Interpre’ng)for)Deaf)Migrants:) Challenges)and)Strategies ... ·...

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Interpre’ng for Deaf Migrants: Challenges and Strategies. The Example of Deaf Turks in Germany Oya Ataman, Ha’ce YildirimDähne, Ege Karar & Okan Kubus 7/21/15 WASLI 2015 Istanbul 1

Transcript of Interpre’ng)for)Deaf)Migrants:) Challenges)and)Strategies ... ·...

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Interpre'ng  for  Deaf  Migrants:  Challenges  and  Strategies.  The  

Example  of  Deaf  Turks  in  Germany    

Oya  Ataman,  Ha'ce  Yildirim-­‐Dähne,  Ege  Karar  &  Okan  Kubus  

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Overview  – The  challenges  of  mul'-­‐cultural  community  interpre'ng  seUngs  

•  Presenta'on  of  a  scenario  •  Group  brainstorming  on  cri'cal  aspects  

–  Impulse  Presenta'on  (Bahadir’s  concepts)  –  Interpre'ng  enactment  of  given  scenario  

•  Prepara'on  in  small  groups  •  Enactment  •  Reflec'on  

–   Discussion  with  three  focuses  

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Ataman,  Yildirim-­‐Dähne,  Karar,  Kubus:  Interpre'ng  for  Deaf  Migrants  

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The  challenges  of  mul'-­‐cultural  community  interpre'ng  seUngs:  

Scenario  Loca'on:  Gynaecologist  Clients:  Doctor,  Mother,  Daughter  Interpreters:  Deaf  Interpreter,  Hearing        Interpreter  

Problem:  Parents  want  to  know  if  girl  is  s'll    virgin  

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The challenges of multi-cultural community interpreting settings

•  Presence/Absence  of  Deaf  Interpreters  •  Linguis'c  issues  •  Power  issues  •  Intercultural  issues  •  Trauma  exposure        

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Ataman,  Yildirim-­‐Dähne,  Karar,  Kubus:  Interpre'ng  for  Deaf  Migrants  

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Presence/Absence  of  Deaf  interpreters    •  Problems  of  distance  and  proximity  

•  Complexity  dealing  with  yet  another  person  in  the  seUng    

•  Difficul'es  in  organzing  interpreters  and  their  payment  •  Lack  of  trust  in  professionality  of  interpreters  •  Confiden'ality  issues  within  double-­‐minority  communi'es  

•  Preference  for  simultaneous  interpre'ng  rather  than  consecu've  interpre'ng  (even  though  it  might  be  much  more  concise  for  the  clients  in  consecu've  interpre'ng  seUngs)  

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Presence/Absence  of  Deaf  interpreters  -­‐    what  now?  

•  Networking  across  the  globe  •  Establishing  the  profession  for  Deaf  interpreters  as  well  as  preparing  the  market  

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Ataman,  Yildirim-­‐Dähne,  Karar,  Kubus:  Interpre'ng  for  Deaf  Migrants  

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Linguis'c  issues  

•  SLI‘s  lack  of  adapta'on  to  double  minority  customers  (vocabulary  choice,  register,  measure  of  iconicity,  unfamiliar  nonmanuals  etc.)  

•  How  to  find  the  right  interpreter  near  you  •  Difficul'es  in  sta'ng  what  they  need,    that  they  did  not  understand  their  interpreters  

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Linguis'c  Issues  -­‐    what  now?  

Developing  training  for  Deaf  interpreters  as  well  as  hearing  ones  to  work  with  Deaf  migrants  by  themselves  and  as  teams.  

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Power  issues    •  Unbalanced  power  rela'ons  between  hearing  

professional  and  migrant  and  •  Between  interpreter(s)  and  migrant  •  Power  imbalance  involved  in  gender  issues  •  Migrant  customer  does  not  know  his/her  rights  

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Power  Issues  –  what  now?  “The  apparent  power  imbalance  in  these  situa'ons  legi'mizes  the  interpreter  to  stand  up  for  both  her  own  rights  and  those  denied  to  the  speechless  individual  for  whom  she  interprets.”  (Bahadir  2010,  127)    

Revisit  Codes  of  Conduct.  

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Intercultural  Issues  Turkish  and  German  Cultures  differ  much  in  gender  roles  and  religious  aspects  of  life.    •  Difficul'es  in  keeping  up  eye  contact  between  deaf  customers  and  sign  language  interpreters  of  different  gender.  

•  Saying  hello  and  introducing  oneself  may  already  go  wrong:  In  Turkish,  male  guests  are  greeted  first,  in  Germany  female  ones.    

•  Time  and  appointments  are  managed  differently.    7/21/15   WASLI  2015  -­‐  Istanbul   11  

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Intercultural  Issues  -­‐  what  now?  

“If  too  many  factors  are  to  be  taken  into  considera'on  and  no  reliable  standard/solu'on  can  be  agreed  upon  at  any  stage  of  the  ac'vity,  interpreters  and  clients  alike  might  fall  into  weariness  and  paralysis.”  (Bahadir  2010,  127)  

 Research  and  keep  a  compara've  list  of  your  working  cultures.    

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Trauma  exposure    •  Deaf  migrant  customers  are  likely  to  have  

gone  through  trauma'c  events  in  their  recent  past.  The  traumas  emerge  in  various  seUngs  with  linguis'c  and  behavioral  implica'ons.  

•  Many  of  the  interpreters  are  Deaf  migrants  themselves.  In  their  work  they  are  strongly  exposed  to  experiencing  their  customers‘  traumas  second  hand.  This  may  enhance  their  own  trauma  and/or  cause  compassion  fa'gue.  

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Ataman,  Yildirim-­‐Dähne,  Karar,  Kubus:  Interpre'ng  for  Deaf  Migrants  

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Trauma  Exposure  –  what  now?  

“In  most  situa'ons,  especially  those  involving  crises,  conflict  and  distress,  interpreters  do  not  have  the  luxury  of  being  phlegma'c  and  therefore  refraining  from  ques'oning.”  (Bahadir  2010,  127)  

   Ac've  preven'on  of  compassion  fa'gue.  

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Conclusion:  Three  focuses    •  Training  specific  to  our  needs    •  Dealing  with  a  Code  of  Ethics  that  may  not  fit  involvement  of  minority  cultures    

•  Cross-­‐country  professional  networking  that  does  not  rely  on  English  and  IS.    

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Training  specific  to  our  needs:    Sebnem  Bahadir’s  Approach  

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Sebnem  Bahadir  specializes  in  community  interpre'ng  for  spoken  languages  and  its  pedagogy.  Her  approach  combines  transla'on  and  interpre'ng  studies  with  cultural  anthropology  and  performance  arts.  She  is  running  a  well-­‐known  program  at  University  of  Mainz  in  Germersheim.  We  thank  her  for  invi'ng  us  to  her  enactments.  

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The  dilemmas  within  the  profession  of  the  interpreter  

–  In  whose  interest  do  they  work  —  that  of  themselves,  their  clients,  the  general  public,  the  state,  patriarchy?    

– What  role  does  power  play  in  their  opera'ons?    – Are  they  impar'al,  benign  prac''oners  or  par'san  oppressive  enforcers  of  social  conformity,  deriving  their  role  from  wider  inequali'es  of  power  (based  on  race,  class,  gender)?    

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“Professionalism  is  closely  connected  to  issues  of  power  and  control.  Although  at  first  sight  it  seems  logical  that  members  of  an  aspiring  occupa'onal  group  should  strive  to  control  

their  “area”  and  to  define  the  rules  of  the  game  by  means  of  their  defini'ons,  denomina'ons,  boundaries,  and  criteria  for  

both  exclusion  and  inclusion,  this  aim  is  very  difficult  to  realize  in  the  case  of  occupa'ons  like  interpre'ng.  

Interpre'ng  in  the  real  world  con'nuously  undermines  aoempts  to  fix  and  consolidate  its  boundaries.  The  normalizing  aspect  of  professionaliza'on  denies  the  

interpreter  the  flexibility  required  for  adap'ng  to  every  new  situa'on  into  which  she  enters,  or  rather  intrudes,  when  

performing  her  task  “  (Bahadir  2010,  216)    

The  Dynamics  of  Professionalism  

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Interpre'ng  Enactments      

(see  hop://www.inter-­‐pret.ch/uploads/media/20130601_Dolmetschinszenierung_Bahadir_d.pdf)    

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Interpre'ng  Enactments  

Interpre'ng  enactments  are  an  innova've  holis'c  training  method  for  interpreters,  professionals  who  employ  them  and  their  customers.    Interpre'ng  enactments    foster  intrusions  of  the  Other,  therefore  especially  fit  for  seUngs  with  high  power  and  culture  differen'als.    

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According  to  Bahadir,    

•  Interpre'ng  is  ‚whole-­‐body‘  (holis'c)  ac'on  •  Interpre'ng  is  sovereign  yet  heteronomous,  neutral  yet  subjec'vely  emapthic  aUtude  and  ac'on.  

•  Interpre'ng  is  a  to-­‐and-­‐fro  between  distance  and  proximity,  a  bricolage,  a  performance  and  enactment.  

Bahadir  2013  

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1)  Actor:  par$cipate/perform    -­‐    Ac've  par'cipa'on  in  exercises,  workshops,  rehersals,  stagings    

-­‐    Scenarios  are  prepared  in  fragments  first,  then  completed  in  teams.  -­‐    Each  par'cipant  plays  different  roles.    -­‐    The  interpreter  is  the  main  character,  however  assumes  posi'ons  of  the  other  par'cipants  like  migrant,  doctor,  teacher,  policeman,  social  worker  etc.    -­‐    Par'cipa'on  of  authen'c  professionals  like  social  workers,  doctors  etc.  

               The  ability  for  empathy  as  basic  skill  for  Interpre9ng:  sympathy  versus  empathy    

           

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Bahadir  2013  

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2)  Observer:  observe,  reflect,  evaluate    -­‐   Own  interpre'ng  ac'ons  (of  own  interpre'ng  

strategies  and  techniques  aser,  ac'ng,  and  later  during  ac'ng)    

-­‐   Posi'on/ac'ons/aUtudes  of  the  other  par'cipants  of  the  scenario  

-­‐  Interpre'ng  acts,  strategies  and  techniques  of  the  interpreter  ac'ng    

 Par9cipant  observer  control:  selfreflexion  –  external  reflexion  

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Taken  from  Bahadir  2013  

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3)  Director:  decide,  change    1.  Discussion  about  the  enactment,  cri'cise  and  

be  cri'cized/  accept  cri'cism  2.  Jointly  design  and  change  the  scenario  before,  during  and  aser  the  emactments                  

The  ability  to  give  and  take  cri9cism  –  discre9onary  competence  

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Taken  from  Bahadir  2013  

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Strategies  1  (Marth  2015)  

7/21/15   WASLI  2015  -­‐  Istanbul   25  

•  Modera9on  •  Long  'me  lag  •  Ask  ques'ons  •  Check  if  you  are  understood  (get  feedback)  •  Repe''ons  •  Talk  before  interpre'ng  •  Focus  on  target  •  Create  Transparency  

•  Adjustment  of  contents  •  Change  sentence  structure  •  Explain  technical  terms  •  Simplify  •  Add  examples  •  Omissions  (however  rarely)  •  Iden'fy  interculturally  relevant  informa'on  and  make  sure  it  is  not  

ignored  unconsciously  (this  point  is  not  in  Marth,  but  is  added  by  us)      

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Strategies  2  (Marth  2015)  

7/21/15   WASLI  2015  -­‐  Istanbul   26  

•  Vocabulary  choice  •  Paraphrase  •  Reduce  Na'onal  Vocabulary  •  Take  over  Signs  from  Migrant  •  Reduce  mouthing  •  Reduce  fingerspelling  

•  Presenta9on  •  Use  non  manual  markers  •  Use  gestures  •  Iconicity  •  Slow  •  Big  

•  Grammar  •  Constructed  Ac'on  •  Use  of  Spacial  Markers  •  Simplify  

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References  •  Bahadir,  Sebnem.  Dolmetschinszenierungen:  Kulturen,  Iden6täten,  

Akteure.  SAXA,  2010  •  -­‐-­‐-­‐..  See  also  hop://uni-­‐mainz.academia.edu/ŞebnemBahadır  and      hop://www.z06.uni-­‐mainz.de/deutsch/659.php      •  Marth,  Magdalena.  „Die  Migranten  haben  Einfluss  genommen  au  

mein  Dolmetschen,  ganz  klar“.  Besonderheiten  und  Strategien  beim  Dolmetschen  für  taube  Migranten.  Das  Zeichen  100/15,  306-­‐317.  

•  Van  Der  Noot  Lipsky,  Laura  and  Connie  Burk.  Trauma  Stewardship:  An  Everyday  Guide  to  Caring  for  Self  While  Caring  for  Others.  Trauma  Soewardship  Ins'tut.  hop://traumastewardship.com  

•  Figley,  Charles  R.  GiM  From  Within  -­‐  PTSD  Resources  for  Survivors  and  Caregivers.  hop://www.gisfromwithin.org/html/What-­‐is-­‐Compassion-­‐Fa'gue-­‐Dr-­‐Charles-­‐Figley.html  

7/21/15   WASLI  2015  -­‐  Istanbul   27  

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Thank  you  for  your  aoen'on.    Please  contact  us  for  ques'ons  and  please  do  share  your  ideas  with  us.    

[email protected]  ha'[email protected]  

[email protected]  [email protected]  


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