Training of Trainers: Consecutive Interpreting

EMCI Training of trainers workshops – Consecutive interpreting

Brussels, May 2-3, 2012

The EMCI’s work program for the academic year 2011-12 included the organization of workshops for less experienced trainers of interpreters on the subject of teaching consecutive interpreting. These workshops were organized in Brussels as the European Parliament kindly offered to make a meeting room available for the workshops and representatives from the EP participated actively in the workshops.

 

Wednesday 2 May 2012

09h30-10h30

Workshop n°1 - General introduction to Consecutive Interpreting: the process

Progression and Feedback in Consecutive Interpreting

Moderators: Frances STEINIG-HUANG & Barbara MOSER-MERCER

10h30-11h00 Coffe Break
11h00-12h30

Workshop n°2 - Accreditation tests: Expected level of performance in consecutive

Moderators: Alison GRAVES, Beate BREHM

Lunch Break  
14h00-15h30

Workshop n°3 - Specific exercises

Moderator: Izabella BADIU, Manuela MOTTA & Garry MULLENDER

15h30-1600 Coffee Break
16h00-17h30

Workshop n°4 - Learning problem scenarios

Moderator: Barbara MOSER-MERCER

 

Thursday

3 May 2012

09h00-12h00

Workshop n°5: Training role plays

(engaging all participants, in 7 or 8 groups of 5, in the preparation of raw material for 15 minutes training pod-casts)

Learning problem scenarios

Christine FR-EN-ES (ABC)

Is in her first semester of a two-semester CI program (week 10 of 14), in which training started with consecutive (as of week 1) and simultaneous was introduced in week 8. Christina was performing to the program’s expected levels of progress until week 8. She had acquired good analytical skills and had progressed well in devising her note-taking system. Her last two performances of 4-minute speeches of a more argumentative nature, from EN and ES, lacked logic and were presented in a halting manner and thus were below passing.

Assignment: Assess Christina’s performance based on the above description and provide feedback, including specific recommendations.

Syllabus design

You have just been asked to step in for a colleague to teach a first-semester course in consecutive interpreting from ES into EN. The program duration is 2 semesters with simultaneous interpreting introduced in week 10 of Semester 1. You have a meeting scheduled with the Director of the department who would like you to explain the syllabus you have developed for this course.

Assignment: Design the syllabus for the semester (14 weeks) and explain your approach to the Director of the department.

Natascha RO-FR-EN (ABC)

Is in her second semester of a two-semester CI program (week 4 of 14), in which training started with consecutive (Semester 1, week 1) and simultaneous was added in Semester 1, week 8. Natascha completed Semester 1 with a good pass in consecutive from FR into RO and a bare pass in consecutive from EN into RO. She used the semester break to work hard on her EN and started Semester 2 with increased confidence. Performance over the last two weeks was slipping both from FR and from EN (omissions, register in RO, presentation). With 10 weeks to go to her final exams in consecutive and simultaneous Natascha is seriously concerned she may not reach the required level.

Assignment: Assess Natascha’s performance based on the above description and provide feedback, including specific recommendations.

Peter NL-EN-FR-RU (ABCC)

Is in his second semester of a two-semester CI program (week 2 of 14), in which training started with consecutive (Semester 1, week 1) and simultaneous was added in Semester 1, week 8. Peter completed Semester 1 with a good pass in simultaneous interpreting and a bare pass in consecutive from NL into EN and from RU into NL. He was not given any specific recommendations at the end of Semester 1. With the demands of Semester 2 he seems clearly overwhelmed and his consecutive performance continues to be problematic with speeches lasting 5-6 minutes (omissions, logic).

Assignment: Assess Peter’s performance based on the above description and provide feedback, including specific recommendations.

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