t1. el análisis de los movimientos migratorios actuales · 2020. 11. 11. · 5 aims and...

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INTER4RefLearning Materials

Intellectual Output O2-T2Module 4, Interpreting techniques for refugees

UNIMOREMarch, 2020

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Project acronym: INTER4Ref

Project name: CVET and accreditation framework to up-skill interpreters to

support the social inclusion of refugees

Project code: 2018-1-EL01-KA202-047813

Document History

Versions Date Changes Type of change Delivered by

Version 1.0 26-03-2020 First draft - Unimore

Version 2.0 08-04-2020 Second draft Implementation of Cemyri and EKKE’s suggestions Unimore

Version 3.0 12-06-2020 Third draft Implementation of University of Glasgow’ suggestions Unimore

Final version 30-09-2020 Fourth draft Final review Unimore

Document Information

Document ID name: O2-T2_LearningMaterials_Module1_Topic1_EN

Document title: Module 4, Topics 1-2

Output Type: Intellectual Output O2-T2

Date of Delivery: 30/03/2020

Activity Type: Learning Materials

Activity Leader: UAL

Dissemination level: Open

DisclaimerThe European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This document is proprietary of the ReCULM Consortium. Project material developed in the context of Project Management & Implementation activities is not allowed to be copied or distributed in any form or by any means, without the prior written agreement of the ReCULM consortium.

A note on terminology

In these materials we talk about ‘asylum seekers’, ‘refugees’ or ‘migrants’. We wish to acknowledge that these terms are problematic, as they conceal the many other aspects of individuals’ identities. People who seek asylum, people who have refugee status (or people who have settled in a new country for any reason) are much more than the label that is stuck on them by legal or administrative processes.

Similarly, we use the term ‘vulnerable groups’ to refer to categories which have specific needs by virtue of their age, gender, sexual orientation or the experiences they have been though (e.g. having experienced torture). We acknowledge that this too is problematic, as it ascribes to the group a vulnerability that it is not inherent to the group but a consequence of structures, systems and circumstances that put people in danger and distress. Being labeled as ‘vulnerable’ does not recognisethe agency and strength that many people have, and can be perceived as disempowering.

However, in these materials we are bringing together different academic traditions, each with specific understandings and uses of terminology. We also found that, on several occasions, using terms such as ‘people who have refugee status’ or ’people in vulnerable situations’ made our texts quite clumsy and more intricate. We therefore decided to keep the shorthand terminology that we expect most users of these materials will be familiar with.

CONTENT

4MODULE 4. Interpreting techniques for refugees

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AIMS AND SPECIFICITY OF MODULE 4

MODULE 4. Interpreting techniques for refugees

This module aims to provide practical suggestions and basic tools to improveuntrained interpreters’ interventions in the humanitarian context.

Interpreters in humanitarian contexts are frequently not qualified interpreters: theymay be beneficiaries, friends, volunteers and, less often, people trained and officiallyhired as interpreters.

Using untrained interpreters can provide immediate support for services, but it runsthe risk of negatively affect asylum seekers and refugees through involuntary mistakesin interpretation. For instance, untrained interpreters may consider the explanation ofsocio-cultural aspects redundant; interpret indirect speech as direct speech; establishconversations with users that are not translated; omit information perceived asirrelevant, and so on.

The recruitment of professional interpreters in humanitarian contexts is alwaysrecommended.

Overviewing interpretation for refugees and asylum seekers

MODULE 4Topic 1

CONTENT

7MODULE 4. Interpreting techniques for refugees Topic 1: Overviewing interpretation for refugees and asylum seekers


I. CONTEXTS AND PURPOSES

In the humanitarian field, translation and interpretation are asked in many different contexts:

II. INTERPRETATION AND TRANSLATION WITH REFUGEES AND ASYLUM SEEKERS


Both interpretation and translation consist on conveying information

from a source language into a target language.

There are many ways for doing it. The best one to be applied

depends upon speakers’ and listeners’ needs.

In some situations, more than one may be alternatively used.


1. Simultaneous interpretation

It implies that one or several speakers talk and interpreters simultaneouslyreproduce their speech in the language of the listeners.

For this interpreting it is necessary audiovisual equipment.

In fact, the interpreter listens to the speech through

headphones, and transmits the translated content into a

microphone. The listeners receive the speech in the

target-language via earphones.

As soon as the interpreter understands the speech meaning, he or she beginsthe interpretation.

Simultaneous interpreting is usually used in meetings, press conferences,international events, etc. It is rarely used in the humanitarian context, butsometimes it is confused with other techniques of interpretation.


2. Whispered interpretation

It is also known as chuchotage.

This interpretation is simultaneous and, as the label suggests, it is transmitted to the target-listener/s with low voice as not to disturb the rest of the group.

The interpreter translates for one or very

few target listeners given that the language

they speak is different from the rest of the

audience-group.

This type of interpretation is usually used in the humanitarian context, forexample, during the trials when the interpreter translates for a witnes defendantor a victime who does not speak the same language of the court.

3. Sight translation

Sight translation consists in silently reading a text written in a source-language, simultaneously speaking the content aloud in the target-language.

It is commonly used in contexts such as courtrooms, for example in case of reading a witness’s statement or a court ruling.


In the context of the asylum procedure, sight translation may be used for ensuring that applicantshave understood and verified the written translated version of what they told or signed. During thestory collection, the sight translation is applied in order to, on the one hand, asking them to verifytheir story is reported correctly and, on the other hand, taking their responsibility on the truth ofwhat they declared. It may be also employed to verify the translated versions of identity documents,certifications, proof of inoculations, medical reports, or other documents.

🖇 See Module 1 to learn more on asylum procedures and Module 5 on asylum interview


4. Consecutive interpretationIn consecutive interpretation, the speakers stop their speech from time to time, so that the interpreter can translate their speech in the other language.

It can be unilateral – from a source language to a target language, like in presentations - or bilateral – in both the directions alternatively, like in interviews or negotiations.

In the bilateral mode, the speakers talk in turns, each in his/her own language, and the interpreter reproduces the respective speeches in the language of the listener in turn.

The speaking times are usually agreed upon by speakers and the

interpreter before the speech starts. They usually last around 3-5 minutes

and stops at the end of a sentence.

While listening, interpreters usually take notes. Note-taking is a basic skill involved in consecutive interpreting, in order to support the memorization and translation without losing details (as nouns and numbers). Short consecutives may not imply taking notes.

Consecutive interpreting is normally used in bilateral meetings, negotiations, interviews, but also unilateral communication, as welcome speeches or presentations. In the humanitarian context, it is often used, for example, during the interviews with the officials and with the commission to collect asylum seekers’ stories.


5. Relay interpretation

It is used in cases in which the interpreter does not translate from the original language ofthe speech but from an interpreted language which serves as a link between the originaland target language. The language that is used between the original and the target languageis called “pivot language”.

Thus, a source-language interpreter transfers the message to a common language for one ora group of interpreters who each speak another language, then this or these interpretersconvey the message to their respective target listeners.

For example, an Italian speech is first interpreted in English to a group of interpreters, then itis interpreted by each into Arabic, Chinese, and Russian.

The relay interpretation can be used in the humanitarian context during welcome speeches to groups of people who speak different languages.


6. Remote interpretation

With the spreading of the new technologies, it is diffusing the use of telephone and webalso in the field of interpretation. Remote interpreting gives interpreters the possibility toprovide their services to far people or in places that are not accessible.

Therefore it should be remembered that this has relevant implications on their work. For themoment there are limited studies on remote interpretation, but there is the need to re-thinkthe theoretical models and protocols of interpretation considering the effects of mediaintermediation.

In this context, it can be only underlined that interpreters should take into account thatwithout a direct contact with the parts or one of them, they can only have limitedperception of their tones, faces, gestures, but also of the context and the mood, allimportant aspects to guarantee high quality interpretation.

An interesting source providing deep theoretical and practical indications for remoteinterpretations is: https://www.shiftinorality.eu/

In refugees’ context, remote interpretation can be asked, for example, to interpreters of rare languages. The impossibility to build a relationship with the parts, that usually helps trust and communication, may hinder asylum seekers’ telling their stories and sensitive information.

https://www.shiftinorality.eu/

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CASE STUDY 1: Sight translation and the usefulness of techniques

MODULE 4. Interpreting techniques for refugees Topic 1: Overviewing interpretation for refugees and asylum seekers

UNHCR Austria, 2017, Handbook for Interpreters in Asylum Procedures, Vienna, on-line: https://www.unhcr.org/dach/wp-content/uploads/sites/27/2017/09/AUT_Handbook-Asylum-Interpreting_en.pdf

Translators without borders, 2017, Field Guide to Humanitarian Interpreting and Cultural Mediation, on-line: https://translatorswithoutborders.org/field-guide-humanitarian-interpreting-cultural-mediation/

Definitions of types of interpretation and translation in all the EU languages: https://ec.europa.eu/info/departments/interpretation/conference-interpreting-types-and-terminology_en#types-of-interpreting

On remote interpretation: https://www.shiftinorality.eu/

Consecutive interpreting rules – Video training: https://www.youtube.com/watch?v=7FRh9fO9Vlk

Illustrations taken from: fr.freepik.com (own modifications)


References and Bibliography

https://www.unhcr.org/dach/wp-content/uploads/sites/27/2017/09/AUT_Handbook-Asylum-Interpreting_en.pdf

https://translatorswithoutborders.org/field-guide-humanitarian-interpreting-cultural-mediation/

https://ec.europa.eu/info/departments/interpretation/conference-interpreting-types-and-terminology_en#types-of-interpreting


Questions* ... * More than one answer could be right!

The solutions are in the following slide.

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... And answers

MODULE 4. Interpreting techniques for refugees Topic 1: Overviewing interpretation for refugees and asylum seekers

Practicing interpretation in refugee and asylum contexts

MODULE 4Topic 2

CONTENT

21MODULE 4. Interpreting techniques for refugees Topic 2: Practicing interpretation in refugee and asylum contexts

I. PRACTICALITIES BEFORE THE INTERPRETATION MEETING

1. Interpreters’ wellness and work quality

In general, interpreting is intellectually demanding, requiring high concentration in order tounderstand every word spoken or written and provide a rapid and accurate rendition in thetarget language. This is because professional interpreters often rest between sessions afterinterpreting, depending on the difficulty of the requested work.

It can be not taken for granted to have this possibility in the humanitarian context,especially during emergencies. For this reason, it is important for interpreters to rest andeat enough before work and take care of their health and psychological condition. Theirwellness can influence the quality of the service they provide.


🖇 See Module 6 to learn more on interpreters’ self-care strategies


CASE STUDY 2: Interpreters’ wellness and work quality

Before interpretation meetings, interpreters usually try to acquire information on the context andsubject being interpreted or translated. For example to know legal language, procedures and systemmakes easy to recognize technical words and expressions.

In refugees and asylum context, it will be often impossible to obtain in advance information about theidentity of people going to be interpreted, for example on their nationality. In fact, it should beremembered that asylum seekers could be people who are persecuted, thus any information about themis protected as much as possible.

However, some information could be collected to improve the interpretation.

It could be useful for the interpreter to search for information about:

the service/organization that is the context of interpretation (e.g. UNHCR, health services, courts,ONGs) and their usual beneficiaries (for example, they could be victims of sex violence or unaccompaniedchildren and you could acquire information on how to deal with these specific vulnerable groups)

the professionals who could be involved (e.g. doctors, police, lawyers)

the kind of requests that could be made to the interpreter (e.g. translating documents, interpretinginterviews, collecting stories, psychological counseling).

The sources that could be consulted are for example: the person who contacts the interpreter to ask theservice, institutional or ONGs’ websites, other experts and colleagues who have already worked in thisfield …


2. Collecting information

🖇 See Module 5 to learn more on asylum interview

Interpreters should carefully prepare their work tools, before the meeting:probably they need at least a notebook and two pens (one might break) to takenotes while listening.

They should give attention to their own clothes and worn symbols: everything of us“transmits” a message to the others, and the context in which interpreters work ishighly culturally sensitive. Interpreters should do their best to communicate theirneutrality and professionality and make all people to feel supported, free and safewhile sharing information.

Punctuality is a cultural concept. It can be differently interpreted and has a variableimportance. However, it would be better to verify the place of the meeting inadvance and arrive at the agreed time. It is better to wait than to be waited.


3. Some other practical suggestions

The role of interpreters could be not so clear both for the parts.

This could imply improper requests and/or a manipulation of interpreters’ role.

For example, people from the same Country could think the interpreter has to obtain something forthem, during the meeting. Or representatives of institutions could think the interpreter has tocontribute to investigate whether the other part is lying to obtain something.

If possible, clarify your role as interpreter, telling what an interpreter can do and do not.

Interpreters’ role has to be neutral: they work for helping both the parts’ communication, butremember who manages the meeting should not usually be the interpreter.

The interpreter establishes the technique of interpretation to be used.

For example, a word-for-word (so-called literally) translation could be asked, but not possible or not themost appropriate.

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II. PRACTICALITIES DURING THE INTERPRETATION MEETING

1. Interpreters’ introduction

MODULE 4. Interpreting techniques for refugees Topic 2: Practicing interpretation in refugee and asylum contexts

🖇 See Module 3 to learn more on interpreters’ professional role and ethics


CASE STUDY 3: Literal vs accurate translation: coping with an improper request

2. Physical positioning of interpreters

The physical position of the interpreter depends on the selected technique ofinterpretation.

The possibility to well listening and be listened is the key-consideration for interpretersto decide where they should be located.

For example, the chuchotage technique foresees a close position to the person or thelittle group of listeners, while visual contact and over-voicing is used if almost all thelisteners need interpretation. A consecutive interpretation during a negotiationforesees the interpreter do not prevent eye contact between the parts.

It is important for interpreters to know that whatever position they take up in relationto the participants will have consequences. For example, the physical proximity to oneof the parts during a negotiation may convey the message of a not neutral attitude.

If a physical disposition appears to inhibit or damage the interaction and prevent theequal consideration of all participants‘ communicative needs, then interpreters shouldchange their position.


Interpretation requires high skills and fluency in both the two involved languages, butalso the practical possibility to hear, understand and transmit what is said in the targetlanguage.

In the humanitarian field, it could happen to meet people who speak poor language oruse dialect expressions.

They could be suffering, frightened and/or intimidated by the situation and consequentlywhisper or, on the contrary, they could talk very loudly and/or quickly.

Furthermore, the context in which you meet them could be noisy, frantic and confused.

Interpreters should provide an accurate interpretation, thus they can ask clarifications orrepetitions about terms or expressions to be translated. These interruptions should be asinfrequent and short as possible, and the requests have to be very clearly formulated.Everything said must be translated and understandable for the both the parts.


3. Asking clarifications and repetitions


CASE STUDY 4: Dealing with misunderstandings


In the humanitarian field, interpretation is always a delicate task.Just think, for example, to interpretation with vulnerable groups (as for exampleunaccompanied children, elderly, LGBT people), or during emergency rescue, medicalassistance or the collection of asylum seekers’ stories.

In particular, the interview and collection of asylum seekers’ story is a crucial moment forthem. This means they could feel under pressure, be suspicious toward everyone, and indifficulty while telling. Their speech could be unclear, their story non linear, their memoriesfragmented, their voice uncertain and interrupted by emotive reactions.

Furthermore, in some contexts, the interview can be conducted using attitudes andtechniques similar to interrogation, reinforcing the climate of tension.

For example, someone could use foul language or swear words.

4. Interpretation of asylum seekers’ interviews or story collection - 1

🖇 See Module 1 to learn more on asylum procedures and Module 5 on asylum interview

Interpreters have to translate everything is said, trying to understand and transmit the complete senseof what is told.

They should keep calm, show a professional but friendly attitude, help overcoming tensions and mistrust,and ease information exchange and dialogue.

Interpreters should carefully avoid:

omitting information supposing they are irrelevant;

revealing own opinions or making comments about what they are listening or observing;

having conversations with both the parts that are not translated.

A special attention should be given to people belonging to vulnerable groups.

It must be remembered that a wrong or uncomplete interpretation could expose asylum seekers todeportation, violence and life-threatening.

In general, interpreters should not urge asylum-seekers to answer questions during the interview.Applicants refusing to answer should be treated with respect. The interpreter informs the interviewerabout the refusal. He/she also evaluates whether sharing any cultural or religious inhibitions with theinterviewer to enable him/her to deal with them.


4. Interpretation of asylum seekers’ interviews or story collection - 2


CASE STUDY 5: Refuse to answer

As known, taking quick notes while listening during interpretation is very important to not losing details, as numbers, nouns and keywords.

However it is possible that asylum seekers fear that what they say and all written documents produced during their interview or story collection may be passed to their Country’s authorities or secret services. For this reason, they could be suspicious of interpreters taking notes.

At the beginning of the meeting interpreters may explain that they will need to take notes to aid their memory, but these notes will be destroyed after the meeting or kept by the representative of institutions and preserved as official documents.

Interpreters have always to remember that information they learn during the meetings and interviews with asylum seekers and refugees is very sensitive and must never be shared with anyone.


5. Taking notes

Gestures are part of communication and complete the verbal utterances.

They can be used to stress or explain details or they may even replace some words.

For example, someone may use gestures to delineate the size and shape of an object or facial expressions to explain emotions.

Interpreters should pay attention to non-verbal

behavior and culture-specific formulations and

expressions, in order to better understand the

messages they are translating. For this reason,

they need to know about intercultural differences

in non-verbal communication.


6. The importance of body language


CASE STUDY 6: The relevance of gestures for communication

Help the interpreter to stop the asylum seekers if they speak for

too much time

Limit your use of jargon, technical terms and acronimous


Speak calm and clearly, possibly only one or two sentences at time

Speak directly to the asylum seekers, not the interpreter, and maintain eye contact with them

Pay attention to positioning: the asylum seekers should

understand they have to talk with the interpreter, not

directly with youAllow the interpreter to finish interpreting before

speaking

Ask for full interpretation of side conversations

Do not allow the interpreter to answer questions on behalf of the asylum seeker

If you think there is misunderstanding,

check with the interpreter

An ONG with which you collaborate as interpreter hired a new phycologist. She is going to have her firstinterview with an asylum seeker. While you are having a coffee with other interpreters, she approachesyour group to ask for some advice on how she can help the interpretation. All your colleagues givesuggestions, but one makes a mistake. Which is the wrong advise? (the solution is above in this slide*) If you wereasked, what suggestion would you add?

Simulation game*Solution:the wrong advice

is in the red balloon.

Interpreters have the task to enable communication between parts who do not speak the samelanguage and do not share the same cultural background.

They are also asked to avoid or resolve misunderstandings based on different linguistic and culturalbackgrounds. They should bridge the cultural gaps while translating, in order to aid comprehension.

For example, it is possible that there are no equivalents in asylum seekers’ backgrounds and languagefor asylum seeking procedures and terms. Thus they may not understand the purpose of the interview.

Interpreters could have a good knowledge on languages and interpretation techniques, but not havinginformation about the cultural background of a specific Country or Region.

In this case, interpreters should:

be aware that culturally determined expressions and behaviours may be misunderstood by the parts

draw both the parts’ attention to culture-specific concepts that may give rise to misunderstanding

ask to explain culture-specific concepts and references and then interpret these for the other part

ask repetitions or clarification if they do not (fully) understand some expressions or concepts.

If interpreters ask for clarification, they need to inform all the parts about the questions they posed andanswers they received.


7. Culture-sensitive interpretation

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Role playing


CONTEXT: The context is a medical session. The participants are a female asylum seeker wearing a headscarf, a physician and the interpreter.

QUESTIONS FOR FINAL REFLECTIONS:

What is the problem with this conversation? How do you think the different participants

felt during this medical session? How do you think the interpreter

should behave to cope with similar situations?

How could the interpreter help to relax

this conversation? Do you think that the parts’

gender make any difference in this

situation?


CASE STUDY 7: Translating everything is said

As gender relationships are culturally based, it is important to take into account theireffects in culturally sensitive contexts as meetings with asylum seekers and refugees are.

For cultural or personal reasons, they may think interpreters are prejudiced against themon the basis of gender differences and ask for an interpreter of the same sex.

It should be also considered that some of them fled their Country because they werediscrimined for their sex - typically women - or gender orientation - typically omosexualor transgender people. Some escaped from violent gender-based conditions or werepersecuted. Some suffered sexual violence in their Countries or during their trip.

For these reasons, these asylum seekers are considered as part of vulnerable groups.Their interviews and story collection should be conducted by interviewers andinterpreters of the same sex, unless the person seeking refuge asks for anotherarrangement.

Maybe people who were discrimined or persecuted for their sex or gender orientationalso ask for interpreters who are not from the same Country, as they fear they will meetthe same prejudice they are fleeing from.


8. Gender issues and barriers

Some asylum seekers and refugees are part of so-called vulnerable groups. They could be victims ofhuman traffic, tortures and violence, elderly people, sick people, unaccompanied minors, LGBT. Specialprotocols and support measures are foreseen for these people (as Module 2 on beneficiaries’ needsexplain more in detail).

They may need a a special attention, particularly supportive and trusting environment to disclose theirexperiences during the interviews and story collection. The interpretation may imply particulardifficulties. Their discourses and explanations could be partial, fragmented, with gaps and time jumps,also due to traumas and painful memories. Their telling could be interrupted by emotional reactions.Some sentences and words could be incomprehensible due to crying, sobbing or whispering.

In these kind of situations, interpreters could support the communication through:

• helping to create a welcoming, friendly and patient mood during the meeting

• helping to reconstruct the logical thread of events and collect stories as complete as possible

• asking clarifications of confused information (for example about places and names)

• simplifying the language (for example in case of children)

• providing additional explanations to facilitate reciprocal understanding


9. Interpreting with vulnerable groups

🖇 See Module 1 to learn more on vulnerable groups and Module 5 on specific aspects in the interpretation with vulnerable asylum seekers


CASE STUDY 8: The interpretation with vulnerable groups

It is important for interpreters to self-evaluate their work after the meetings.

They should individuate their difficulties and the doubts they had during the meetings,to know their strengths and work on their weaknesses in order to improve nextinterpretations.

It is important interpreters have time and space

to deal with their emotional reactions to the

exposition to human suffering, in particular

after meetings with vulnerable groups


III. PRACTICALITIES AFTER THE INTERPRETATION MEETING

1. Self-evaluation

🖇 See Module 6 to learn more on the psychological aspects of interpretation

Interpreters should look for and study the new words acquired to betterunderstand and memorise them for future interpretations.

Interpreters could look for updated news about already interpreted asylumseekers’ or refugees’ context of origin, in order to improve similarinterpretations in the future.

Interpreters’ capacity of memorising is fundamental for the quality ofinterpretation. Interpreters should find exercises both to improving thispersonal skill and improving their capacity to take notes rapidly and effectivelyto support own memory during interpretation.


2. Research of information and exercices

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Exercises



CASE STUDY 9: Self-evaluation and information

UNHCR Austria, 2017, Handbook for Interpreters in Asylum Procedures, Vienna, on-line: https://www.unhcr.org/dach/wp-content/uploads/sites/27/2017/09/AUT_Handbook-Asylum-Interpreting_en.pdf

Translators without borders, 2017, Field Guide to Humanitarian Interpreting and Cultural Mediation, on-line: https://translatorswithoutborders.org/field-guide-humanitarian-interpreting-cultural-mediation/

Definitions of types of interpretation and translation in all the EU languages: https://ec.europa.eu/info/departments/interpretation/conference-interpreting-types-and-terminology_en#types-of-interpreting

Illustrations taken from: fr.freepik.com (own modifications)

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5 Tips for working with interpreters – Video training: https://www.youtube.com/watch?v=na_d-LIvyRo

Interpreter protocols and standards of practice – Video training 1: https://www.youtube.com/watch?v=3wg-qZjMhU4

Interpreter protocols and standards of practice – Video training 2: https://www.youtube.com/watch?v=9e_nIDJV-Lk

Example of improper summary interpreting: https://www.youtube.com/watch?v=NvSg30xAJ0c

Consecutive note-taking – Video training: https://www.youtube.com/watch?v=v0yyZ72eiKc

How language shapes the way we think – Video training: https://www.youtube.com/watch?v=RKK7wGAYP6k

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50

Questions* ...


* More than one answer could be right!

The solutions are in the following slide.

51

... And answers


t1. el análisis de los movimientos migratorios actuales · 2020. 11. 11. · 5 aims and...

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