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Instructor Training Workshop 2005

University of Minnesota

Training the TrainersTraining the Trainers

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Training Goals for Session 14 for Session 14

Evening A (5:30-7:00pm)

Error analysis:1. Review types of

interpreter errors2. Describe and apply skill

improvement techniques3. Use of pre-recorded video

scene to teach recognition of interpreter errors

4. Tomorrow: bring your recorded video and audio tapes + instructor lab manuals for 3101 and 3102

Evening B (7:15-8:30pm)

1. B. Downing: Trends in Interpreting

2. B. Downing: Interpreter Education

3. Review progress of role plays for lab teaching demos

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Training Goals for Session 15 for Session 15Morning A (9:00-10:15am)

1. Preparation of students for role play: Learning strategies

2. “Trainee” self-analysis of role-play or sight translation (use your personal pre-recorded video + 5 question assessment)

3. “Instructor” analysis of student role play (use rubric of 3102 final)

4. Confirm order of demonstrations

Morning B (10:30-12:00noon)

1. Review and discuss pre-made classroom materials

a. Reading materialsb. Lab materialsc. Lecture materials:

discussion, videos

2. Testing and gradinga. Review of test formsb. Implementation of rubrics

for selected learning activities

Aternoon (1:00-2:15, 2:30-4pm) Videotape + peer mini-critique of individual lab lessons

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If truth be told . . . If truth be told . . .

Tell me and I forget.

Show me and I remember. Involve me and I understand. (Chinese proverb)

Many of life’’s failures are people who did not realize how close they were to success when they gave up. (Thomas Edison)

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Not every interpreter is perfect!Not every interpreter is perfect!

As each error type is presented, let us discuss the following:– 1. What: Share an example of the error in your

working languages. – 2. Why: List a reason the error may occur.– 3. Help: Suggest a learning technique or

corrective action to minimize or eliminate the error.

Note: The error examples you share are not “necessarily” an “admission of guilt.”

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Categories of Interpreter ErrorCategories of Interpreter Error

1) Literal Translation

2) Inadequate Language Proficiency

3) Grammatical Errors

4) Lexical Errors

5) Register Conservation

6) Distortion, Substitution, Condensation

7) Omission

8) Addition

9) Protocol, Procedure and Ethics 10) Conservation of Paralinguistic Elements, Hedges,

Fillers (courtesy of González)

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1. Literal Translation1. Literal Translation

The language-deficient interpreter focuses on the exchange of words, rather than the essential ideas, conserving the source language message.

What:Why:Help:

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2. Inadequate Language Proficiency2. Inadequate Language Proficiency

1) Lack of proficiency/language fluency

2) Predicting skills absent

3) Cognitive and linguistic association for processing is restricted by wrong choices

4) Limited attention span in least developed language

5) Interference present from one language to another at all levels

6) Speed and accuracy compromised

Help:

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3. Grammatical Errors3. Grammatical Errors

Grammar errors include verb tenses, gender and number agreement, syntax, etc.

What:Why:Help:

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4. Lexical Errors4. Lexical Errors

Lack of generalized and specialized vocabulary

Language-deficient interpreters rely on false cognates, and tend to paraphrase, define, invent, omit, guess.

What: Why: Help:

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5. Register Conservation5. Register Conservation

Interpreters have trouble preserving the frozen, formal register of court and the informal, casual register of idioms and slang.

What: Why: Help:

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66. Distortion: Substitution, Condensation. Distortion: Substitution, Condensation

1) Mistranslation errors distort the overall or partial meaning of the original message. Substitution: the tendency to replace concepts

Condensation: the tendency to simplify and

explain2) Why: Causes include deficient language skills,

memory or interpreting skills3) Why: Lack of understanding of the interpreter’s

role which includes preservation of profanity and sexually explicit language

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66. Distortion: Substitution, Condensation. Distortion: Substitution, Condensation

4) Why: Lengthy (more than 35 words in one response) and short discourse (less than 15 words) can cause problems.

5) False starts, emotional intensity, hedges, unfinished sentences and incoherent language may be involved.

What:

Help:

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7. Omission7. Omission

What: The interpreter partially or completely deletes a message sent by the speaker

Why: Omits words from articles to portions of discourse because of fatigue, little knowledge of technical terms, regional variants, and information overload.

Help:

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8. Addition8. Addition

Includes information not expressed by the speaker

The unskilled interpreter cannot retain the contextual ideas of the source message so he uses synonyms and “thinks aloud”.

What: Why: Help:

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9. Protocol, Procedures and Ethics9. Protocol, Procedures and Ethics

What:– Role exchange: the interpreter assumes the

role of the interviewer– Lack of self-correction– Initiates conversations with witnesses or uses

inappropriate tone, summarizes, guesses and does not take notes when necessary

Why: Interpreters do not understand their role as an objective medium of communication.

Help:

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10. Non-conservation of Paralinguistic Elements, 10. Non-conservation of Paralinguistic Elements, Hedgers, FillersHedgers, Fillers

Interpreters do not conserve hesitation words, fillers, interrupted and incomplete sentences, etc.

What in English: uh, umm, ah, you know, like

Examples in your other working language that you may expect to hear from your students?

Why:

Help:

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Teaching with videoTeaching with video

As the vignette is run, observe and take notes of the types of errors committed by the “interpreter.” Circle the most appropriate responses in the following questionnaire.

Discussion practice: Two volunteer facilitators will go over the questionnaire first, then respond to the error rubric and elicit from the group suggestions to minimize the observed errors.

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Video: The Professional Interpreter (vignette Video: The Professional Interpreter (vignette #1: lawyer’s office)#1: lawyer’s office)

1. Who is the interpreter?

2. How are the parties addressed?3. Is the interpreter prepared?4. Were introductions made?5. Where is the interpreter

positioned?6. Which interpreting mode was used?7. Which inappropriate roles were

noted?8. Was there awareness of cultural

dimensions?9. Did the interpreter ask for

clarification and pauses when needed?

10. Was the interpreter aware of his/her own limitations and biases?

1. Family member, untrained person, professional

2. I, you, he/she

3. Yes No

4. Yes No

5. Beside, behind, hidden from client

6. Simultaneous, consecutive, summary

7. Editing, giving advice, adding information

8. Yes No

9. Yes No

10. Yes No

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Teaching DemonstrationsTeaching Demonstrations

The written lesson plan should include: 1. course number (TrIn 3102-54) + date 2. specific objectives (use action verbs)

3. class procedure with flex-timed activities A. 20 mins. total (practice timing your presentation!) with

suggested breakdown:

a. 3 min. lesson intro or pre-lesson activity b. 10 min. lesson (may include role play) c. 5-8 min. peer critique - oral & written)

B. Give CLEAR instructions for each activity, post-lesson wrap-up: self-evaluation? quiz?, homework?

C. Select format of lab activity such as role play, small or whole group discussion, pair activity

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Teaching DemonstrationsTeaching Demonstrations

4. State/List specific skills to be practiced/evaluated1) memory-enhancement skills:

2) note-taking,

3) visualization,

4) chunking,

5) prediction,

6) main idea,

7) paraphrasing,

8) shadowing,

9) simultaneous or consecutive mode,

10) sight translating,

11) clarification/self-correction,

12) ID and resolve ethical/cultural issues

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Teaching DemonstrationsTeaching Demonstrations

• 5. State specific lab activities – Make copies of materials for all: One- page lesson plan for lab

activity + role play script or any materials used for the demonstration

– Itemize materials & equipment your students will need for this lab activity (audio/video cassettes and recorders, handouts)

– Itemize materials & audiovisual equipment the instructor will need (reserve lab room, smart room, video (camera) cart, VCR cart, extra audio and video cassettes, chalk, portable or ceiling projector + transparencies, other?)

Note: You will be videotaped and receive a peer review of your lab teaching demonstration.

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Trainee Instructor: Date: (8/25/05)

PeerEvaluator;

O=outstanding

S=Satisfactory

N=Needs improvement

N/A=not applicable

1. Organization of lesson plan

Notes: O S N N/A

2. Clear instructions O S N N/A

3. Met objectives O S N N/A

4. Skill practice O S N N/A

5. Length of lesson O S N N/A

6. Student-instructor interaction

O S N N/A

7. Lesson follow-up O S N N/A

Instructor Observation FormInstructor Observation Form

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Role Play: Learning strategiesRole Play: Learning strategies

Before the role play to build a skill

1. Explain purpose and situation: – scripted or non-structured– Simulate an interpreting encounter to practice

specific skill(s)

2. Assign and give instructions to the interpreter and supporting role players (allow players time to prepare roles)

3. Establish role play protocol

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Role Play: Learning strategiesRole Play: Learning strategies

During the role play:

1. Regulate communication flow and continuity in each group

2. Minimize visual and auditory distractions

3. Establish start and end times

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Role Play: Learning strategiesRole Play: Learning strategies

After the role play:1. Constructive feed back only2. Focus on evaluating the specific skill(s)

practiced in the role playa. Interpreter self-evaluation of skill mastery b. Supporting players and observers evaluation of

interpreter work

3. Interpreter is encouraged to commit to a short-term plan with do-able goals/tasks to practice a particular skill

4. In a small or whole group, list and address other skills noted.

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Role Play: Learning strategiesRole Play: Learning strategies

In any role play experience the debriefing after the experience is more important than the exercise itself.

– This is when the lessons are discovered, explored and confirmed.

– This is when the observers will offer insights and analysis of what happened.

– This is when the players can talk about how they felt in their roles and what they learned, both about themselves and about the issues related to the objectives of the role play.

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Learning strategies with role playLearning strategies with role play 1. Brainstorm criteria for grading role plays2. Compare with midterm and final rubrics used

forTrIn 31023. Watch trainee videos of role play

a) Self-assess your video with 5 Questions from a personal perspective

b) Assess your same video with rubric from an instructor’s perspective

c) Default option: use rubric to assess the provided video or produce an impromptu role play with scenarios provided to assess as a group

4. Justify your scoring with that of a partner

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Brainstorm ideas: add to list Brainstorm ideas: add to list

1. Accuracy (message conveyed)

2. Pronunciation/enunciation

3. Voice projection

4. Fluency

5. Posture

6. Maintains role

7. Eye contact

8. Grammar/vocabulary

9. Semantics

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Self-assessment (5 questions)Self-assessment (5 questions)

1. Overall, how do you assess your interpretation of this dialogue? Were you able to convey the overall meaning and information? If not, what types of information caused you the most difficulty?

2. Did you ask the speakers for repetition or clarification? How did this work for you? How does it seem to affect the speakers’’ ability to convey what they wanted to say?

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Self-assessmentSelf-assessment

3. What was the most difficult part of this interpretation. What are the factors that make this the most difficult part (vocabulary, speed, speech concerns)?

4. How would you rate yourself in terms of vocabulary usage, grammar and accuracy of the interpretation?

5. What do you consider to be the skill area you would want to focus on based on your interpretation of this dialogue?

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Video: Role play of ethics topicsVideo: Role play of ethics topics

As you watch the short role play vignette, identify the ethical problem and how the interpreter handled it. Would you have done or said anything differently?

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Ethical Role Play SituationEthical Role Play Situation

Please choose one case:Case 1: The patient becomes very angry

with the doctor when the doctor tells him he is ready to go back to work. The patient uses profanity and insults the doctor.

Case 2: During a physical exam, the doctor asks the patient if she is sexually active. Since the patient is not married, she is embarrassed and uncomfortable to be asked such a question and does not respond.

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Making the grade . . .Making the grade . . .

As instructors, we are expected to evaluate, with varying degrees of formality, the progress of our students. An evaluation may range from a casual, subjective observation to a highly structured and objective written/oral exam.

It is very important for both the evaluator and student to have established and clearly defined those goal markers that designate successful completion of a task.

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Tests and test-takingTests and test-taking

Duscussion: What makes a good test an effective learning tool?

Test forms:Multiple-choiceFill-in-the-blankShort or long essayShort answerProblem-solving modules

Review quizzes, midterm and final tests used in PTI

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Grading a speechGrading a speech

I. Brainstorm criteria for grading speeches

II. Compare with speech rubric used for TrIn 3102

III. Watch video of a speech and implement assessment rubric

IV. Justify your scoring with that of a classmate

V. Best grading practice? numerical score, letter grade, portfolio with commentary

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Grading a sight translationGrading a sight translation

I. Brainstorm criteria for grading sight translations

II. Compare with midterm and final rubrics used for 3102

III. While a partner listens, sight translate an English document to your other working language for 2 minutes and evaluate yourself with the rubric provided. . . . Or evaluate the ones you did earlier in the workshop.

IV. Justify your scoring with that of your partner

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Grading an essayGrading an essayI. Brainstorm criteria for grading essays

II. For practice on creating an evaluation rubric, produce a table with 5 X 5 matrix to assess an essay. How would you correlate the “criteria” with letter grades and number scores.?

Awesome All right Adequate Awful

Content and supporting details

Organization/ paragraphs

Appearance/ mechanics and printing

?

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How to use reading materialsHow to use reading materials

1. How much reading should be assigned on any given week?– No. of pages– Word density– Laborious/technical vs. fast, light reading– Time-line: Reading assignments are listed in syllabus so

students are expected to “read ahead” when necessary– Thought questions re: each article

2. Which reading materials should be assigned? Those that correlate to next week’’s lecture topics and lab exercises

3. When should certain readings be assigned? The first pass should be previous to next week’’s lecture and lab topics

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How to use lab materialsHow to use lab materials

Review pointers previously presented by workshop trainers – Scripted role play– Non-scripted Impromptu role play– Sight reading materials

• Documents and forms• Levels of register

Lab work (review current lab manuals)

– Video and audio recording

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How to use lecture materialsHow to use lecture materials

Review pointers offered in previous sessions– Discussion materials

• guided questions• Vocabulary lists

– Media: Videos, Video/music CD, DVD– Lecture presentations: power point,

transparencies, handouts

(Participants will each receive 2 paper power points)

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Preparing for an Ethics Discussion in groupsPreparing for an Ethics Discussion in groups

What has been your experience in interpreting situations that provoke ethical dilemmas? Can each of you give us one specific example, including what/who provoked the situations (provider, interpreter, patient, other) and how it was resolved?

Does your organization have a designated staff person available to help deal with ethical issues?

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Ethics Discussion groupsEthics Discussion groups

A situation will be assigned to each group. Each group member suggests how the interpreter should manage the situation. Answer the following questions to guide your decision.

1. What is the use of good judgment and common sense?

2. What is the interpreter’’s role?3. What are the interpreter’s options and

consequences of each?4. Choose the best response and discuss effective

ways of communicating your response.5. Share conclusions with the whole group.

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Ethical Situation Ethical Situation

The hospital asks you, the staff interpreter, to assist you in an early morning encounter. The patient has brought her own untrained interpreter and no longer requires your services. The MD asks that you stay anyway. It is not long before you realize that the untrained interpreter has made major linguistic and semantic errors, omitted crucial information and added superfluous information during the encounter. If these errors are not addressed, you know the outcome may be detrimental for the patient as well as the hospital.

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Minnesota Code of Professional ResponsibilityMinnesota Code of Professional Responsibility

Canon 1: Accuracy and Completeness Canon 2: Qualifications Canon 3: Impartiality Canon 4: Professional Demeanor Canon 5: Confidentiality Canon 6: Restriction of Public Comment Canon 7: Scope of Practice Canon 8: Reporting Impediments Canon 9: Reporting Ethical Violations Canon 10: Professional Development

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Bibliography (see handouts)Bibliography (see handouts)

U.S. health care providers have a legal obligation to offer interpreting services to non-English-speaking patients under a variety of federal, state, and local laws. These laws may be studied on the Internet:– Title VI of the Civil Rights Act of 1964 – Medicaid law and related regulations – The Hill-Burton Act – Miscellaneous Federal programs – The Emergency Medical Treatment and Labor Act

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And the training goes on . . . And the training goes on . . .

Training for a lifetime . . . Training for a lifetime . . . Training for the future . . .Training for the future . . .

of Interpreting!of Interpreting!