investigación, cuyo papel es crucial en las diferentes etapas de unconflicto (Stahuljak 1999; Moser-Mercer & Bali 2008; Hoedemaekers & Soeters 2009; Baker 2010;Baigorri Jalón 2011; Footitt & Tobia 2013; Alonso Araguás 2015; Ruiz Rosendo & Persaud 2016).

El trabajo de investigación que presentamos ha perseguido como fin explorar las percepcionespersonales que los IZC tienen de su papel, partiendo de la hipótesis de que los contextos en los queestos intérpretes desarrollan su labor contarán con una serie de peculiaridades que, inevitablemente,alterarán la invisibilidad y la neutralidad que en teoría se espera independientemente del ámbito deinterpretación. Basándonos en algunos de los conceptos que conforman una serie de teoríassociológicas y psicológicas – poder, estatus, percepción, habitus y afecto – se han analizado, através de la técnica conocida como análisis temático (Kane & Trochim 2007), cinco entrevistasnarrativas semiestructuradas realizadas a intérpretes afganos que ofrecieron sus servicios a lastropas españolas desplegadas en dicho país hasta finales de 2014 como parte de la misióninternacional ISAF de la OTAN.

Las conclusiones de nuestro estudio muestran cómo, de acuerdo con la hipótesis inicial, lasparticularidades de las zonas de conflicto por las cuales se rige, entre otros, el proceso decontratación, podrían afectar a la calidad de la interpretación, la cual parece adaptarse no solo enfunción de las necesidades y posibles expectativas de las partes, sino también de acuerdo con laautopercepción que el IZC tenga de su propio papel.

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Bibliografía

Alonso Araguás, I. 2015. El intérprete en los conflictos bélicos contemporáneos: identidades ambiguas en laprensa escrita. En Alonso Araguás, I.; Páez Rodríguez, A.; Samaniego Sastre, M. (eds.), Traducción yrepresentaciones del conflicto desde España y América. Una perspectiva interdisciplinar. Salamanca:Ediciones Universidad de Salamanca, 157–178.

Baigorri Jalón, J. 2011. Wars, languages and the role(s) of interpreters. Les liaisons dangereuses: langues,traduction, interpretation, Dec 2010. Beirut: Sources Cibles, 173–204.

Baker, C. 2010. The care and feeding of linguists: the working environment of interpreters, translators andlinguists during peacekeeping in Bosnia-Herzegovina. War and Society 2, 154–175.

Baker, M. 2006. Translation and Conflict: A Narrative Account. Nueva York/Londres: Routledge.Footitt, H.; Tobia, S. 2013. War talk: Foreign languages and the British War effort in Europe, 1940-47.

Basingstoke: Palgrave Macmillan UK.Hoedemaekers, I.; Soeters, J. 2009. Interactions rituals and language mediation during peace missions:

Experiences from Afghanistan. En Giuseppe, C. (ed.), Advances in military sociology: Essays in honour ofCharles C. Moskos, Part A. Bingley: Emerald, 329–352.

Kane, M.; Trochim, W.M.K. 2007. Concept mapping for planning and evaluation. Thousand Oaks: SagePublications.

Moser-Mercer, B.; Bali, G. 2008. Interpreting in zones of crisis and war. <http://aiic.net/p/2979>Stahuljak, Z. 1999. The violence of neutrality. Translators in and of the war. College Literature 26, 34–51.Ruiz Rosendo, L.; Persaud, C. 2016. Interpreting in conflict zones throughout history. Linguisitica

Antverpiensia, New Series: Themes in Translation Studies 15 (1), 1–35.

Las estrategias en interpretación de las lenguas de signos: elemento clave para proporcionar unainterpretación de calidad.


Rayco H. González MontesinoUniversidad Rey Juan Carlos, Spain

Palabras clave: interpretación de lengua de signos, traducción e interpretación, lengua de signos española, estrategias de interpretación

Cualquier situación de interpretación es un acto de comunicación interpersonal y, como tal, surgenproblemas que deben ser resueltos para que dicha interacción sea exitosa. Los intérpretes son losencargados de aplicar una serie de estrategias con el objetivo de solventar tales inconvenientes ytodos los que surgen en el propio proceso de interpretación. Las estrategias de interpretación seconvierten así en un elemento fundamental para garantizar una interpretación de calidad. Suimportancia en los Estudios de Traducción e Interpretación ha supuesto la publicación de muchostrabajos que las analizan y clasifican (Kalina 1992; Chesterman 1997; Pöchhacker 2004; Riccardi2005; Li 2013). Sin embargo, en el ámbito de la interpretación de lenguas de signos (LS) existenpocos estudios que las aborden empíricamente (Napier 2002, 2004; De Wit 2010; Nicodemus,Swabey & Taylor 2014).

Este estudio tiene por objetivo identificar y describir las estrategias que utilizan los aprendices deinterpretación de LS como instrumento para evitar y solucionar problemas de interpretación.Tomamos como modelo teórico de interpretación simultánea el Modelo de los Esfuerzos de Gile(1995), recientemente revisado para las lenguas signadas (Gile 2017) y el único adaptado a lamodalidad visogestual desde un enfoque intuitivo (Bélanger 1995/2015; Leeson 2005). Nuestra

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intención era utilizar datos empíricos que justificaran la adecuación de este modelo a lainterpretación signada, así como de la clasificación de estrategias de Gile (1995). Para ello,utilizamos el enfoque metodológico cualitativo y el estudio de caso como método de investigación.Las técnicas utilizadas fueron: 1) la observación de la grabación de una actividad académica deinterpretación inversa sobre un discurso formal para analizar las estrategias on-line; y 2) laencuesta, mediante un cuestionario retrospectivo de tipo mixto para estudiar las estrategias off-line.

Los resultados, aunque de momento no muestran una relación directa estrategia-calidad concreta,sí que revelan el uso de las mismas estrategias que se dan en la interpretación de lenguas orales,así como algunas específicas para las lenguas signadas. Esto nos permitió complementar latipología de Gile (1995) y adaptarla para la interpretación de LS. También observamos la correctaaplicación de todas las estrategias incluidas como objeto de aprendizaje en la formación reglada, loque confirma la adecuación de la progresión de los objetivos de aprendizaje y de los métodosutilizados para su adquisición. Asimismo, el estudio ha proporcionado pistas que ayudan al diseñode actividades didácticas que aporten una mejora en el uso de estos procedimientos.

Bibliografía

Bélanger, D. C. 1995/2015. The specificities of Québec sign language interpreting. First part: Analysis usingthe Effort Model of interpreting; Second part: How to maintain the balance in Interpreting. En Roy, C.B.;Napier, J. (eds.), The Sign Language Interpreting Studies Reader. Amsterdam/Philadelphia: JohnBenjamins, 242–263.

Chesterman, A. 1997. Memes of translation. Amsterdam/Philadelphia: John Benjamins.De Wit, M. 2010. Linguistic coping strategies from international sign to English. Trabajo presentado en

EUMASLI (European Master in Sign Language Interpreting). https://www.academia.edu/3772330/Linguistic_coping_strategies_from_international_sign_to_English

Gile, D. 1995. Basic concepts and models for interpreter and translator training. Amsterdam/Philadelphia:John Benjamins.

Gile, D 2017. The Effort Models and Gravitational Model: clarifications and update. http://cirinandgile.com/powerpoint/The-Effort-Models-and-Gravitational-Model-Clarifications-and-update.pdf

Kalina, S. 1992. Discourse processing and interpreting strategies: An approach to the teaching ofinterpreting. En Dollerup, C.; Loddegaard, A. (eds.), Teaching Translation and Interpreting: Training,talent and experience. Amsterdam/Philadelphia: John Benjamins, 251–257.

Leeson, L. 2005. Making the effort in simultaneous interpreting. Some considerations for signed languageinterpreters. En Janzen, T. (ed.), Topics in Signed Language Interpreting. Amsterdam/Philadelphia: JohnBenjamins, 51–68.

Li, X. 2013. Are interpreting strategies teachable? Correlating trainees’ strategy use with trainers’ training inthe consecutive interpreting classroom. The Interpreters’ Newsletter 18, 105–128.

Napier, J. 2002. University interpreting: Linguistic issues for consideration. Journal of Deaf Studies and DeafEducation 7 (4), 281–301.

Napier, J. 2004. Interpreting omissions: A new perspective. Interpreting 6 (2), 117–142.Nicodemus, B.; Swabey, L.; Taylor, M.M. 2014. Preparation strategies used by American Sign Language –

English interpreters to render President Barack Obama’s inaugural address. The Interpreters’ Newsletter19, 27–44.

Pöchhacker, F. 2004. Introducing interpreting studies. London: Routledge.Riccardi, A. 2005. On the evolution of interpreting strategies in simultaneous interpreting. Meta 50 (2), 753–

767.

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Diversidad, hibridación, complejidad de la interpretación para escuchas telefónicas.


María Jesús González RodríguezUniversità degli Studi di Bologna, Italy

Palabras clave: interpretación en intervención de comunicaciones, interpretación en escuchas telefónicas, interpretación telefónica, interpretación jurídico-judicial, interpretación para servicios públicos

El intérprete que trabaja en escuchas telefónicas debe afrontar una de las tipologías deinterpretación menos conocidas, lo cual conlleva sumergirse inevitablemente en una modalidaddisciplinar para la que no existe, a día de hoy, una formación específica, ni conocimientosinstrumentales previos al encargo, siendo estas condiciones que afectan indefectiblemente a lacalidad de sus prestaciones.

En este tipo de encargo el intérprete tendrá que operar con una multitud de elementos, partes yobjetivos muy diversos entre sí y en continua mutación. Además, no solo tendrá que contar con unbagaje disciplinar muy amplio –formación y experiencia en interpretación consecutiva, susurrado(chuchotage), interpretación bilateral o dialógica–, sino también una suficiente experiencia eninterpretación en ámbito judicial y una capacidad de escucha bien entrenada en interpretacióntelefónica, debiendo entrelazar y coordinar todo ello para poder construir(se) un engranajemetodológico híbrido muy complejo para poder llevar a cabo su trabajo.

Sin entrar en consideraciones sobre las necesidades de la Justicia –la realidad que vivimos presentaun aumento exponencial de la demanda de intérpretes para escuchas telefónicas con un abanicode lenguas cada vez más variado–, y la importante distancia aún existente entre este panorama y laauspiciada alineación a la directiva EU64/2010 sobre el derecho al acceso y uso de los servicios detraducción e interpretación en los procesos penales, con el presente trabajo nos proponemosilustrar brevemente el mencionado engranaje desde la perspectiva, a nuestro parecer, máscaracterística de la interpretación de escuchas telefónicas (IET): la hibridación, que al mismotiempo es, en sustancia, a lo que debe aspirar el intérprete de escuchas en su cometido. Lahibridación, fruto de esa diversidad de factores y elementos apuntados anteriormente, puederevelarse asimismo como una válida clave de lectura no sólo para conocer y entender la IET, sinotambién como inicio para identificar ‘buenas prácticas’ en esta modalidad de interpretación, crearprotocolos metodológicos y un buen punto de partida para la creación de un recorrido deformación específica.

En esta ocasión nos centraremos en la hibridación exclusivamente metodológica, es decir, en unadescripción concisa de las modalidades y técnicas de interpretación que concurren en estatipología de encargo aplicable a cualquier par de lenguas, relacionándola con las principalesvariantes presentes en los procesos comunicacionales en los que el intérprete de intervencionestelefónicas se ha de desenvolver para ejercer su trabajo.

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Eliciting Gestalt perception of televised simultaneous interpretation output speech: Results froma pilot survey.


Gregorio De Gregoris (YR)

Università di Trieste, Italy

Keywords: survey, gestalt, assessment, quality, interpretation

In Interpreting Studies, results from surveys on quality assessment of interpretation have revealedan interrelation among parameters or quality criteria (e.g. inter alia, Garzone 2003; Collados Aís etal. 2007), to the extent that a holistic processing of clusters of features was hypothesized (IglesiasFernández 2013: 59), and a “holistic perspective” to study quality in interpretation was suggested(Soler Caamaño 2006: 283). The present study, developed within a doctoral programme, approachesinterpretation assessment from a Gestalt perspective. To this aim: i) a literature review of surveyson simultaneous interpretation quality was carried out (De Gregoris 2014); ii) a corpus of televisedsimultaneous interpretation was built up (ORenesit – Obama vs. Romney English español italiano –226,258 phonological words), consisting of four interpreted versions (two from English into Italianand two from English into Spanish) of the 2012 US Presidential Debates; iii) a theoretical paradigmwas first created and then applied to the construction of a proposal of questionnaire to elicit aGestalt evaluation of TV broadcast simultaneous interpretation (De Gregoris 2016, submitted); iv) apilot survey to test the questionnaire was carried out; and v) a statistical analysis of data from thesurvey was conducted (with SPSS) through the following techniques: frequencies of ratings,bivariate correlations of variables, perceptual map through multidimensional scaling (MDS),hierarchical cluster analysis and principal component analysis.

This paper outlines the results from the pilot survey. The questionnaire was administered to 101BA and MA Interpreting and Translation students at the University of Trieste. Three video excerptsfrom an Italian version of the 2008 US Presidential Debates were selected for the test (the corpusof the 2012 Debates had not been completed yet at the time of the pilot survey). Only one excerpt(video 2) was artificially manipulated to test the hypothesis that a telegenic voice and narratingstyle would have rendered the interpretation more “usable” (Viezzi 1996): the original interpreter’svoice was replaced by that of a dubbing actor who had read and imitated the originalinterpretation delivery in a dubbing studio. Since the statistical techniques that were adopted arebased on either correlations or (dis)similarities/distances between variables, the resultingdiagrams were interpreted as form of perception of the overall interpretation output speeches bythe respondents; such an interpretation was considered to be in line with the Gestalt (=form)approach, where the whole (structure) is the result of the relations between the parts (= thevariables, in this case).

The findings in part confirmed and in part rejected the initial hypothesis. Inter alia, it was foundthat: i) the variable “speed of speech” seemed to have influenced most the form of perception ofthe three interpretation outputs; ii) the variables “complex words” and “complex sentences” wereperceived very similarly in the three video excerpts, as well as “silent pauses” and “hesitations”; iii)the variable “same melody repeated” was perceived very differently in the three videos. Theinterpretation that was best comprehended (video 3) presented the lowest speech rate, the lowestnumber of words, the most regular distribution of silent pauses and the easiest topic. This sameinterpretation speech presented the clearest distances/dissimilarities and the lowest number ofbivariate correlations between variables. It may be supposed that the voice projected on screen is

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expected to have the same definition of the image itself, as if perception of voice through thescreen functioned through a sort of ‘pixel of speech’, and then was ‘audio-viewed’.

References

Collados Aís, A.; Pradas Macías, E.M.; Stévaux, E.; García Becerra, O. (eds.) 2007. La evaluación de la calidaden interpretación simultánea: parámetros de incidencia. Granada: Comares.

De Gregoris, G. 2014. The limits of expectations vs. assessment questionnaire-based surveys onsimultaneous interpreting quality: the need for a holistic model of perception. RITT (Rivistainternazionaledi tecnica della traduzione), 16 (2014), 57–87.

De Gregoris, G. 2016. A proposal for an assessment of voice quality in TV broadcast simultaneousinterpreting through a gestaltic approach: theoretical paradigm for a new questionnaire. In Calvo Rigual,C.; Spinolo, N. (eds.), La traducción de la oralidad/La traduzione dell’oralità/Translating Orality, MonTI(Monografías de Traducción e Interpretación), Número especial 3, 273–306.

De Gregoris, G. (submitted). Eliciting Gestalt perception of televised simultaneous interpretation speech:theoretical framework for a pilot survey. In De Meo, A.; Dovetto, F.M. (eds.), Proceedings of TheInternational Conference La Comunicazione Parlata 2016/Spoken Communication 2016. Naples 13–15June 2016. Università degli Studi di Napoli "L’Orientale" and Università degli Studi di Napoli Federico II.

Garzone, G. 2003. Reliability of quality criteria evaluation in survey research. Collados Aís, A.; FernándezSánchez, M.M.; Gile, D. (eds.), La evaluación de la calidad en interpretación: Investigación. Granada:Comares, 23–30.

Iglesias Fernández, E. 2013. Unpacking delivery criteria in interpreting quality assessment. In van Deemter,R.; Tsagari, D. (eds.), Assessment issues in language translation and interpreting. Frankfurt: Peter Lang,51–66.

Soler Caamaño, E. 2006. La calidad en formación especializada en interpretación: Análisis de los criterios deevaluación de un jurado en un posgrado de interpretación de conferencia médica. Ph.D. dissertation,Universitat Pompeu Fabra.

Viezzi, M. 1996. Aspetti della qualità in interpretazione. Trieste: Università degli studi di Trieste - ScuolaSuperiore di Lingue Moderne per Interpreti e Traduttori.

Explicitation and interpreting quality. Evidence from trainee interpreters’ outputs.


Ewa GumulUniwersytet Śląski, Poland

Keywords: simultaneous interpreting, explicitation, omission, retrospective protocols, trainee interpreters

The present paper focuses on the relationship between the patterns of explicitating shifts andtarget-text quality in simultaneous interpreting. Following the definition proposed by Murtisari(2013), explicitation is understood here as a neutral from the point of view of quality surfaceoperation which consists in "shifts of meaning from the implicit to the explicit or simply to higherdegree of explicitness" (Murtisari 2013: 332).

The paper aims at exploring two different aspects of explicitation as related to interpreting quality.Firstly, its objective is to analyze the interpreters’ reasons for explicitating, reported inretrospective protocols, in search for indications of their striving to maintain quality. Secondly, thepaper also aims at exploring the relationship between explicitating patterns and one of the qualityindicators, namely target-text omission rate. Previous research (Gumul 2006, 2008, 2017) indicatesthat explicitation in simultaneous interpreting is often caused by the constraints intrinsic to thismode. It appears that it is often employed as a coping tactic in order to offset mode-specific

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limitation, such as the time constraint, the linearity constraint, the (un)shared knowledgeconstraint, and the memory-load constraint. Thus, there appears to be an interrelation betweenexplicitating behaviour and omission, at least in the case of interpreting trainees. The idea is alsobased on Perego’s (2003) category of reduction-based explicitation in constrained modalities oftranslation. Thus omissions are understood here both as resulting from the strategies of theeconomy of expression entailing shorter surface form with no major loss of information content onthe one hand and those caused by failure to render the propositional content on the other.

The analysis carried out for the purpose of this paper is part of the author’s larger project inprogress aiming at investigating explicitation in simultaneous interpreting. The corpus of the studyconsists of about 75 hours of recordings of 240 interpreting outputs in both directions ofinterpreting (Polish-English and English-Polish). The corpus also includes recordings ofretrospective protocols. The participants in this study were 120 advanced interpreting studentsfrom three Polish universities: University of Silesia in Katowice, University of Gdańsk, and UniversityCollege of Social Sciences in Częstochowa. The material was recorded in experimental conditions.

References

Gumul, E. 2006. Explicitation in simultaneous interpreting: a strategy or a by-product of languagemediation? Across Languages and Cultures 7 (2), 171–190.

Gumul, E. 2008. Explicitation in simultaneous interpreting – the quest for optimal relevance? InWałaszewska, E. et al. (eds.), Relevant worlds: Current Perspectives on Language, Translation andRelevance Theory. Cambridge: Cambridge Scholars Publishing, 188–205.

Gumul, E. 2017. Explicitation and directionality in simultaneous interpreting. Linguistica Silesiana 38. Murtisari, E.T. 2013. A Relevance-based framework for explicitation and implicitation in translation. An

alternative typology. Trans-kom. Journal of Translation and Technical Communication Research 6 (2),315–344.

Perego, E. 2003. Evidence of explicitation in subtitling: towards a categorisation. Across Languages andCultures 4 (1), 63–88.

Quality perception and quality measurement. Audio recordings as a quality assurance tool in asylum interviews.


Jasmina GustavsenUDI, The Norwegian Directorate of Immigration, Norway

Keywords: audio recordings, analysis, interpreting, quality assessment, quality assurance

The Language Services Unit at the Norwegian Directorate of Immigration is responsible for qualityassurance of interpreting in asylum settings. The Directorate has made audio recordingscompulsory in all asylum interviews. Audio recordings are one of our most reliable tools for qualityassurance of interpreting.

Our official policy is to recruit the best qualified interpreters and continuously monitor the qualityof interpretation. Our ability to rapidly detect mistakes and misunderstandings caused byinterpreting is crucial for proper and fair case processing.

Case workers who conduct asylum interviews are expected to assess both asylum seekers’credibility and the quality of communication via interpreters. Both tasks are challenging. We have

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clearly defined expectations, quality criteria and standards. Both interpreters and case workers aremade familiar with them through their training.

The presentation explores quality assessment of interpreting from the perspective of case workersduring or immediately after the interviews, and quality assessment from the perspective ofexternal bilingual consultants who have carried out in depth analysis of the audio recordings afterthe interviews. I will contrast and compare findings.

The presentation is based on the qualitative analysis of two cases (interviews). The data materialused for the analysis includes interpreter monitoring forms, written feedback from thecaseworkers, audio recordings, in depth reports produced by external consultants, and interviewswith both case workers and interpreters. Both cases are representative of our current challenges. Iwill also present results of the quality control and explain how they have influenced our work withquality assurance.

The results of the qualitative data analysis indicate that all stages of our quality assurance processare important. The results also indicate that identifying precisely critical points and the degree towhich the interpretation has influenced the quality of the interaction, and the credibility of theasylum seeker, demands a thorough analysis of the product (audio recording of the interview) by acompetent bilingual evaluator. This presentation will give an overview of the status quo and willsuggest best practices for signed and spoken language interpreters collaborating at conferences.

Bringing the cross-cultural dimension into interpreting assessment: The case of pleasant voice as a scoring criterion.


Emilia Iglesias Fernández1, Caiwen Wang2, Marc Ouellet1

1 Universidad de Granada, Spain 2 University of Westminster, United Kingdom

Keywords: cross-cultural classrooms, interpreting, cultural background, pleasant voice, assessment criteria, criterion-referenced assessment, interpreter training

In this research, we explore interpreting students´ understanding of pleasant voice, and analyse itas used for scoring and marking purposes in academic institutions. The research is one in a seriesof studies initiated by the first author aimed to re-visit the nature of the assessment constructpleasant voice, and is driven by the fact that interpreting courses have to manage multi-culturalgroups, where students from different cultures bring in their own perceptions and knowledgewhen assessing the interpreting product. Interpreting Scholars have also pointed out thatgeographical origin influences judgements about assessment criteria pleasant voice (e.g. Pöchacker& Zwischenberger 2010). We seek to draw a clear picture of how interpreting students fromdifferent cultural background perceive the rather complex construct pleasant voice as a scoringcriterion.

Interpreters’ pleasant voice has been regarded as a professional requirement since the inception ofthe discipline (Herbert 1952). It has been recognised as important for conveying speakers’messages (e.g. Alexieva 1990; Shlesinger 1997), and essential in shaping favourable perceptions ofmessage accuracy and interpreters´ reliability and professionalism (Collados Aís 1998, 2001; PradasMacías 2004, 2006; Iglesias Fernández 2007). It is thus crucial that interpreting students understandthat weakness in the quality of their voice has extensive negative effects on the overall assessment

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of the quality of the interpreter´s linguistic output. Consequently, our study aims to explore thatstudents know what is expected of them when trainers rate their voice performance ininterpreting. A necessary step is to find out what students know about this construct.

This is not exempt from difficulties. In educational settings, Hartley et al. (2004) have reportedperceptions of pleasant voice allowing a range of interpretations, and Schlesinger (1997: 197)mentions the confusion raised among participants in the study by Bühler (1986) around thecategory pleasant voice. All this suggests that pleasant voice conjures up a cluster of variousrepresentations, some concerning prosody (intonation, flluency, pronunciation) (Iglesias Fernández2015).

We recruited 45 Spanish, 43 Chinese, 17 Italian and 15 Russian interpreting trainees for our study,and have found great homogeneity across different cultural groups, showing a clear preference ofprosodic over vocal features when constructing the criterion pleasant voice. The findings have feda more effective and cross-culturally relevant scoring criterion.

We believe it is fundamentally important to unpack the concrete meanings of pleasant voice byeliciting representations for this concept among students from different cultural backgrounds.Knowing what students know about this construct will allow the cluster of vocal and prosodicfeatures to be clear for training purposes, and bring about more effective learning.

References

Bühler, H. 1986. Linguistic (semantic) and extra-linguistic (pragmatic) criteria for evaluation of conferenceinterpretation and interpreters. Multilingua 5 (4), 231–235.

Collados Aís, A. 1998. La evaluación de la calidad en interpretación simultánea. La importancia de lacomunicación no verbal. Granada: Comares.

Collados Aís, A. 2007. La incidencia del parámetro entonación. In Collados Aís, A.; Pradas Macías, E.M.;Stévaux. E.; García Becerra, O. (eds.), La evaluación de la calidad en interpretación simultánea:parámetros de incidencia. Granada: Comares, 159–174.

Gile, D. 1991. A communicative-oriented analysis of quality in nonliterary translation and interpretation. InLarson, M.L. (ed.), Translation: Theory and practice. Tension and interdependence. Binghamton, NY:SUNY, 188–200.

Herbert, J. 1952. The Interpreter’s Handbook: How to become a conference interpreter. Geneve: Georg.Hartley, A.; Mason, I.; Peng, G.; Perez, I. 2004. Peer- and self-assessment in conference interpreter training.

Sponsored by CILT. Retrieved from http://www.lang.ltsn.ac.uk/prf.aspx#lang1.Iglesias Fernández, E. 2006. La indefinición del parámetro “agradabilidad de la voz” y los estudios de calidad

de la interpretación simultánea. In Varela Salinas, M.J. (ed.), La evaluación en los estudios de traduccióne interpretación. Seville: Bienza, 225–239.

Iglesias Fernández, E. 2007. La incidencia del parámetro agradabilidad de la voz. In Collados Aís, A.; PradasMacías, E.M.; Stévaux. E.; García Becerra, O. (eds.), La evaluación de la calidad en interpretaciónsimultánea: parámetros de incidencia. Granada: Comares, 37–51.

Iglesias Fernández, E. 2015. Voice quality. In Pöchacker, F. (ed.), Routledge Encyclopedia of InterpretingStudies. New York: Routledge, 440–441.

Pöchacker, F.; Zwischenberger, C. 2010. Survey on quality and role: conference interpreters’ expectationsand self-perceptions. Available at <http://aiic.net/p/3405>. Accessed June 9, 2017.

Pradas, E.M. 2004. La fluidez y sus pausas: enfoque desde la interpretación de conferencias. Granada:Comares.

Pradas, E.M. 2006. Probing quality criteria in simultaneous interpreting: The role of silent pauses in fluency.Interpreting 8 (1), 25–43.

Shlesinger, M. 1997. Quality in simultaneous interpreting. In Gambier, Y.; Gile, D.; Taylor, C. (eds.), Conferenceinterpreting: Current trends in research. Amsterdam/Philadelphia: John Benjamins, 123–131.

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Impact du support textuel sur la qualité de l’interprétation simultanée.


Andrey KalininLomonosov Moscow State University, Russia

Mots-clés : interprétation simultanée, interprétation simultanée avec texte, support textuel, qualité de la prestation, variations intra-individuelles

La pratique qui consiste à fournir les textes des discours prononcés pendant les réunions auxinterprètes travaillant dans les cabines des organisations internationales, des conférences et descongrès scientifiques, s’avère de plus en plus courante. A cet effet les écoles formant lesinterprètes de conférences tendent de leur côté à introduire dans leurs cursus des exercicesd’entraînement à la simultanée avec texte, soit sous forme de modules à part soit en les intégrantdans les cours traditionnels de simultanée générale ou spécialisée.

Cependant l’intrusion d’un élément écrit dans le circuit audio-oral de l’interprétation simultanéesuscite des attitudes contrastées face à l’impact qu’un support textuel pourrait produire sur saqualité. La plupart des études spéculatives et observationnelles à ce sujet focalisent l’attention surles contraintes supplémentaires apportées par la présence d’un texte écrit au processus cognitif aussicomplexe en soi que la simultanée : effort additionnel lié à la lecture etc. (Seleskovitch & Lederer1989; Lambert 2004; Wang & Lin, 2004), ou sur les défaillances guettant un interprète qui auraittendance à se fier trop au texte au détriment du discours prononcé et tenterait de restituer toutesles informations écrites (Gile 1995). D’autre part, les enquêtes réalisées auprès des praticiensdémontrent que le milieu professionnel insiste sur l’efficacité d’un support textuel en toutescirconstances même si parfois le laps de temps entre le moment où le texte de l’intervention estfourni à l’interprète et le début de sa prestation approche zéro (Cammoun et al. 2009).

La présente étude se veut une recherche empirique des variations intra-individuelles observablesdans les prestations d’un seul interprète professionnel réalisées selon trois scénarios, à savoirl’interprétation simultanée a) sans aucun support textuel b) avec un texte de discours fourni àl’interprète bien à l’avance (plus d’un jour, le temps de pouvoir préparer l’interprétation thématiquementet terminologiquement), et c) avec un texte dont la réception a lieu immédiatement avant le début dutravail en cabine (moins de 20 minutes). Le corpus a été constitué à partir des enregistrementsnumériques parallèles de 19 conférences académiques en histoire et sciences sociales, prononcéespar des professeurs français et de leurs interprétations en russe destinées à une audienceuniversitaire. Le signal ainsi obtenu a fait l’objet d’une série d’analyses aussi perceptivesqu’instrumentales. L’objectif des expériences a été triple. 1º, recueillir les opinions de deuxcatégories d’auditeurs (spécialistes dans le domaine des conférences, étudiants en troisième cycled’Histoire et sociologie et experts en langue d’arrivée, enseignants de « prise de parole » russe) surla qualité des prestations en les comparant aux enquêtes réalisées auprès des utilisateurs in situ :impressions générales, transmission appropriée des termes sous-jacents, clarté de l’expression,congruence morpho-syntaxique et stylistique. 2º, obtenir les profiles acoustiques des échantillonstirés des interprétations en trois modes de simultanée : EVS, évolutions de débit, pauses etd’autres marqueurs prosodiques d’hésitations. Et, 3º, confronter les données subjectives avec lesréalités acoustiques afin de révéler d’éventuelles corrélations entre les deux. Les résultatsattestent, dans les limites du corpus étudié, des incidences disparates (favorisantes de même quecompromettantes) du support textuel sur la qualité de la prestation et conduisent à considérerl’avantage du texte écrit en tant qu’outil à utiliser pour préparer l’interprétation d’un discoursplutôt qu’instrument facilitant son déroulement immédiat.

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Bibliographie

Cammoun, R.; Davies, C.; Ivanov, K.; Naimushin, B. 2009 Simultaneous interpretation with text. Is the text“friend” or “foe”? Unpublished Master’s thesis. Geneva: FTI, University of Geneva.

Gile, D. 1995. Regards sur la recherché en interprétation de conférence. Lille: Presses universitaires de Lille.Lambert, S. 2004. Shared attention during sight translation, sight interpretation and simultaneous

interpretation. Meta 49 (2), 294–306.Seleskovitch, D.; Lederer, M. 1989. Pédagogie raisonnée de l’interprétation. Paris: Didier Érudition.Wang, L.; Lin, W. 2004. Interpretation Training: SI with Text. Abstracts of papers. International Interpreting

Conference & Fifth National Conference on Interpreting Practice, Pedagogy, and Research. ShanghaiInternational Studies University, 6-7 November 2004.

Verbal and nonverbal communication in lingua-franca interpreting in the courtroom.


Tuija Kinnunen, Simo MäättäHelsingin yliopisto, Finland

Keywords: court interpreting, nonverbal communication, lingua-franca interpreting, French as a lingua franca

The role of nonverbal communication in dialogue interpreting has been acknowledged widely inexisting research on public-service interpreting (see e.g. Rudvin 2006). Recently, a number ofresearch projects addressing this issue have emerged (Krystallidou 2014, 2016; Davitti 2013; Vargas-Urpi 2013). While these analyses have covered several domains of public-service interpreting, with aparticular emphasis on health-care interpreting, more research is needed on nonverbalcommunication in legal interpreting.

Nonverbal communication is particularly important in situations in which the interpreter and themigrant communicate in a vehicular language that is not their first language, i.e. in lingua-francainterpreting, often characterized by severe communication problems. In Finland, lingua francassuch as English, French, Russian, Farsi, Turkish, or Arabic are commonly used in public-service andlegal interpreting.

The Finnish court system plans to increase the use of video-remote interpreting in courtrooms.Therefore, it is important to study carefully the dynamics of verbal and nonverbal communicationin face-to-face interpreting, as such research can contribute to developing practices and sound andvideo-relay technologies that allow for each participant to see and hear each other. In addition, thedevelopment of telephone-interpreting practices and more comprehensive ethical codes canbenefit from this research.

In this talk, we will analyze the intersection of lingua-franca interpreting and verbal and nonverbalcommunication from the perspective of interpreting quality. Our data consists of a video-recordedand transcribed trial of an assault-and-battery case in a district court in Finland (total length 100minutes). In this trial, the language of communication between the interpreter and the injuredparty is French. The analysis concentrates on a two-minute long sequence illustrating bothproblems related to lingua-franca interpreting and problems and advantages that are linked to acombination of verbal and nonverbal communication. First, we will analyze the linguisticparticularities in the sequence and the interplay between verbal and nonverbal communication.Second, we will examine the role played by nonverbal communication in the achievement of

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quality interpreting, and conclude by examining the ways in which the interpreter and the injuredparty co-construct meanings both verbally and nonverbally.

References

Davitti, E. 2013. Dialogue Interpreting as intercultural mediation. Interpreters’ use of upgrading moves inparent–teacher meetings. Interpreting 15 (2), 168–199.

Krystallidou, D. 2014. Gaze and body orientation as an apparatus for patient inclusion into/exclusion from apatient-centred framework of communication. The Interpreter and Translator Trainer 8 (3), 399–417.

Krystallidou, D. 2016. Investigating the interpreter’s role(s): The A.R.T. framework. Interpreting 18 (2), 172–417.Rudvin, M. 2006. Negotiating Linguistic and cultural identities in interpreter-mediated communication for

public health services. In Pym, A.; Shlesinger, M.; Jettmarová, Z. (eds.), Sociocultural Aspects ofTranslating and Interpreting. Amsterdam/Philadelphia: John Benjamins, 173–190.

Vargas-Urpi, M. 2013. Coping with nonverbal communication in public service interpreting with Chineseimmigrants. Journal of Intercultural Communication Research 42 (4), 340–360.

Parámetros de calidad en la interpretación en los servicios públicos de árabe.


Ahmed Kissami MbarkiUniversidad de Granada, Spain

Palabras clave: interpretación, parámetros, servicios públicos, árabe, calidad

El ámbito de la traducción e interpretación es un área profesional relativamente reciente enEspaña. Su desarrollo ha sido relacionado con el cambio de la sociedad española contemporánea,marcado en cierto modo por el final de la dictadura franquista y la incorporación progresiva a lassociedades democráticas en un mundo cada vez más globalizado.

Cuando se habla de la interpretación en Servicios Públicos en la combinación lingüística árabe-español surge un planteamiento más específico relacionado con los avances de dicha disciplina ycuáles son los parámetros de calidad en este campo.

La situación de diglosia del árabe es un valor añadido a las dificultades de comunicación por lo quela adecuación del registro es clave para lograr un entendimiento entre las parte implicadas.

En esta comunicación intentaremos esbozar, a grandes rasgos, algunas situaciones de comunicaciónen tres sectores primordiales para un inmigrante de origen árabe (hospitales, juzgados y centroseducativos) y tratar de analizar y examinar los parámetros de calidad en cada ámbito.

Incorporación de córpora de interpretación a la plataforma europea de CLARIN.

Comunicación|Oral presentation

Elisabeth Körner-Székelyhidi (YR)

Universität Leipzig / Körner Konferenzdolmetschen, Germany

Palabras clave: córpora de interpretación, CLARIN, tratamiento informático

Esta ponencia describe la plataforma europea CLARIN (Common Language Resources andTechnology Infrastructure), una infraestructura que es estable, accesible, extensible y aplicable al

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tratamiento digital y electrónico de córpora de interpretación multilingüística. Se explicarán losestándares en el tratamiento informático: las herramientas, aportando ejemplos para el archivadoy almacenamiento de datos a largo plazo, y su extensión a los córpora de interpretación con lasherramientas informáticas disponibles para introducir datos y crear corpus.

Asimismo, se presentarán ejemplos concretos de aplicaciones con ventajas de utilización de losinstrumentos y sus limitaciones así como un ejemplo de la incorporación de un corpus de interpretación.

Poder estandarizar estos tipos de córpora con la ayuda de proyectos como CLARIN no sólo ofrecemayores garantías de calidad en general, ya que se puede comprobar un mayor volumen de datosde forma más rápida y con mayor precisión, sino también contribuirá a mejorar la calidad demétodos de investigación en interpretación.

Interpreters as translators in investigative law-enforcement settings.


Krzysztof KredensAston University, United Kingdom

Keywords: legal interpreting, forensic translation, forensic linguistics

In UK policing contexts, interpreters hired for spoken interaction often find themselves workingwith evidential written texts as well. Such ‘forensic translation’, taking place at the investigative ortrial stages of the criminal justice process, can involve various types of documentary evidence, forexample incriminating SMS messages, transcripts of calls to the emergency services, or writtenrecords of interpreter-mediated police interviews with suspects.

Because evidential texts function in an institutionally complex structure governed by a variety oflegal rules, the interpreter’s job on such occasions becomes highly specialised. To take oneexample, evidential texts can acquire a variety of audiences in the criminal justice chain. An SMSmessage, for instance, will first be considered by the police to inform investigative decisions.Subsequently, the prosecution may use the message to decide whether to take the case to courtand on the nature of the charges, and defence counsel will need access to it as a matter of course.If the case does go to court and the message becomes evidentially significant, lay triers of fact willread it to inform their verdict. The obvious and immediately accessible police audience is thusreplaced by ‘virtual’ audiences, each with its expectations potentially limiting the interpreter’ssemantic choices.

There are other similar translation issues germane to investigative contexts and yet forensictranslation as a type of specialised translation has attracted very little scholarly attention so far. Inthis paper I will use real-life data from criminal cases to answer the questions of (1) just what therelevant issues are, (2) how they should be approached in terms of institutional solutions, and (3)what interpreters can do to ensure quality in such ad-hoc translation/interpreting jobs.

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Elaboración de un protocolo de calidad para mejorar la gestión de FTA (face-threatening acts) en interpretación telefónica.


Raquel Lázaro Gutiérrez, Gabriel Cabrera MéndezUniversidad de Alcalá, Spain

Palabras clave: protocolo, pragmática, ataques contra la imagen, interpretación telefónica

Se podría decir que, a día de hoy, la interpretación telefónica está consolidada en España en elámbito de los servicios públicos. No obstante, todavía se observan carencias en cuanto a laformación inicial de los intérpretes y la protocolización de los procesos de interpretación enfunción de la naturaleza de las llamadas o de la resolución de incidencias o conflictos.

Como parte de un proyecto desarrollado conjuntamente entre miembros del ámbito académico ydel mundo profesional, se está llevando a cabo un estudio que persigue mejorar estos aspectos ycontribuir a la elaboración, tanto de materiales didácticos para la formación inicial y continua delos intérpretes telefónicos, como de protocolos útiles para la práctica profesional de esta actividad.Con tal fin, se han llevado a cabo distintas actividades como la celebración de grupos focales y elanálisis sistemático de grabaciones de conversaciones reales.

En esta comunicación nos centraremos en un aspecto problemático que se detectó durante loscontroles de calidad rutinarios de una empresa de interpretación telefónica: la gestión de FTA oataques contra la imagen del intérprete. Partiendo de una hipótesis fundada en la observacióngeneral del transcurso de las conversaciones habituales mediadas por intérpretes telefónicos, sedecidió someter una serie de situaciones a la reacción de los miembros de un grupo focal virtualformado por intérpretes telefónicos profesionales en servicio. Esto nos permitió constatar que laaparición de FTA era una constante en el desempeño diario de la actividad del intérpretetelefónico. Averiguamos que, en ocasiones, los interlocutores se esconden tras el intérprete a lahora de expresar contenido potencialmente ofensivo; en otras, esperan que el intérpretemodifique su ataque contra la imagen de su interlocutor o, incluso, llegan a presuponer que elintérprete omitirá esa parte ofensiva de su discurso.

El siguiente paso en nuestra investigación consistió en la transcripción y el análisis deconversaciones reales escogidas al azar para constatar la presencia de estas FTA y averiguar cómose producían y gestionaban. En nuestra presentación mostraremos los resultados obtenidos de losgrupos focales y del análisis del discurso de las conversaciones grabadas. El fin último de esteestudio es elaborar un protocolo de calidad para la gestión de FTA, así como materiales formativospara actuales y futuros intérpretes telefónicos.

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La evaluación de los usuarios del retour árabe-español: entre la transmisión correcta del sentidooriginal y el acento.


Bachir Mahyub RayaaUniversidad de Granada, Spain

Palabras clave: evaluación, usuarios, interpretación simultánea, árabe-español, retour, transmisión correcta del sentido original, acento

La interpretación árabe-español, en todas sus modalidades, se ha visto muy demandada en lasúltimas décadas. La interdependencia política y económica, las relaciones sociales y culturales, asícomo el creciente interés por el mundo árabe contemporáneo, han favorecido la proliferación dereuniones, congresos y conferencias bilaterales y multilaterales, y, por ende, el auge de lainterpretación simultánea árabe-español (IS AR-ES), tanto en el mercado privado nacional einternacional, como en organismos internacionales en los que el árabe y el español son lenguasoficiales (Naciones Unidas y Unión Africana). Esta demanda se viene cubriendo en España conintérpretes que poseen en el 87,5% de los casos el árabe como lengua A y el español como lenguaB (Mahyub Rayaa 2015: 143).

Dada esta peculiaridad de la cabina AR-ES, nos ha parecido interesante –a la par que novedosopara esta combinación– analizar la evaluación de los usuarios de la calidad de la IS AR-ES inversa ysu aceptabilidad, a través de los parámetros transmisión correcta del sentido original (contenido) yacento (forma). Para este fin, sondeamos la opinión de 50 usuarios divididos en dos grupos de 25:un grupo con español como lengua A y árabe como B o C y otro con español como lengua A peroque no conoce el árabe. Después de visionar una conferencia de 30 minutos (presentación de unanovela) con interpretación AR-ES realizada por un intérprete nativo de árabe, los usuariosrespondieron a un cuestionario de nueve preguntas relacionadas con los dos parámetros citados.

Los resultados indican que la amplia mayoría de los usuarios evalúa la transmisión del sentidooriginal a partir de aspectos formales de la interpretación, refrendando así las averiguaciones deGile (1995), Collados Aís (1998) y Pradas Macías (2003), entre otros. Asimismo, el hecho de que elintérprete no sea nativo de español no parece tener una incidencia significativa en la evaluaciónglobal de los usuarios, a pesar de que casi la mitad de ellos señala el acento del intérprete y lasestructuras lingüísticas empleadas como cuestiones que éste debe mejorar para que lainterpretación sea de mayor calidad.

En esta contribución, que sigue la línea de trabajos previos (Mahyub Rayaa 2017a, 2017b), sepretende por otro lado averiguar si el perfil lingüístico de los usuarios de la interpretación influyeen su evaluación del retour AR-ES.

Bibliografía

Bühler, H. 1986. Linguistic (semantic) and extralinguistic (pragmatic) criteria for the evaluation of conferenceinterpretation and interpreters. Multilingua 5 (4), 231–235.

Collados Aís, A. 1998. La evaluación de la calidad de la interpretación. La importancia de la comunicación noverbal. Granada: Comares.

Gile, D. 1995. Fidelity assessment in consecutive interpretation: An experiment. Target 7 (1), 151–164.Mahyub Rayaa, B. 2015. La interpretación simultánea árabe-español y sus peculiaridades. Docencia y

profesión. Tesis doctoral. Granada: Universidad de Granada.

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Mahyub Rayaa, B. 2017a. La evaluación del retour en interpretación simultánea árabe-español: transmisióndel discurso original. European Scientific Journal 13 (11), 261–279.

Mahyub Rayaa, B. 2017b. Directionality assessment in Arabic-Spanish Simultaneous Interpreting: The Use ofSpanish. European Journal of Social Sciences, 55 (1).

Pradas Macías, E.M. 2003. Repercusión del intraparámetro pausas silenciosas en la fluidez: Influencia en lasexpectativas y en la evaluación de la calidad en interpretación simultánea. Tesis Doctoral. Granada:Universidad de Granada.

Discursive approach to simultaneous interpreting: discursive vertical context and interpreting quality enhancement.


Maria MikhaylovskayaLomonosov Moscow State University, Russia

Keywords: simultaneous interpreting, discourse, vertical context

Comprehension, and thus interpretation of an oral text are determined by the proper understandingof its vertical context and its constituent elements such as quotations, allusions, idioms and realia.

The theory of vertical context was worked out in the mid-1970s by Lomonosov Moscow StateUniversity’s school of linguistics. The term itself was first introduced in the mid-1970s byoutstanding Russian philologists O. Akhmanova and I. Gyubbenet. The definition of this term hasbeen revised and extended. Vertical context is presently defined as historical, philological andsocio-cultural information embedded in a particular written or oral text of any genre, belonging toany type of discourse, that can be adequately perceived and rendered into the target language if atranslator or interpreter possesses specific background knowledge.

The theory under discussion shares a traceable link with German functionalism, established byHans J. Vermeer (Skopos Theory), that defines interpretation as a process of cultural transferaccording to a set of hierarchical principles (Pöchhacker 1995). As far as the functionalist conceptionholds, the standard by which professional interpretation is to be judged is not the degree ofequivalence with the original text but the extent to which the target text functions as intendedwithin its socio-cultural context (ibidem).

Therefore, the theory of vertical context proved to be applicable not only in teaching foreignlanguages to would-be philologists, but it is also relevant to educating simultaneous interpreters.Vertical context is being currently explored as an overall problem of simultaneous interpreting. Itbecame evident that oral non-fiction texts that practitioners have to deal with abound in verticalcontext elements, mentioned above, on the one hand, and culturally and ideologically boundunits, on the other. All these phenomena, taken together, constitute discursive vertical context ofeach text to be interpreted as an integral part of the institutional discourse it belongs to.

Obviously, it may present a specific challenge for interpreters to adequately render all thesepeculiarities from one language into another, given the shortage of time to perform. As professionalinterpreters specialise in a specific area, it seems reasonable to explore the vertical context of theentire discourse of a particular type rather than that of separate texts.

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The relevant research is being carried out into the oral texts of socio-political discourse and itsvertical context as such to define the “necessary and sufficient” minimum of meanings that an oraltext contains which is not to be distorted and be rendered into the target language, so that theequivalent effect of a speech is produced.

The discursive approach may aid in developing interpreter teaching techniques as well as promoteresearch into enhancing of interpretation quality.

References

Pöchhacker, F. 1995. Simultaneous interpreting: a functionalist perspective. Hermes, Journal of linguistics 14, 31–53.

A survey of signed and spoken language interpreters’ reading habits: Implications for quality practice.


Brenda Nicodemus1, Minhua Liu2, Sandra McClure1(YR)1 Gallaudet University, USA 2 Hong Kong Baptist University, China

Keywords: reading habits, research to practice, interpreters, American Sign Language – English, spoken language interpreters

Professions often set the standard that practitioners must stay current on discipline-relatedknowledge and skills to advance the quality of their work. One critical means to acquire knowledgeis to read professional literature and research studies about a field. However, studies of the readinghabits of various professionals, including librarians (Thanuskodi 2011), internists (Saint et al. 2000),teachers (Carroll & Simmons 2009), chiropractors (Schwarz & Hondras 2007), and infection controlspecialists (Olmsted et al. 2006) have yielded mixed results regarding practitioners’ engagementwith and application of professional reading materials. Some argue that professions have yet todemonstrate the application of research to practice. For example, Eisner (2005) wrote,“Practitioners seldom read the research literature” (p. 88). He argues further that research is oftencharacterized by “competing finds, rival hypotheses, or faulty design” (Eisner 2005: 88), whichoften do not support the questions of practitioners. However, more than a decade after Eisner’sstatement, Interpretation Studies has emerged as a vital area of research with a developing bodyof diversified literature (Pöchhacker 2016). Numerous journals now publish interpretationresearch, and new graduate programs in interpretation are being established with research as acritical component of the curricula. Yet it remains questionable whether working interpreters readprofessional literature and, if so, whether they apply it to their practice.

What are interpreters’ reading habits? Do they apply reading to their interpreting practice? Toaddress these questions, we conducted a large-scale survey study on the reading habits of twogroups of interpreters: signed language interpreters (American Sign Language – English) andspoken language interpreters. The survey consisted of multiple choice and short answer questionsabout four domains: 1) pleasure reading, 2) preparation reading, 3) professional literature, and 4)research studies. The survey explored interpreters’ reading patterns, including frequency, attitude,and motivation for reading, and their application of reading to practice. We provide preliminary

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results from the study and argue that transforming research into practice is critical to increasingthe quality of interpreting services.

References

Carroll, P.S.; Simmons, J.S. 2009. A study of English teachers’ professional journal reading habits. EnglishLeadership Quarterly 32 (2), 3–12.

Eisner, E.W. 2005. Reimagining schools: The selected works of Elliot W. Eisner. New York: Routledge.Olmsted, R.N.; Kowalski, C.P.; Krein, S.L.; Saint, S. 2006. Reading habits of infection control coordinators in

the United States: Peer-reviewed or non-peer-reviewed evidence? American Journal of Infection Control34 (10), 616–620.

Pöchhacker, F. 2016. Introducing interpreting studies (2nd Ed.). New York: Routledge.Saint, S.; Christakis, D.A.; Saha, S.; Elmore, J.G.; Welsh, D.E.; Baker, P.; Koepsell, T.D. 2000. Journal reading

habits of internists. Journal of General Internal Medicine 15 (12), 881–884. Schwarz, I.; Hondras, M.A. 2007. A survey of chiropractors practicing in Germany: Practice characteristics,

professional reading habits and attitudes and perceptions toward research. Chiropractic & Osteopathy15 (6), 1–8.

Thanuskodi, S. 2011. Reading habits among library and information science students of AnnamalaiUniversity: A survey. International Journal of Education and Science 3 (2), 79–83.

La calidad de la interpretación como factor de garantía del proceso penal: el proyecto TIPp.


Mariana Orozco-JutoránUniversitat Autònoma de Barcelona, Spain

Palabras clave: calidad, interpretación judicial, procesos penales, corpus oral, transcripción y anotación semántica

La importancia de la calidad de la interpretación en los procedimientos penales en España hapasado a un primer plano con la entrada en vigor de la Ley Orgánica 5/2015, de 27 de abril, por laque se modifican la Ley de Enjuiciamiento Criminal y la Ley Orgánica 6/1985, de 1 de julio, delPoder Judicial, para transponer la Directiva 2010/64/UE, de 20 de octubre de 2010, relativa alderecho a interpretación y a traducción en los procesos penales, y la Directiva 2012/13/UE, de 22de mayo de 2012, relativa al derecho a la información en los procesos penales. De este modo, latraducción y la interpretación han pasado a formar parte del núcleo esencial de la tutela judicialefectiva en cuanto al ejercicio de derechos e intereses legítimos ante los tribunales para impedir laindefensión del encausado y garantizar su derecho a ser informado sobre la acusación, su derechoa un proceso público con todas las garantías y su derecho de defensa, según lo establecido en elartículo 24 de la Constitución. Esto supone, en principio, un avance incuestionable en la provisiónde servicios de interpretación en los juzgados y tribunales penales españoles, ya que, hasta ahora,la legislación había permitido que cualquier persona pudiera actuar en calidad de intérprete ensede judicial y, por tanto, había sumido a la interpretación judicial en una situación de enormeintrusismo y desprestigio (Miguelez 1999; Sali 2003; Aldea et al. 2004; Gascón 2011; OrtegaHerráez 2011).

El proyecto TIPp (La calidad de la traducción como factor de garantía del proceso penal: desarrollode recursos al servicio de los intérpretes judiciales de rumano, árabe, chino, francés e inglés) harecopilado, transcrito y analizado una muestra representativa de grabaciones de juicios penales en

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los que han intervenido intérpretes de inglés, francés y rumano en los Juzgados de lo Penal deBarcelona durante 2015.

Esta comunicación presentará, por un lado, el diseño y la creación del corpus oral del proyecto y,por otro lado, las categorías creadas para la anotación y el análisis del corpus, siguiendo ladistinción establecida por Wadensjö (1998) entre talk as text y talk as activity como aproximacionesal estudio de la interpretación en los servicios públicos.

Se incidirá especialmente en la manera en la que las categorías de anotación creadas permitenanalizar la calidad de la interpretación tanto en lo referente a fidelidad del mensaje transmitidocomo en la interacción con los operadores judiciales (gestión de la conversación, coordinación,turnos de palabra y rol del intérprete).

Bibliografía

Aldea Sánchez, P.; Arróniz de Opacua, P.; Ortega Herráez, J.M.; Plaza Blázquez, S. 2004. Situación actual de lapráctica de la traducción y de la interpretación en la Administración de Justicia. In Cruces, S.; Luna, A.(eds./coords.), La traducción en el ámbito institucional: autonómico, estatal y europeo. Vigo: Servicio dePublicacións, Universidade de Vigo, 85–126.

Gascón, F.A. 2011. Una breve radiografía de la interpretación judicial en España. La Linterna del Traductor 6,31–39.

Miguélez, C. 1999. Current Issues in Court Interpreting: Spain, a Case Study. PROTEUS, Newsletter of theNational Association of Judiciary Interpreters and Translators, 8 (2), 1–4.

Ortega Herráez, J.M. 2011. Interpretar para la Justicia. Granada: Comares.Sali, M. 2003. Traducción e interpretación en la Administración de Justicia. In Valero Garcés, C. (ed.), La

traducción e interpretación en los servicios públicos. Contextualización, actualidad y futuro . Granada:Comares, 147–170.

Wadensjö, C. 1998. Interpreting as interaction. London: Longman.

Posibilidades de formación para intérpretes ad hoc en los servicios públicos de Baja Sajonia(Alemania).


Concepción Otero MorenoStiftung Universität Hildesheim, Germany

Palabras clave: intérpretes ad hoc, calidad en la interpretación en los servicios públicos, integración social de inmigrantes, roles del intérprete, formación mixta

Esta presentación reflexionará sobre la iniciativa tomada desde 2009 por los ayuntamientos devarias ciudades alemanas de Baja Sajonia (Braunschweig, Wolfsburg, Helmstedt, entre otras), en laque participó la autora, con vistas a mejorar la integración de la población extranjera y facilitar elacceso de este colectivo a los servicios públicos (SSPP). El proyecto piloto, que se ha desarrolladoen cursos que se siguen impartiendo en la actualidad, consiste en talleres, conferencias y prácticasen diferentes oficinas de la Administración orientados a una formación básica como mediadoreslingüístico-culturales de inmigrantes formados en áreas de conocimiento académico ajenas a lainterpretación, con sólidos conocimientos de alemán y de sus propias lenguas y con algunaexperiencia en traducción o interpretación por ejercerla ad hoc. Explicaremos el planteamientoinicial de dichos cursos, su realización y dinámica, y realizaremos una evaluación de los mismos

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desde las dos perspectivas desde las que se contempla la interpretación en SSPP: 1) lainterpretación como resultado, haciendo hincapié en la diferencia que existe entre calidad(objetivable en criterios tales como la recuperación de los contenidos y la forma del discurso) y lasexpectativas de los usuarios, y 2) la interpretación como proceso, analizando los roles observadosen el intérprete en este ámbito (conduit, clarifier, cultural broker, advocate) para sensibilizar a losparticipantes sobre la propuesta deontológica al uso en la práctica profesional.

Los cursos llenan un vacío de formación, puesto que en Alemania no hay programas deinterpretación en los SSPP para algunas de las lenguas más necesitadas ni intérpretes formados ensus países de origen en idiomas como el árabe, el farsi o el ucraniano. Esta iniciativa de mejorar lacalidad de intérpretes de facto constituye una solución intermedia, con colaboración mixta, entrela improvisación por la que suelen optar las autoridades y los responsables de servicios públicos –que ahora participan también como destinatarios del proyecto– y la profesionalidad de unintérprete formado.

Esta fórmula, que puede servir de modelo para la elaboración de futuros cursos de interpretaciónen SSPP –sobre todo para las lenguas de escasa presencia en el ámbito universitario– representaun ejemplo de la proyección de la Universidad, más allá de su torre de marfil, en la sociedadactual. Así se destaca la pertinencia de la “Academia” como vector en pro de una mayorintegración de los extranjeros –destinatarios primarios de la labor de los intérpretes– y comovehículo de concienciación sobre la importancia de una interpretación de calidad y, en definitiva,sobre el reconocimiento del “Otro”.

Silent pauses, a relevant sub- and interparameter in interpreting-quality assessment.

Comunicación / Oral presentation

E. Macarena Pradas Macíasˡ, Ángela Jábega Murado², Rafael Barranco-Droege³ˡ Universidad de Granada, Spain² Conservatorio Superior de Música del Principado de Asturias, Spain³ Universität Heidelberg, Germany

Keywords: silent pause, prosodic features, assessment, quality, interpreting

In interpreting-quality research, silent pauses have been studied from a variety of perspectives.Although the interpreter’s pauses are not among the quality parameters originally proposed byBühler (1986), several studies suggest that they influence the users’ perception of parameters suchas fluency and intonation (e.g. Moser 1995; Rennert 2010). It has been hypothesized that silentpauses lie at the interface between such parameters, thus constituting a component orsubparameter (Pradas Macías 2003).

According to Cuello (2009), spoken words and silent pauses are not opposing concepts. Rather,they affirm mutually and gain meaning through each other: silent pauses are signs in their ownright, they underpin the sequencing of words and play an essential role in comprehension. Thecommunicational value of pauses raises the question of their involvement in the perception ofmore content-related parameters of interpreting quality.

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Humboldt’s view that language is not a mere product, but the energy of the individual’s discourse(Martí Marco 2015), brings up the role of silence in a broader sense and the need for aninterdisciplinary approach (cf. Collados Aís et al. 2011). This contribution examines the meaning ofsilence in linguistics and music, exploring its implications for interpreting studies.

References


Collados Aís, A. et al. 2011. Qualitätsparameter beim Simultandolmetschen. Interdisziplinäre Perspektiven.Tubinga: Narr.

Cuello, M.I. 2009 La importancia de las pausas y los silencios en la comprensión de la oralidad en la radio.<http://sm000153.ferozo.com/memorias/pdf/2009cucuello_maria_ ines.pdf> [Última consulta 15de enero de 2017].

Martí Marco, M.R. 2015. Positivismo e idealismo en la ciencia del lenguaje: una investigación lingüístico-filosófica. Madrid: Verbum.

Moser, P. 1995. Survey on expectations of users of conference interpretation. Final report January 1995Commissioned by AIIC (International Association of Conference Interpreters).

Pradas Macías, E.M. 2003. Repercusión del parámetro pausas silenciosas en la fluidez. PhD thesis. Granada:Universidad de Granada.

Rennert, S. 2010. The impact of fluency on the subjective assessment of interpreting quality. TheInterpreters’ Newsletter 15, 101-115.

Quality in interpreted focus group interviews.


Danuta PrzepiórkowskaUniwersytet Warszawski, Poland

Keywords: interpreting, quality, focus groups, interpreter’s perspective

In cross-cultural research in social sciences and marketing, subjects (respondents) are usuallyinterviewed in their mother tongue, either on one-to-one basis or in groups. Group interviews areoften organised in the focus group format (a moderator and 6 to 8 participants discussing a specificrange of topics). In order to understand the respondents’ opinions and attitudes, researchers willeither learn the local language or, more commonly, employ interpreters.

Interpreted focus group interviews are a specific type of interpreted speech events, with a numberof characteristics that influence the interpreter’s effort and performance. Focus group interpretingcan be seen as a hybrid genre, combining simultaneous interpreting, live dubbing and liaisoninterpreting.

Some characteristics of interpreted focus groups are as follows: a) the respondents are not awareof being interpreted live for another audience; b) focus group interpreters work at speciallydesigned places different from a traditional booth; c) they must interpret a dynamic discussionwith overlapping voices; d) they often work alone for many hours; e) they usually interpret from alocal language into English, etc. These and other factors are a source of cognitive and physicalstrain, potentially affecting performance.

The listeners (clients) are usually physically present in the same room with the interpreter or,increasingly often, listen to the interpreter’s output remotely, in real time. In both cases, clients

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may give immediate feedback or make additional demands on the interpreter as the focus groupinterview progresses. Importantly, there is no code of practice for this type of interpreting and noexplicit rules to follow. Under the circumstances, interpreters acquire the rules via repeatedsituated learning.

This paper will summarise the findings from interviews with 16 interpreters, most of whom haveextensive experience of interpreting focus groups in Poland. The interpreters shared their ownperceptions of interpreting quality under these specific circumstances. They also reported on whattheir clients perceived as ‘quality interpreting’ in focus group settings. The findings will bepresented in the context of the (so far) very sparse literature on focus group interpreting.

Impact of fluency from a listener perspective.


Sylvi RennertUniversität Wien, Austria

Keywords: simultaneous interpreting, quality, cognitive effect, fluency, user ratings, comprehension testing

Fluency has often been named as a parameter of interpreting quality in both user and interpreterexpectation studies (e.g. Bühler 1986; Kurz 1989, 1993, 2001; Vuorikoski 1993, 1998), andexperiments with subjective quality assessments by users (e.g. Collados Aís 1998; Pradas Macías2003, 2007) indicate that interpretations with prosodic deficiencies may be rated lower insubjective quality assessments even when the content does not differ from the control version. Butwhat about objective quality measures? Approaching quality from the perspective of equivalentcognitive effect (Pöchhacker 2012, 2013; Reithofer 2013, 2014) provides a quantifiable metric formeasuring quality by means of listening comprehension. Using the functional cognitive approachdeveloped in the context of the Quality in Simultaneous Interpreting (QuaSI) project at theUniversity of Vienna, an experiment was conducted to measure the impact of fluency on bothcognitive effect and participants’ subjective assessment of the interpretation (Pöchhacker 2012,2013; Reithofer 2013, 2014; Rennert 2010, 2013). Two copies of an interpretation weremanipulated for fluency while keeping all other variables equal and preserving a degree of fluencythat was acceptable and realistic for conference interpreting, yielding one version with a highdegree of fluency and one with a considerable number of features with a negative impact on theperception of fluency, such as hesitations, non-syntactic pauses and false starts (Rennert 2013). Asit was necessary to remove some disruptive external noises and a number of hesitations from theoriginal recording to achieve a sufficient degree of difference betwen the two versions, nountreated control version was used. Comparing the relatively objective measure of cognitive effectwith users’ subjective assessment of perceived cognitive effect, fluency and interpreterperformance allows us to paint a comprehensive picture of quality as the combination ofinterpreter and user perspectives. Expanding on the preliminary results presented at the SecondInternational Conference on Interpreting Quality, this presentation discusses the results of theexperiment and their implications for teaching and practice. Although the degree of fluency didnot impact comprehension (cognitive effect), the experimental group that heard the lower-fluencyinterpretation rated their own comprehension significantly lower than the group with the morefluent interpretation. Low perceived fluency also correlated with a lower rating for perceivedinterpreter performance. This discrepancy between actual cognitive effect and users’ subjective

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perceptions means that although comprehension was not negatively influenced by pauses andhesitations, users believed the interpretation to be of lower quality than a more fluent one. Forteaching, this means that students should be made aware of the potentially negative impact of lowfluency and trained to achieve a high degree of fluency so as not to negatively influence theirclients’ image of them. Future studies might attempt to use only one manipulated version and onecontrol version, and focus on different fields and audiences. Should the results of this study beborne out by replications in international organisations, this might inform the quality criteria usedby their interpreting services.

References


Collados Aís, A. 1998. La evaluación de la calidad en interpretación simultánea: La importancia de lacomunicación no verbal. Granada: Comares.

Kurz, I. 1989. Conference interpreting – user expectations. In Hammond, D. (ed.), Coming of Age.Proceedings of the 30th Annual Conference of the American Translators Association. Medford, NJ,Learned Information, 143–148.

Kurz, I. 1993. Conference interpretation: Expectations of different user groups. The Interpreters’ Newsletter5, 13–21.

Kurz, I. 2001. Conference interpreting: Quality in the ears of the user. Meta 46 (2), 394–409. Pöchhacker, F. 2012. Qualität, die man versteht: ein funktional-kognitiver Ansatz. In Ahrens, B. et al. (eds.),

Dolmetschqualität in Praxis, Lehre und Forschung. Festschrift für Sylvia Kalina. Tübingen: Narr FranckeAttempto, 19–31.

Pöchhacker, F. 2013. Researching quality: a two-pronged approach. In García Becerra, O. et al. (eds.),Quality in interpreting: Widening the scope. Volume 1. Granada: Editorial Comares, 42–55.

Pradas Macías, E.M. 2003. Repercusión del intraparámetro pausas silenciosas en la fluidez: Influencia en lasexpectativas y en la evaluación de la calidad en interpretación simultánea. Doctoral dissertation.Granada: Universidad de Granada.

Pradas Macías, E.M. 2007. La incidencia del parámetro fluidez. In Collados Aís, A. et al. (eds.), La evaluaciónde la calidad en interpretación simultánea: parámetros de incidencia. Granada: Comares, 53–70.

Reithofer, K. 2013. Qualität als Wirkungsäquivalenz: Simultandolmetschen vs. Englisch als Lingua France. InGarcía Becerra, O. et al. (eds), Quality in interpreting: Widening the scope. Volume 1. Granada: EditorialComares, 101–128.

Reithofer, K. 2014. Englisch als Lingua Franca und Dolmetschen. Ein Vergleich zweier Kommunikationsmodiunter dem Aspekt der Wirkungsäquivalenz. Tübingen: Narr Francke Attempto.

Rennert, S. 2010. The impact of fluency on the subjective assessment of interpreting quality. TheInterpreters’ Newsletter 15, 101–115.

Rennert, S. 2013. The production of experimental material for fluency research. In García Becerra, O. et al.(eds.), Quality in interpreting: Widening the scope. Volume 1. Granada: Editorial Comares, 175–200.

Vuorikoski, A.R. 1993. Simultaneous interpretation – user experience and expectations. In Picken, C. (ed.)Translation – the vital link. XIII FIT World Congress, Proceedings. Brighton: Institute of Translation andInterpreting, 317–327.

Vuorikoski, A.R. 1998. User responses to simultaneous interpreting. In Bowker, L. et al. (eds.), Unity inDiversity? Current Trends in Translation Studies. Manchester: St. Jerome Publishing, 185–194.

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Sign language interpreted performances: an assessment of quality by deaf audiences.


Michael Richardson (YR)

Heriot-Watt University, United Kingdom

Keywords: sign language, performance, theatre, deaf, audience

In the UK, current efforts to promote an increase in Deaf people’s engagement with theatre focuson their participation as spectators at sign language interpreted performances (SLIPs). The numberof Deaf people attending these, however, is less than expected (Lee 2004). In an attempt tounderstand this phenomenon, this paper problematizes the quality of interpreting provision atSLIPs, and presents the results of recent research in which participants included Deaf audiencemembers.

The problems for interpreters of creating and rendering an effective translation at an SLIP arealready well described in the literature (Frishberg 1990; Depledge 1995; Gebron 2000; Turner &Pollitt 2002; Rocks 2011). These writers, however, are interpreters and/or have done research withinterpreters: this paper sheds new light on SLIPs by examining them from the perspective of Deafspectators. Of necessity the focus here is an assessment of the quality of the processes in place forthe delivery of an effective SLIP: being Deaf, none of the participants had access to the spokenlanguage of the performance and thus were unable to comment on the effectiveness of thetranslation rendered by the interpreter.

The results reveal quality issues throughout the delivery of SLIPs. The lack of interpreting andtranslated materials in front of house departments (box office, marketing, catering) mean thatDeaf spectators are ill-prepared for the enjoyment of an SLIP. On stage, inadequate preparationand rehearsal, and the placing of the interpreter, wearing black, in a separate space to the actorstogether contrive to produce interpreting that is not integrated into the performance. Furthermore,interpreters instinctively apply the conference model of interpreting to theatre work, as this feelsmore appropriate than the community model. This however reinforces the idea of interpreter asconduit, translating the text but not layering anything onto that translation, thereby neglecting toput across subtext, emotion and other features of the performance that aren’t part of the writtentext.

In conclusion, my research participants proposed a new profession of ‘theatrical interpreter’: partactor and part interpreter, and highly trained in both. I go further to suggest that such adevelopment also demands the development of a new model of interpreting that is specific totheatre rather than matched to conference or community settings. Together these might contributeto consistently higher quality in the delivery of SLIPs.

References

Depledge, I.D. 1995. Access to theatre: An investigation into reactions of Deaf theatre-goers to currentprovisions for access to mainstream theatre. London.

Frishberg, N. 1990. Interpreting: An introduction. Silver Spring, Maryland: Registry of Interpreters for theDeaf Publications.

Gebron, J. 2000. Sign the speech: An introduction to theatrical interpreting. 2nd ed. Hillsboro OR: ButtePublications Inc.

Lee, R. 2004. A beginner’s introduction to Deaf history. Feeltham, Middlesex: British Deaf History SocietyPublications.

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Rocks, S. 2011. The theatre sign language interpreter and the competing visual narrative: The translationand interpretation of theatrical texts into British sign language. In Baines, R.W.; Marinetti, C. andPerteghella, M. (eds.). Staging and performance translation: text and theatre practice. Hampshire, UK:Palgrave Macmillan, 72–86.

Turner, G.H.; Pollitt, K. 2002. Community interpreting meets literary translation. The Translator 8 (1), 25–47.

Developing tools for continuous assessment in conference interpreting training: A holistic constructivist approach.


María Dolores Rodríguez MelchorUiversidad Pontificia Comillas, Spain

Keywords: constructivism, process-oriented assessment, interpreter training, VLE platform, portfolio

Interpreting involves a complex set of skills and adequate assessment of these skills requires thereproduction of real-life conditions. Traditionally, entry-level assessment (diagnostic), classroomfeedback (formative) and final evaluation (summative), to determine if a student could produce anadequate rendition at a competent level of expertise, were the main tools that provided thetrainers with information about the students’ skills, course structure and design adequacy. A holisticconstructivist approach to ensure quality assessment for conference interpreter training entails athorough adaptation of tests practices and assessment tools, an underlying understanding of theacquisition of interpretation competence as a process and an appropriate sequence of instruction(Sawyer 2004).

In this paper, we review the methodology used in Comillas’ MA in Conference Interpreting which isbased on continuous assessment and aimed at fostering self and peer assessment by providing thestudents with a set of learning outcomes that are defined and aligned with the learning andassessment activities (Biggs & Tang 2011). In the case of intermediate (mock-tests) and finalevaluation, content and delivery criteria are applied to assess the product. These two main criteriaare broken down in a descriptive scoring rubric, intended to reduce subjectivity in rating (Liu 2015),including various subcategories such as faithfulness, accuracy, mastery of target language ortransmission of intentionality. On the other hand, process-oriented assessment requires theparticipation of both trainers and students by means of a series of customized evaluation tools thatare embedded in a virtual learning environment (VLE) platform (Moser-Mercer et al. 2005). In thiscase, the evaluation parameters are defined in terms of reflective practice and metacognitivelearning. Trainers provide not only face-to-face feedback, but also keep an on-line feedback log-book. As a complement, trainers regularly hold tutorials to assess the students´ performance inpractice groups, mock-conferences, and internship placements, as well as special sessions ofipsative assessment that are useful to determine when to introduce instructional scaffolding. Anassessment portfolio collects the materials thus produced. This comprehensive approach, involvingVLE e-assessment tools, is currently being tested as a pilot project in Comillas with encouragingintermediate results.

References

Biggs, J.; Tang, C. 2011. Teaching for Quality Learning at University. Glasgow: Society for Research intoHigher Education & Open University Press.

Liu, M. 2015. Assessment. In Pöchhacker, F. (ed.), Routlegdge Encyclopedia of Interpreting Studies.London/New York: Routledge, 22–25.

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Moser-Mercer, B.; Class, B.; Seeber, K. 2005. Leveraging Virtual Learning Environments for TrainingInterpreter Trainers. Meta 50 (4). http://www.erudit.org/revue/meta/2005/v50/n4/019872ar. AccessedJune 21, 2017.

Sawyer, D. 2004. Fundamental Aspects of Interpreter Education. Amsterdam/Philadelphia: John Benjamins.

Enhancing the quality of Interpreter mediated Questioning of Minors through inter-professional joint training.


Heidi Salaets, Katalin BaloghKatholieke Universiteit Leuven, Belgium

Keywords: interview, children, criminal cases, team work, joint training

The CO-Minor-IN/QUEST project (CMIQ1, Cooperation in Interpreter-Mediated Questioning ofMinors - JUST/2011/JPEN/AG/2961) was the first research project focusing on interviewing childrenin the pre-trial phase of criminal cases, particularly with the assistance of an interpreter (indicatedas ImQM: interpreter mediated questioning of minors). This very specific setting involves a multi-disciplinary team: behavioral scientists, psychologists, psychiatrists, legal actors (lawyers, policeofficers and examining magistrates) and interpreters (spoken and signed language). Teamwork iseven more necessary when children appear to be extremely vulnerable (having a mental orphysical impairment, belonging to minorities, etc.).

The findings of the project — mainly consisting of mapping the needs in this particular field for thefirst time through an online survey (snowball method) with more than 1000 respondents from theabove mentioned professions — have been disseminated through a final conference and apublication to draw attention to this delicate matter, and to formulate recommendations to allstakeholders and other member states (https://www.arts.kuleuven.be/tolkwetenschap/projecten/co_minor_in_quest/children-and-justice).

CO-Minor-IN/QUEST 2 (JUST/2015/JTRA/AG/EJTR/8678, September 2016 – August 2018) as afollow-up research builds on the main outcomes of the initial CMIQ 1. Within the framework of thecurrent project, the researchers and the members of the project consortium want to develop ahands-on inter-professional joint training module for legal actors, (spoken and signed language)interpreters and forensic psychologists. For that purpose, 4 focus group discussions took place (onein each partner country: BE, FR, HU, IT) with all different stakeholders involved in an ImQM toverify the needs that came out of the large-scale survey in CMIQ1. Through a unique interviewapproach, also the opinion of children themselves was studied for the first time: what are theirthoughts, needs, fears and experiences during an ImQM? The children varied in gender (M/F) andage (from 5 to 17), and for all of them it was a “first-in-a-lifetime experience”. During ourpresentation, we will describe how this particular approach was designed, then we will brieflyhighlight the main results of both the focus groups and the children’s interviews in Belgium. Theoutcomes of the thematic analysis show for instance that children have at the same time similarbut also surprisingly different expectations about interpreter mediated communication (regardingpositioning, interpreting mode and mostly on whom to trust). These results were used as a basisfor the first joint pilot training on ImQM (held in Antwerp in June 2017). In Granada we will be ableto report on the brand-new experience of this joint pilot training.

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Implicit theories as a framework for the study of the quality of interpreting and nonverbal aspects.


Emilio Sánchez Santa-BárbaraUniversidad de Granada, Spain

Keywords: implicit theories, social perception, expectations, traits and behaviours

Implicit theories (IT) were first studied regarding traits such as personality, intelligence, andmorality (Dweck et al. 1993; Dweck et al. 1995; Dweck 1996). For decades research on IT hasfocused on the answer to questions such as what makes a success or failure in different domains(sport, academic achievements, interpersonal or romantic relationships, leadership behaviour andeffectiveness...). IT influence goals, motivations, attributions, expectations and behavior in aspecific domain, and both on person’s view of other people and self.

In the same way as scientists may have some implicit theories to guide their comprehension ofresearch findings, lay people develop naive IT to understand the social reality and guide theirreaction to it. For instance, acording to the IT of leadership, a person will emerge as a leader if thegroup attributes them stereotypical leadership traits and behaviours related to followers’ IT (Lord& Maher 1991). When a leader’s behaviour activates prototypes, followers adjust their behaviourto the leader’s expectation. Recent research has focused on the influence of previous expectationsand prototypes held by subordinates and the level of perceived effectiveness in leaders (e.g. Lordet al. 1984; Lord 1985; Lord & Maher 1991; Castro Solano 2008).

Our proposal is to use this IT framework to study the quality of interpretation. According to thisapproach, users of interpretation services rely on their previous knowledge structures to categorizeprofessional work. Thus, lay people – as well as professionals – may have IT about interpreters’ traitsand behaviours. As long as users’ expectations match the interpreter’s verbal and nonverbalbehaviour and other characteristics contained in their prototype, the interpreter’s work will beperceived as highly effective.

This IT approach and previous research in different domains provides us with more assumptions toverify in this new field of quality of interpretation. For instance, a research objective will be tocheck differences between expert and inexperienced users’ beliefs and expectations. Inexperiencedusers will have less complex knowledge structures than expert users. According to Rosch (1978),inexperienced users would categorize interpreters on the basis of an exemplar (e.g. one particularinterpreter seen on TV or a movie). Our hypothesis is: the more experience users have with actualinterpreters, the more their knowledge increases and their categorization would be based on amore abstract process. Comparison of means will be carried out with the Student’s t test and thePearson correlation will be used for correlations between scale variables.

References

Dweck, C.S.; Hong, Y.Y.; Chiu, C.Y. 1993. Implicit theories individual differences in the likelihood and meaningof dispositional inference. Personality and Social Psychology Bulletin 19 (5), 644–656.

Dweck, C.S.; Chiu, C.; Hong, Y. 1995. Implicit theories: Elaboration and extension of the model.Psychological Inquiry 6, 322–333. doi:10.1207/s15327965pli0604_12

Dweck, C.S. 1996. Implicit theories as organizers of goals and behavior. In Gollwitzer, P.M.; Bargh, J.A. (eds.),The psychology of action: Linking cognition and motivation to behavior. New York: Guilford Press, 69–90.

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Lord, R.G. 1985. An information processing approach to social perceptions, leadership perceptions andbehavioural measurement in organizational settings. In Staw, B.M.; Cummings, L.L. (eds.), Research inorganizational behaviour, Vol 7. Greenwich, CT: JAI Press, 87 – 128.

Lord, R.G.; Foti, R.J.; De Vader, C.L. 1984. A test of leadership categorization theory: Internal structure,information processing, and leadership perceptions. Organizational behavior and human performance34 (3), 343–378.

Lord, R.G.; Maher, K.J. 1991. Cognitive theory in industrial and organizational psychology. Handbook ofindustrial and organizational psychology 2, 1–62.

Rosch, E. 1978. Principle in categorization. En Rosch, E.; Lloyd, B.B. (eds.), Cognition and categorization.Hillsdale, NJ: Erlbaum, 28–48.

Solano, A.C. 2008. Teorías implícitas del liderazgo, calidad de la relación entre líder y seguidor (LMX–intercambio líder/seguidor) y satisfacción. Anuario de psicología/The UB Journal of psychology 39 (3),333–350.

Problèmes de l’assurance de qualité dans la traduction de l’acquis communautaire en turc.


İlhami SiğirciKırıkkale Üniversitesi, Turkey

Mots-clés : assurance de la qualité, évaluation, traduction juridique, adhésion de la Turquie, acquis communautaire

La traduction de l’acquis communautaire fait partie, en effet, de la traduction dans le domaine dudroit, laquelle porte sur une diversité de textes juridiques ayant en commun une terminologie etune phraséologie spécifique. Le discours du droit est porteur d’une dimension culturelle qui sereflète non seulement dans les termes propres à un système juridique, mais aussi dans la façon deles exprimer (Gémar 1979). De ce fait, l’évaluation et l’assurance de la qualité dans la traductionjuridique posent des problèmes d’ordres différents, car cette dernière présente des caractéristiquesqu’aucun autre domaine de spécialité ne présente, et cela en raison des éléments sociaux,linguistiques, culturels, méthodologiques et notionnels.

En ce sens, la Turquie, en voie d’adhésion à l’UE, est contrainte à traduire en turc tout l’acquis del’UE, lequel est composé de 120 000 pages sous divers chapitres. Pour ce faire, une Direction pourla Coordination de la Traduction (DCT) a été créée au sein du Ministère de l’Union européenne. LaDCT a trois fonctions essentielles, dont la première consiste à soumettre les documents à traduire,la deuxième est de prendre en charge la coordination et la qualité de tous les travaux relatifs à latraduction, et la troisième est de réviser tous les documents traduits en turc. C’est dans lespremières révisions qu’il est apparu des problèmes quant à l’évaluation et l’assurance de la qualité.Parmi ces problèmes figurent notamment la création de nouveaux termes et la cohésionterminologique (Sığırcı 2012). En vue d’assurer une qualité élevée des traductions, la DCT a prisdonc un certain nombre de mesures dont on aborde les lignes directrices destinées au service desbureaux de traduction. Pour cette fin, on traite des actions menées pour l’assurance de la qualitéqui s’articulent au tour des trois grands volets suivants : le personnel, les outils et les méthodes.Par ailleurs, on prend en compte l’ensemble du processus de traduction à la DCT et on se focalisesur les principes régissant l’assurance et l’évaluation de la qualité, tout en mettant l’accent sur uncertain nombre de procédures en matière de qualité de la traduction à l’intention des traducteurs.On mettra par conséquent en relief tous les travaux menés pour pouvoir atteindre un mêmeniveau de qualité dans les textes traduits. Dans ce sens, on évoquera des actions et des outils

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contribuant en grande partie à l’assurance de la qualité. En fin de compte, on fera un bilan de toutce qui est mis au point pour améliorer l’évaluation et l’assurance de la qualité dans la traductiondes textes juridiques.

Bibliographie

Gémar, J.C. 1979. La traduction juridique et son enseignement. Meta 24 (1), 35–53.Sığırcı, İ. 2012. International translation studies and terminology conference: The translation problems and

solutions in Turkey in the process of admission to EU: Proceedings. Ankara: Vizyon Matbaa.

Improving the quality of ASL-English interpreting in the US: Types of training and perceived barriers/supports to attaining certification.


Laurie Swabey, Andrea M. OlsonSt. Catherine University, USA

Keywords: interpreter education, quality, signed language interpreting, interpreting credentials, evidence based educational practices

The attainment of certification is one aspect of increasing the quality of American Sign Language(ASL)-English interpreters for Deaf people in the United States. However, over the past few years,the pass rate for the interpreting performance portion of the national exam has fallen, with only19% of first time test takers passing (RID 2016). A study by Godfrey (2010) indicated that it takes atleast 18–24 months on average for graduates of BA programs in interpreting to pass the nationalcertification exam, which is considered the entry level to the profession. This lack of qualified,certified interpreters impacts the lives of Deaf people; Deaf people rate healthcare andemployment as the top two most important settings where interpreters are needed, as well as thesettings in which it is the most difficult to find a qualified interpreter (NCIEC 2008). This shortage ofqualified interpreters is magnified by the high number of certified interpreters in the workforcewho are approaching retirement and the climbing attrition rate of those early in their interpretingcareers due to not attaining national certification. As the number of interpreters retiring is goingup, the rate of new interpreters earning certification is going down (Cokely & Cogen 2015).

The shortage of nationally certified interpreters has reached a critical point for Deaf citizens andhas been framed as a national problem in regard to quality and quantity. In response, the U.S.Department of Education has recently funded a university-based national demonstration center toinvestigate, pilot, evaluate and disseminate evidence based practices for reducing by half the timefrom graduation to certification (from 18–24 months to 9–12 months). This presentation reportson a study from the first phase of this project. Participants (n = 99) from around the nation whohad completed an intensive post-graduate interpreting program responded to a survey andparticipated in focus groups. From the survey, we report descriptive and inferential statistics onparticipants’ perceptions of barriers and supports to achieving certification. From the focus groups,we report on the perceptions of these graduates on the effectiveness of different types of learningapproaches, including immersion programs, individualized education plans, communities ofpractice, service learning and apprenticeship. These results are discussed in the context ofdeveloping short term and long-term interpreter education programs that result in graduates who

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can attain the basic credential (national certification) of the profession, with the outcome ofincreasing the quality and quantity of interpreters available for Deaf people in the U.S.

References

Cogen, C.; Cokely, D. 2015. Preparing interpreters for tomorrow: Report on a study of emerging trends ininterpreting and implications for interpreter education. Retrieved from http://www.rid.org/niec-trends-report/.

Godfrey, L.A.B. 2010. Characteristics of effective interpreter education programs in the United States(Unpublished doctoral dissertation). University of Tennessee at Chattanooga.

National Consortium of Interpreter Education Centers (NCIEC). 2008. Phase one deaf consumer needsassessment: Final report. Retrieved from http://www.interpretereducation.org/wp-content/uploads/2011/06/FinalPhaseIDCReport.pdf.

Quality of interpreting service in criminal proceedings in Italian courts.


Beglari TavartkiladzeUTIG, Italy

Keywords: interpretation and translation, national register, terminology competencies, low remuneration

In order to better evaluate the quality of translation for legal proceedings and for legaldocumentation as well, two fundamental aspects should be emphasized: (a) for the registration asan interpreter to the Criminal and Civil courts in Italy there is no examination of the knowledge offoreign languages; and (b) the category of translator and interpreter is not officially recognized, itmeans that each law court has its own list for each foreign language. For example, at the OrdinaryTribunal of Rome there are two different registers: one for the Criminal sector and another for theCivil sector. Moreover, for authentication of translated documents it is not needed to be aninterpreter, it can be done by anyone presenting only his/her personal identification document.

Another important question is that the appointment of an interpreter for the summary trial isconducted by the Prosecutor’s Office, based only on a rotation criterion which obviously damagesall true professionals. Many translators have declined to work with Criminal Courts all over Italy fortwo main reasons: low remuneration of legal interpreting/translation services and lack oflegislation on social security as well.

There is a need for a real, serious and timely reform: (a) to implement the right of interpreters andtranslators, (b) to create national registry of professional interpreters, (c) to examine language andterminology competencies during selection of new interpreters, (d) to renew fee schedules. Anadjustment of actual national legislation norms (DPR 115/2002, DM 30.5.2002) to Directive2010/64/EU of the European Parliament and of the Council of 20 October 2010 on the right tointerpretation and translation in criminal proceedings is necessary to the quality of legalinterpreting and translation services.

References

Directive 2010&64 UE of the European Parliament and of the Council. Official Journal of the EuropeanUnion, L. 280, 26.10.2010.

Decreto del Presidente della Repubblica del 30 maggio 2002 n. 115. Gazzetta Ufficiale n. 139, 15.06.2002 -supplemento ordinario.

Decreto interministeriale del 30 maggio 2002. Gazzetta Ufficiale n. 182, 05.08.2002.

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La interpretación no profesional en el ámbito sociosanitario en Italia. Un estudio sobre técnicas yestrategias de mediación.


Valeria Tonioli Università Ca’ Foscari Venezia, Italy

Palabras clave: interpretación, mediación, estrategias de mediación, técnicas de mediación

La finalidad de esta comunicación es presentar los resultados de una investigación cualitativa sobre las técnicas yestrategias empleadas por el mediador interlingüístico e intercultural en el ámbito sociosanitario en Italia.

En Italia, la mayoría de las interpretaciones en hospitales las desarrollan intérpretes noprofesionales, llamados mediadores interculturales. La gran heterogeneidad que caracteriza estasfiguras y la importancia de su papel han impulsado el estudio de técnicas y estrategias, con elobjetivo de mejorar la calidad de la interpretación en los servicios públicos. Aunque existían estudiosdispersos sobre técnicas y estrategias, algunas de ellas procedentes de los informes del propioMinisterio italiano (2014), otras del ámbito de la didáctica de lenguas (Balboni 2007) y otras delcampo de la mediación intercultural y la interpretación (Gavioli 2009), consideramos de suma importanciaemprender un trabajo de organización y clasificación de dichas técnicas y estrategias, que pudiesefacilitar unas primeras herramientas a disposición de los profesionales de la comunicaciónmediada para gestionar una interpretación de calidad.

El estudio parte de la pregunta de investigación que plantea cuáles son las estrategias y técnicasque emplean los profesionales en la mediación/interpretación no profesional y si el modelo yaexistente desarrollado por la Universidad de Ca’ Foscari de Venecia sobre comunicación interculturaly habilidades comunicativas e interculturales (Balboni & Caon 2015) puede ser un punto de partidaen la formación de estos profesionales.

A partir del estudio de 10 sesiones de mediación en hospitales italianos, así como de 80 cuestionarios, 2grupos focales y 2 entrevistas con profesionales, transcritos verbatim y analizados a partir del análisis deldiscurso, se realizó la investigación. Entre los principales resultados detectados, destacan el recurso aomisiones, la reformulación, la utilización del lenguaje técnico, la gestión del flujo de la comunicación y lainclusión de información por parte del mediador.

Este estudio consigue validar el modelo ya existente de mediación intercultural (Castiglioni 1997) yel modelo de Comunicación Intercultural de Ca’ Foscari (Balboni & Caon 2015) y ampliar laclasificación de técnicas y estrategias para que estén más enfocados a la interpretación en losservicios públicos. El estudio concluye con la recomendación de incluir estos modelos en laformación de mediadores interculturales e intérpretes en los servicios públicos, con el fin demejorar la calidad de las prestaciones a partir de nuevas herramientas de gestión de la comunicación.

Bibliografía

Balboni, P.E. 2007. La comunicazione interculturale. Venezia: Marsilio.Balboni P.E., Caon F. 2015. La comunicazione interculturale. Venezia: Marsilio. Castiglioni M. 1997. La mediazione linguistico-culturale. Principi, strategie, esperienze. Milano: Franco Angeli.Gavioli L. (a cura di). 2009. La mediazione linguistico-culturale: Una prospettiva interazionista. Perugia: Guerra.

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Interpersonal communication skills and the “right chemistry”: Essential elements in the quality perception of public service interpreting?


Anu ViljanmaaTampereen yliopisto, Finland

Keywords: public service interpreting, quality perceptions, interpersonal communication skills, active empathetic listening, right chemistry

In Public Service Interpreting (PSI), the needs and expectations placed on the interpreter by theclients may vary not only from setting to setting but also within a certain setting depending on theindividual participants in the interpreted communication event. Naturally, public service interpretersneed to master their working languages and be familiar with the specific contents and terminologyof the field(s) that they are working in. In addition to that, however, they need to be able to adaptquickly to different communication settings and atmospheres, and know how to collaboratesuccessfully with people coming from different backgrounds. Public service interpreters need goodinterpersonal communication skills (Hargie 2011), for example the skill of active empatheticlistening (Comer & Drollinger 1999; Gearhart & Bodie 2011; Bodie 2011). Especially in emotionallydifficult or stressful face-to-face PSI situations, the interpersonal skills of the interpreter come tothe forefront. The question arises, which role do (poor or good) interpersonal communication skillsof the interpreter play in the quality perception of PSI services?

The presentation looks at the experience and views of public service interpreters working inFinland on how they perceive the role of interpersonal (communication) skills in their daily work.What do interpreters themselves feel their clients expect from them in face-to-face PSI situations?And further, what kind of interpersonal behavior interpreters themselves regard as part of goodquality in interpreting? The presentation then continues to briefly examine thoughts of individualinterpreting service providers and users of PSI services on what qualities and characteristics theyvalue in a public service interpreter. What role do the interpreter’s interpersonal (communication)skills, qualities, and personal characteristics, as well as having the “right chemistry” with theclients, play in the clients’ perception of quality in PSI?

Research data consists of personal in-depth interviews with public service interpreters, PSI users,and providers of PSI services. The data shows that both the interpreter’s good interpersonalcommunication skills and having the right chemistry with the clients can play an important role forthe overall quality perception of PSI services.

References

Bodie, G.D. 2011. The active-empathic listening scale (AELS): Conceptualization and evidence of validitywithin the interpersonal domain. Communication Quarterly 59 (3), 277–295.

Comer, L.B.; Drollinger, T. 1999. Active empathetic listening and selling success: A conceptual framework.Journal of Personal Selling & Sales Management 19 (1), 15–29.

Gearhart, C.C.; Bodie, G.D. 2011. Active-empathic listening as a general social skill: Evidence from bivariateand canonical correlations. Communication Reports 24 (2), 86–98.

Hargie, O. 2011. Skilled interpersonal interaction: Research, theory, and practice. London: Routledge.

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Interrogating quality in an integrated healthcare system: A case study of dual role providers.


Melissa WallaceUniversity of Texas at San Antonio, USA

Keywords: dual role providers, bilingual healthcare providers, non-professional medical interpreters, professionalization of medical interpreters, interpreting quality

According to a 2005 study by the Joint Commission on Accreditation of Healthcare Organizations,communication failures were implicated as the cause of over 70 percent of adverse healthoutcomes (Dingley et al. 2008: n.p.), proving incontrovertibly that interpreter services for medicalcare are essential in order to increase physician-patient communication and safety and to reducehealth disparities for the some 25.1 million people in the United States who are considered limitedEnglish proficient (Divi, Koss, Schmaltz & Loeb 2007; Migration Policy Institute 2017: n.p.).However, even though two national healthcare interpreter schemes have been available in theUnited States since 2012, some individual healthcare facilities opt to use bilingual staff to interpret,sometimes without any evaluation of their linguistic competence or interpreting skills, renderingsuch initiatives rather controversial from a quality assessment perspective. The use of bilingual anddual role “interpreters” in healthcare settings remains an under-examined area of research interms of the quality of the services provided.

Indeed, definitions of quality in interpreting have evolved over time, with foci ranging fromacoustic and linguistic features of the source discourse to usefulness and comprehensibility. Othershave examined users’ perspectives, with stakeholders defining what constitutes quality (Hlavac &Orlando 2015: 302–304). In the case study presented here, the aspects of quality to be examinedrelate directly to health outcomes (reducing re-hospitalizations) and cost savings as a result of theinternal Medical Interpreter Program at University Health System in San Antonio, Texas, anationally recognized teaching hospital and network of outpatient healthcare centers. In an effortto decrease adverse health outcomes, improve patient care and reduce reliance on interpreterscontracted from outside the organization, a cadre of some 400 bilingual providers have gonethrough training since 2012 to serve areas of the hospital with the most need for Spanish/Englishlanguage mediators. In addition to analyzing data directly related to patient outcomes and costsavings, selection criteria, initial testing, in-house training, and continuing education of these dualrole providers will be critically examined along with the program’s relationship to official, non-internal healthcare interpreter certification.

References

Dingley, C.; Daugherty, K.; Derieg, M.K.; Persing, R.; Henriksen, K.; Battles, J.B.; Grady, M.L. 2008. Improvingpatient safety through provider communication strategy enhancements. Advances in Patient Safety: NewDirections and Alternative Approaches 3. https://www.ncbi.nlm.nih.gov/pubmed/21249923

Divi, C.; Koss, R.G.; Schmaltz, S.P.; Loeb, J.M. 2007. Language proficiency and adverse events in US hospitals: Apilot study. International Journal for Quality in Health Care 19 (2), 60–67. Retrieved April 30, 2017, fromhttp://www.jointcommission.org/limited_english_proficiency/

Hlavac, J.; Orlando, M. 2015. ’Capturing’ and ’prescribing’ desirable attributes of community interpreting: Designand implementation of testing systems in four anglophone countries. In Zwischenberger, C.; Behr, M. (eds.).Interpreting quality: A look around and ahead. Berlin: Frank & Timme, 297–323.

Migration Policy Institute. 2017, March 02. The limited English proficient population in the United States.Retrieved April 30, 2017, from http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states

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Increasing interpreting quality: cooperation of spoken and signed language interpreters in conference settings.


Maya de WitSign Language Interpreting Consultancy, The Netherlands

Keywords: interpreting quality, sign and spoken languages, mixed teams

Signed and spoken language interpreters are increasingly working in the same settings, specificallyconference settings (Downie 2016; Monfort & de Wit 2012; de Wit & Sluis 2016). It appears thatwhen working in mixed teams, interpreters can increase the overall interpreting quality by activelyexchanging their expertise regarding their requirements (de Wit & Tiselius 2017).

Due to globalization in general and the globalization of the Deaf community in particular, there isan increasing demand for sign language interpreters in conference settings (Wheatley & Pabsch2012; de Wit & Sluis 2016). The necessity for conference sign language interpreters is furtheraccelerated by the ratification and implementation of international legal frameworks, such as theUnited Nations Convention of Persons with Disabilities (UNCRPD) (Wheatley & de Wit 2014; de Wit2016).

The key service both signed and spoken language interpreters in these settings deliver is essentiallythe same: conference interpreting services (Janzen & Korpiniski 2005; Seleskovitch 1978). However,each group of interpreters has distinct needs that follow from their specific different workingmodalities: auditory and visual.

Surprisingly, current practice indicates that spoken language interpreters have little awareness ofthe specific of sign language interpreters and vice versa. This lack of awareness can affect thequality of the interpretation (de Wit & Sluis 2016). For example, sign language interpreters typicallywork in the conference room in view of the deaf sign language users (de Wit & Sluis 2014), and notin a booth. Being in direct visual contact with their deaf audience, sign language interpreters maymiss visual cues that occur elsewhere in the setting. For instance, when interpreting a paneldiscussion that is interpreted from the booth, the sign language interpreter, facing the audienceand not the panel, may miss a change of speaker if not alerted to such a change by the spokenlanguage interpreter. Another example is that many sign language interpreters can interpret fromsign language into multiple spoken languages and should make sure to inform the booth whichspoken language they will be using (de Wit 2010).

Creating awareness among signed and spoken language interpreters about their mutualrequirements will enhance the overall quality of the interpretation in complex conference settings.To further such awareness, the AIIC Sign Language Network has developed sets of guidelines forworking in mixed teams, sound engineers, and for positioning of sign language interpreters inconferences, including web-streaming.

This presentation will give an overview of the status quo and will suggest best practices for signedand spoken language interpreters collaborating at conferences.

References

Downie, J. 2016. Being a successful interpreter. 1st ed. Milton Park, Abingdon, Oxon: Routledge.

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Janzen, T.; Korpiniski, D. 2005. Ethics and professionalism in interpreting. In Janzen, T. (ed.), Topics in SignedLanguage Interpreting. Amsterdam/Philadelphia: John Benjamins, 165–199.

Monfort, A.; de Wit, M. 2012. The international Association of Conference Interpreters (AIIC) opens itsdoors to sign languages. In EFSLI Newsletter: Spring Edition. March 2012, 14.

Seleskovitch, D. 1978. Interpreting for international conferences. Washington, DC: Pen and Booth.Wheatley, M.; Pabsch, A. 2012. Sign Language Legislation in the European Union. Edition II. Brussels:

Churchill’s.Wheatley, M.; de Wit, M. 2014. Joint Co-operation: The only way forward. In Costello, B.; Thumann, M.;

Shaw, R. (eds.), WASLI 2011 Conference Proceedings, 119–128.Wit de, M. 2010. Sign Language Interpreting in Multilingual International Settings. In Locker McKee, R.;

Davis, J. (eds.), Interpreting in Multilingual, Multicultural Contexts. Washington, DC: Gallaudet UniversityPress, 226–242.

Wit, M. de 2016. Sign Language Interpreting in Europe, 2016 edition. Self-published. Printed by CreateSpace, Baarn, M. de Wit.

Wit, M. de; Sluis, I. 2014. Sign language interpreter quality: the perspective of deaf sign language users inthe Netherlands. The Interpreters’ Newsletter 19, 63–85.

Wit, M. de; Sluis, I. 2016. International Sign - An Exploration into Interpreter Preparation. In Rosenstock, R.;Napier, J. (eds.). International Sign: Linguistics, Usage, and Status. Washington: Gallaudet UniversityPress, 105–135.

Wit, M. de; Tiselius, E. 2017. AIIC: What does it stand for, and what can it do for you? In Heyerick, I.; Ehrlich,S. (eds.), WASLI 2015 Conference Proceedings, 109–116.

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ICIQ3 is sponsored by the following institutions| ICIQ3 está patrocinado por estas entidades:

Quality in Interpreting and Nonverbal AspectsThis project (ref. FFI2014-56617-P) is funded by: Calidad de la interpretación y aspectos no verbales Este proyecto (ref. FFI2014-56617-P) es financiado por:

European Regional Development Fund, European UnionFondo Europeo de Desarrollo Regional, Unión Europea

Ministry of Economy and Competitiveness, Spain Ministerio de Economía y Competitividad, España

State Research Agency, Ministry of Economy and Competitiveness, Spain Agencia Estatal de Investigación, Ministerio de Economía y Competitividad, España

Collaborating institutions| Instituciones colaboradoras

University of Granada, SpainUniversidad de Granada, España

Department of Translation and Interpreting, University of GranadaDepartamento de Traducción e Interpretación, Universidad de Granada

Faculty of Translation and Interpreting, University of GranadaFacultad de Traducción e Interpretación, Universidad de Granada

Russian Centre, University of Granada Centro Ruso, Universidad de Granada

ICIQ3 Awards are partially sponsored by John Benjamins Publishing Company

Grupo Entorno Gráfico, Granada, Spain

This conference has been organised within the QINV research project (ref. FFI2014-56617-P, SpanishMinistry of Science and Competitiveness), funded by the Spanish State Research Agency and the EuropeanRegional Development Fund.

Este congreso se ha organizado en el marco del proyecto de investigación QINV (ref. FFI2014-56617-P,Ministerio de Ciencia y Competitividad), financiado por la Agencia Estatal de Investigación de España (AEI) yel Fondo Europeo de Desarrollo Regional (FEDER).

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