Training of Trainers workshop on Consecutive Interpreting

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.