Keywords: Keywords: TI. in training comprehensive a specific point to design starting the as used be potentially could skills telephone. the These with for use readapted but be must to TI, not exclusive are them Some of conversation. in participants between interaction to manage by telephone interpreters needed skills specific the describe and toidentify aims article This from interpreting. on-site differs phone over the necessarily interpreting when performed is coordination way the Nonetheless, parties. the primary between flow communication to ensure coordinator interaction as preter role inter of the the one being of them interpreting, dialogue face-to-face with features many it shares accessed), is interpreter the which with immediacy the and information of visual lack the of interaction, place the from absence interpreter’s the physical of communication, channel the theas telephone use of Despite TI’s(the specificities entails. of remote interpreting type this that challenges the able to face are who professionals TI for training need to the paid being is attention increased whyis That Spain. world, including the around countries of many services public the in presence its consolidated has (TI) telephone interpreting decade, last the Over Abstract a distancia. interpretación de tipo este de derivados retos alos frente hacer que sepan IT la de aprofesionales formar de mayor atención necesidad ala una prestando Por le se está ello, España. incluido muchos de países, públicos los servicios en A Resumen remote interpreting. interaction, dinating tiva, coordinación de la interacción, interpretación adistancia. interpretación interacción, la de coordinación tiva, e interpreta traductora competencia destrezas, telefónica, interpretación clave: Palabras IT.en exhaustiva específica formación de propuesta una diseñar para puntocomo partida de potencialmente empleadas ser podrían destrezas teléfono. del Estas uso al readaptadas ser deben IT, la de pero no son exclusivas ellas de Algunas conversación. la en participan quienes entre interacción la gestionar para telefónicas intérpretes las y los adquirir que necesitan específicas persona. hace se cuando por teléfono y interpreta se cuando diferente necesariamente es coordinación dicha efectuar de manera la embargo, interlocutores. Sin entre los interacción flujo el la de asegurar para interacción la de coordinador como interpreta quien de papel el ellos, entre presencial, dialógica interpretación la con muchos rasgos comparte intérprete), oael ala esta que accede con se inmediatez yla visual información de ausencia la interacción; la de lugar del intérprete la de o del física la ausencia comunicación; de canal comoteléfono del uso (el específicas rísticas lo largo de la última década, la interpretación telefónica (IT) ha consolidado su presencia presencia su consolidado ha (IT) telefónica interpretación la década, última la de lo largo Revista Canaria de Estudios Ingleses Estudios de Canaria Revista telephone interpreting, skills, translation and interpreting competence, coor competence, interpreting and translation skills, telephone interpreting, SKILLS MANAGEMENT INTERACTION IN TELEPHONE INTERPRETING Este artículo tiene como objetivo identificar y describir las destrezas destrezas las describir y identificar objetivo como tiene artículo Este María Magdalena Fernández Pérez Magdalena María Universidad de La Laguna La de Universidad , 75; november 2017,, 75; november pp. 103-117; e-2530-8335 ISSN: A pesar de que la IT posee caracte posee que IT de la A pesar - - - -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 103 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 104 learnt, be can that considered aptitudes mainly are interpreting and translation in skills Nowadays, disciplines. of both didactics to related the works in namely Studies, Interpreting level. professional and university both at used be potentially could that TI in training dedicated within activities specific and goals learning point for designing astarting as of be herein use scribed could task thewhen over de interpreting phone.skills most difficult the the believe We by needed atelephone interaction, possibly interpreter skills to the manage identify courses. or postgraduate undergraduate university in programmes creation to of lead the surely training will which on TI, studies search of those demanding the service and the conditions stipulated in the tender. the in conditions the stipulated and service the demanding of those requirements and somehow needs by the limited of TI—is reality professional the areflection of and quality good of very some in cases fered by agencies—although interpreters. own agencies’ Moreover, therefore, the of are, TI in training training comprehensiveof only beneficiaries in-depth the or internships short seminars, ing universities by offer with collaborate agencies these although that, means effectively This service. the providing exclusively on agencies the almost relies still training Currently, programmes. telephone university interpreter Spanish in acknowledged been barely has public in services demand TI growing government.the far, So this by outsourced have been services whose TI private companies providers also are case, this In settings. services social and healthcare in namely publicin services, corporations. controlled by large business a global progressively became and where privatised it was ofStates America, United to the exported was TI decades, following interpreters.professional the In by language own their in population for assistance immigrant by the used be could Telephone Emergency which telephone called line emergency Services, Interpreting process. atool internationalisation for as their by private companies as well as individuals, deaf as such of users by other types utilised widely also is TI However,language. that not whomind it are beborne in fluent theshould official in but host country’s public their services, to need access and languages oral who speak to foreigners assistance to provide aresource language as TI with deal we will article, this In of communication. channel atelephone instrumental use other an and as of interlocutors from each the or separated all (interpreters physically users) and are 2. SKILLS IN PUBLIC SERVICE INTEPRETER TRAINING The concept of “skill” is recurring in the literature of in and Translation is recurring conceptThe of “skill” in TI order to characterise to aiming direction, that in points article This In the past few years, however, there has been a remarkable increase in re in increase however, a remarkable been years, few has there past the In resource assistance alanguage its as presence consolidated has TI Spain, In 1973 in government when the Australia a in emerged created TI Professional Telephone some of remote which in interpreting atype is (TI) interpreting unlike in decades-old studies which described them as a set of a set as them described which studies decades-old in unlike 1. INTRODUCTION - - - - semantic accuracy, speed, problem-solving speed, accuracy, capacity, ofsemantic automation. or degree the subject be may to heterogeneous assessment criteria as such their since to measure, difficult therefore very and nature intellectual of an are skills words, translation Wilss’ conditions. or In mental physical on depends individuals’ and situations similar in of repetition of possibility the because proved; nature be apredictive it has can ence its exist from which act observable an in itself it dimensions: manifests three has (149), to Wilss According without abilities. exist cannot concept the ofskills skill i.e., of abilities, subject existence to the are time but same at process, the learning a through acquired on contrary, are the behaviour. Skills, from individual inferred and “skill” literature. Translation Studies in Interpreting and researched not had excessively been circles, professional in much used concept, very this that (148) Wilss (37). adequately” them for skills, role the surprised As of translation was to substantiate and processes translation adequate conditionsthe for situationally to determine designed procedures of information-processing “the pillars are which experience), and (knowledge “knowledge-skills” on duality the based behaviour acognitive as process translation who the conceives to Wilss, we have resorted matter, shedto some this light effort upon an In equivalents. employed as almost “technique”, “skill”, “ability”, literature, “capacity”, interpreting in “strategy” even Itas not confusion. is such to infrequent terms find terminological by remarkable and is subsequentlythis) surrounded of often to ficult delimit because (ormaybe elusive It concept, dif an is some challenges. poses approach of study skills to the subcomponents. its considered often competence, interpreting and of study translation the in of skills relevance the work highlights itprofessionally. Kaczmarek’s not is discussion, intention our Whereas this to feed interpreting and translation to needed perform aptitudes the of all nature interactive PACTE and group ordynamic by Dorothythe Kelly, moreeffectively reflect which opposition in interpreting, to for and developed, other models example, ing translat of task the complexity theof reflecting in not does succeed linear, which and flat approach excessively for he being an criticises of skills, alist competence as al. by et Gentile that as such that much research, The Interpreting. authorclaims to Public Service cally model applied own specifi proposes Kaczmarkek’s then and competences, both describing models it since interest, includes a compilationexisting of different the of is particular dissertation doctoral Kaczmarek’s regard, this competence. In ing subsequently, competence and concept of translation by extension, and of interpret the out delimiting in work interest their effectively. growing ledThis toa to carry knowin order wereto interpreters required what translators professional define or to aimed studies numerous ground, research gained therefore taught and learnt named “natural translators” by authors like Harris and Sherwood and Harris by authors like translators” “natural named who were fact in solely by owned bilinguals, or natural, innate mainly abilities, In this study we draw on the difference established by Wilss between “ability” “ability” between by Wilss established on difference we the draw study this In atheoretical purposes, for pedagogical useful very be it can Although be could that activity an as interpreting and of idea the translating As

(149). Abilities are innate and cannot be observed; their existence can be be can (149). existence their observed; be cannot and innate are Abilities , Gile or Kalina (12), interpreting and , Gile or Kalina translation describes . by the by the - - - - -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 105 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 106 same token, in order to identify specific telephone interpreting skills it is essential essential is it telephone token, specific ordersame in skills interpreting to identify order in professionally. to performed be of By aset skills require the that activities complex are it did they become apparent that thoroughly studied being began ing training program (813)”. program training of auniversity part as over usually time, to need acquired be that strategies and skills on depends certain “Interpreting quality that tion quality, to claiming interpreting would interact with each other. each with would interact skills of types these Both disciplines. both of skills acquisition of specific the the would subsequently which complemented be with skills, to develop shared training general interpreters receiving and of translators possibility the ments, puts forward of competence to needed interpret. the that She states subparts as skills when describing claim same the makes Kalina training. through skills acquiring of about possibility the achieved However, been has conceptthe of skill. consensus other constructs. with interact and by nature dynamic of competence, are constructs are knowledge of components and by nature), (which static are but skills which of in dimensions competence does not consist translation as insufficient, is skills and to knowledge (54). time with author, Foralisation this however, competence translation reducing procedur undergo and knowledge declarative developed by be may accessing skills consciously, while accessed be can and dimension of humans, mental and cognitive to related the is knowledge procedural: are skills whereas by nature, declarative is deontology. of importance the emphasis on workon draws Wilss’ special practices).but Sawyer places Thus, behaviour, best professional identity professional and of ethical knowledge to the and componentsdeontological domain) aspecific in acquisition (related of expertise components components, (related to knowledge-based the components: skills-based basic into three to condense interpreter process training of translation the pillars two (39),Sawyer of case theWilss’ is takes orwho professional. This expert an as interpret and to order translate required in aptitudes the to describe research preting In the previous section we have seen that only when translating and interpret and only when translating we have that section seen previous the In Arumí delves into this idea by connecting skills development acquisi and skills ideaby connecting into delves this Arumí around studies interpreting in views different are there observed, be can As knowledge that claims Kaczmarek knowledge-skills, duality the Regarding Kalina (18), who also understands skills as dynamic and interactive ele interactive and dynamic (18), as skills Kalina understands who also (12) established. be can interpreters future for training method teaching developed afully that so stages, learning well-defined other, distinct, the in one after mastered to be are that into subskills acquired be to skill of definition vague the down to break possible it be should andinter translation in recurrent highly also is knowledge-skills The duality 3. TELEPHONE INTERPRETING SPECIFIC SKILLS - - - - - tion such as conference interpreting, where monologic much interpreting, conference used tion is as such consecutive of interpreta to when other types compared particularly common features, many by on-site share by telephone and interpreters interpreters mediated encounters employed technique ing over-the-phone in mentioned, previously interpretation. As most common remotely, the interpretperformed is interpreting consecutive dialogue preting Interaction as interlocutors’ the ( utterances coordinating and translating activities: into two Telephone classification3.1. skills Interpreting process. ateaching-learning by experts), through (that performed interpreting is, and translation professional with always occur, as will development The skills service. these of order in to offer a quality fessionally performed be proto skills acquisition of of the aset specific therefore requiring and interpreting, from different on-site ofdialogue interpreting, type a distinctive – – – – below: to referred succinctly be will 109-113), género de violencia de contextos en remota interpretación La Pérez, dez they it different from dialogue on-siteinterpreting. dialogue from it different makes and what of ofwhat consists to interpretationit define and type this to study

The use of technology. As with video-mediated interpreting, TI is only practicable is TI only practicable interpreting, video-mediated with use of Thetechnology. As The immediacy with which users access theinterpreterminuteseven or access users (usually which with immediacy The theinterpreter what of impossibility theseeing is, that access, visual lack of The interpreter’sThe alone absence). and location (physical usually The interpreter is As it is widely known, Wadensjö interpreters it known, widely role is the As of dialogue divides facing are that we are clear becomes identified, it features specific Once TI encounter efficiently. and rapidly communicative the interpreter to contextualise which to developin ways for need the information, the generates of visual addition lack toin the This, seconds), assignment. to the prepare no her/him time gives which job the correctly.perform interpreter the to allow that to skills develop compensatory it necessary making communication, of triadic the functioning the coordinate general in and turns-at-talk manage utterances, understand correctly assignment, interpreting the to contextualise capacity his/her hinders happening, is performed. are management, turn-taking as such skills, certain which in the way determines This room or different places. same in the in who either may together be of users, the rest from the separated physically performance. interpreting the during process on decision-making the impact interpreter,the an has which of isolation asense generates in of communication telephone channel the as telephone. the the use of case The this in devices, to technological thanks Since distinct features of TI have been mentioned in previous essays (Fernán mentioned have been of TI essays previous in features Since distinct 105). This division can also be applied to TI, since, although although TI,be applied 105).since, also to can division This Inter - - - - -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 107 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 108 3.1.1. Managing 3.1.1. toneeded telephone become aprofessional interpreter. elements acquisition competence of the interpreting in the fundamental are other and original utterances, and managing the end the of encounter. the managing and utterances, original non-renditions performing or interpreters’ encounter,the turn-taking, coordinating of beginning the managing interpreting: dialogue face-to-face with compared of TI them,consider four distinctive we which of specifically and interaction management for clarifications. ask example, or, over equipmentpreters conference working video turns-at-talk for to coordinate (19), experienced by inter numerous difficulties to the references where she makes proceedings mentioned her on in by study remote Braun criminal in interpreting conversation the smoothly.is specifically from coordinating This prevents him/her interpreter’s the and of technology it use the is and that remote isolates location that and extent only to acertain easier interaction management encounter the in makes happening of is what to images access that demonstrated has interpreting mediated video- use of growing The it not is only cause. the information, although of visual place. takes room where interview same the the in not them is with and he/she them see that mind in cannot bearing parties, primary interaction among (though not exclusively) mainly how lies in interpreterinterpreting the manages relationship between interlocutors). interpersonal an generates them between interpreter, interaction the the and users (159-160)ters between proximity no is physical there of TI case the in (although encoun of (sender these users nature receiver) and interpersonal the between and role format; exchanges interview at talking; short turns language; improvised and of more spontaneous use the frequently. for example, are, features Some of these (users and interpreter) are in different locations and thus cannot see another.see onecannot thus (usersand interpreter) and different locations in are of interlocutors the each which in telephone three-way in 73), calls, particularly conversationthe seconds Kelly of (N. first the how149, during to proceed Rosenberg without delay. about for interlocutors However, the it confused to feel usual is TI in encounter motivated the has that matter the possible with orderbrief in as to deal of interpreting. type of this possibly most distinctive the and skill providers consider essential it thus TI an not swiftly. if dealt to eradicate difficult be can that of uncertainty afeeling conveys occasionally and confusion interpreter, the spreads to mistrust users of conversation the inclines of beginning the the managementencounter. inefficient of An the success have influence on astrong it can that extent ofminutes to the atelephone importance, interpretation of is great These four skills are considered dynamic concepts, which relate to an concepts,which one consideredare dynamic skills four These to related emphasis skills on particular place will we study this whyis in That absence the is of TI interaction in coordination One hindering of factors the and TI on-sitedialogue between difference the that said be it can fact, In The beginning of the telephone triadic conversation should logically be as thebe telephoneconversationof shouldtriadic logically Thebeginning seconds or first the manage the shown by interpreter to effectiveness The the beginning encounter of a telephone interpreter-mediated - - - the interpreter takes the phone. the takes interpreter the until unknown remains call the of the origin thus and impossible identification caller makes which available, teleoperators not to having addition In them. connecting before assignment interpreting the about information basic some offering interpreter, the and provider service public the between amiddleperson as acts usually operator atelephone ample, to this research. this to mediated encounter: mediated country of etc.). mood, origin, country and culture (language, about participants information the any as well as made, is from where call institution the location and for setting, interview, the the reason interpreter the the ignores that mind in not and bearing about assignment, the her no whatsoever room information for any introduction or for him/her providing him/ interpreter to the leaving directly talking providersfor to start public service job. forced to do their are they which with haste of the or simply because about interview the information previous interpreterthe has that for granted take and service of TI the functioning ignore the they either because manner, confusing themselves in a or so do without time identifying first very the for interpreter the address usually providers public service interpreter. For instance, by the with dealt be must occur, which often obstacles many and described been encounter. delay, prompted subject the that with without the orderplace in further to deal body actual the stage, initial this (120). Kelly mediator), by Nataly used term to the according language After as out “pre-session” the carry number) acode and will and company’s name TI the his/her following protocols including herself (usually thenhim/ introduce subject the of interview.interpreter The the will explaining and him/herself, by identifying interpreter, the begins ideally who then who calls provider, public by the service of conversation, the usually beginning the parts: of telephone of two consists interpreter-mediated beginning the encounters usually training. of aset protocols interpreter s/he for have must the prior activates which tasks, order In whatsoever. both information to accomplish no or previous visual with assignment the interpreter the faces situation, the that considering textualising of on other, communication; the con functioning the explaining and purposes for identification users to both on him/herself introducing one the hand, tasks: Interpret Solutions, Interpret Nonetheless, these steps are not always complied with in the way that has has way that the in complied with not are steps always Nonetheless, these TI theprovider, on depending slightly differ protocols can these Although interpreter two the of encounter perform must the that phase It this in is 2 1 company provided TI by excerpt, the By following the way of example,

The author would like to thank Interpret Solutions, S.L. for their valuable collaboration collaboration valuable their for S.L. Solutions, Interpret thank to like would author The ex for America, of States the United In country. every in occur not does situation This 2 relays word by word the beginning of a real telephone of areal word relays interpreter- by word beginning the 1 of the call or “session” of call the in Spain, the TI service is not yet digitised, digitised, not yet is service TI the Spain, in For this reason, it is not unusual it reason, not is For unusual this (N. Kelly 11) Kelly (N. should take (explaining his/her role role his/her (explaining - -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 109 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 110 phone. noun aforementioned “señora” the the for In example, excerpt, (lady) and interpretation, over but when interpreting information the provide valuable very on-site elementsof (nouns, verbs, an these etc.) in adjectives, would unnoticed go Many utterances. speakers’ elements the in or cues contextualisation identifying by consciously information telephonewhy the this to obtain interpreter advised is for all these details would excessively delay the beginning of session the beginning the delay would excessively details these for all over phone the provider To not is asimple public the service task. ask and pause interpreting conversation. while the information in However,pants this gathering the partici as other theplace effortlessly,same simplyin would obtain being by (hospital, school, place shelter).takes gender, for interview, etc.). the reason age, of origin, (country or culture service the accessing tion, etc.) foreign individuals and providersconversation, (gender, public both service where entity posi s/he works, should organised. be on way turn-taking the impact have an will phone interpreter, the the order other with in pass to to each communicate which interlocutors whether to determine used; have to is device worse when ahands-free or to information documents; anticipate to soundtends quality, be which visual as well as space, aphysical sharing are users interpreter both the if to know it allows or a speaker phone is used. phone is or aspeaker device a hands-free when phone calls, speaker and another; to one party from passed is telephone the when passing, telephone locations; different in are interlocutors all when conversations, telephone who I think is Russian, see if you can understand her. understand can you if see Russian, is Ithink who human factors and situational context. situational and factors human factors, technical aspects: three covers interpreted information be correctly. This can utterances of encounter the that so beginning at the assignment interpreting possible much about as information the to as procure for him/her it necessary is nurse’s utterances. elements the in from some information it textual up interpreter is to the to glean and theabout information offers subjecttheinterview no of him/herself, troduce device, etc.). device, hands-free users, both for headphones of set double phone, mobile or (landline call These three aspects constitute basic information that an on-site that interpreter information constitute basic aspects three These thewhere encounter andsetting thecontext to location refers The situational in about participants to details relates factor about human Information the Whether or not information, interpreter provided the the explicitly Whether is with 5 4 3 phone the to make used device to refers the factors onInformation technical provides nurse for no interpreter the the space to in observed, be can As entender ella con aver puedes si te mira rusa, que que es señora creo auna línea Enfermera

Rosenberg (68-72) identifies three types of calls in telephone interpreting: three-way three-way interpreting: telephone in calls of types three (68-72) identifies Rosenberg Solutions. Interpret company bythe employed Terminology Nurse 5 This information is important for coordinating the encounter because the encounter because forcoordinating important is information This : Hello? Are you the interpreter? Look, I have a lady on the other side of the line line of the side other on the alady Ihave Look, interpreter? the you Are : Hello? : ¿Hola? ¿Eres la intérprete? Mira, es que tengo aquí al otro lado de la la de lado otro al aquí que tengo es Mira, intérprete? la : ¿Hola? ¿Eres 4 . That is That 3 - - - . focus on the management of sequencing” (286). information on management the focus “most [...] that initiative of said their and coordinators to appeared turn-taking as telephone out Cohen described 1992, and in interpreters’ rolecarried Oviatt active study their in Already not become a may challenge. to whom know or when to talk and do other each see cannot thewhenparties flow the turns of of maintaining or interruption).overlapping over talk phone, interpreting the When mere the fact any foris reason (i.e., breached alternation flowtheturns when of discourse the of reconducting beyond task it since the goes interpreting, dialogue face-to-face in for floor. the competing of receivers turns-at-talk, become senders and interlocutors. both by redefined and renegotiated Simultaneously, conversation constantly product is into which conveyed through ashared message the Interaction al.). et. Wadensjö (Sacks as known Interpreting As in well is states communication interpreting telephone in turn-taking Managing 3.1.2. out pre-session. the to carry end turn the of his/her until wait and says provider public the service notes of everything to it take advisable is ity). case, this In or national other user, the language his/her for conversation, the reason or identifying the factor, explaining or technical about human the details us (they giving be might encounter the to contextualise valuable highly be may providing are they information of Even considerable common done sense. amounts requires session if courteously, the approaching. is apause that indicating patterns, attention anticipated be by to descendent paying intonation can orwhich breathing (Schegloff 97), utterances between spaces transition the by using manner invasive be could done in a non- This out presentation the parties. to both carry and him/her interrupt to kindly interpreter the advised is to introduce him/herself, opportunity to talk”). begin may (“You of conversation the users to both beginning the announce clearly and works turn-taking theinterpreter how confidential), explain should as briefly treated and translated be will said everything that fact role the of his/her (foraspects instance, why, otheris relevant profession, as and well name mentioning as his/her besides That of communication. about functioning the generate confusion may greater interpreter’s the since more even is important, absence this physical TI, In preting. encounter interpreter’sthe the is on-site in as just inter introduction users, to both (it factor telephone athree-way is call). technical línea” expression de “al otro la (on lado the other side the of line) the to refers the of origin); (the addition,factor in country and user’s gender, language potential and about human the provide “rusa” adjective interpreter details the the with (Russian) In TI, turn-taking management is a very complex activity, even more so than complex avery activity, is more even than management so turn-taking TI, In dialogic of essence the constitutes alternationtheturns-at-talk of That out pre- the to say, providersNeedless to carry public interrupting service provider nottheinterpreterthe does public offer the service event the that In of beginning the of managing mentioned part As relevant before, another when drawing on Bakhtin and Goffman’s work, turn-taking transforms transforms Goffman’s and work,turn-taking on Bakhtin when drawing interlocutors interlocutors - -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 111 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 112 on TI ( on TI conclusion same by is reached That in Wadensjö or herstudy gaze. gestures using the interlocutor of interrupting without too long, due are difficulty to the they if even of content.ance Telephone interventions speakers’ interpreters avoid often cutting convey accurate an facilitating fragments, easy-to-handle in or length density ance sequential organisation and floor management” floormanagement” and (178). organisation sequential construction, of turn tasks the for handling disposal at their oneas of resources the key. as words of itself the In Couper-Kuhlen, seen be prosody “Prosody reveals can where skill, avoice-based becomes management turn-taking TI, in this not allow one towards interlocutor.posture does information However, of visual lack since or body orientating gaze or movement, averting ahand addressing making language: non-verbal is, that or gaze, gestures by is using interpreting dialogue face-to-face in which they find quite annoying, repetitive and hampering, although admittedly admittedly although andhampering, repetitive annoying, find quite they which Cohen 284). and providers tactic, (Oviatt do TI not heard being recommend this asimple as “Hello?”, such mark, are they whether order in to verify alanguage with person). to another to speak (for instance, listening not moved or one has headset) telephone if away from the of users the stopped and or adouble device ahands-free (for time through interpreter same example, at the the to interlocutors both if listening are only effective is strategy Nonetheless, this channel. of communication closing the and of beginning the indication aclear as into other language, the utterance each by translating of speaker change designate rapid. and long, dense ticularly arepar interventionsusers’ when somein cases effective be it can that admitted control of conversation. the take However, and will to be it his/her to impose has attempt interpreter by the an as it understood be since could turns-at-talk, manage way to advisable an is not This turn. forced to the yield s/he feels away that in the speaker’s attention capturing thus interpreting, for floor the start to competing 148). Kelly perceived (N. is patterns breathing in pause interpretwhenever anatural to interpreter useful by the to It intervene. used be also is can by that abrief pause followed normally of are topic and or approaching, achange is end utterance of an the that by descendent preceded intonation indicating patterns, usually are spaces (Schegloff 97). utterances These mentionedpreviously between “transition spaces” prosody the through non-invasive to anticipateand or identify manner, it useful is ficiency” (279). In effective orderan interrupt longinterventionsexcessively to in ef loss in cost high of their not “because have frequent of alternation turns-at-talk telephone worked that on premise the also interpreter-mediated conversations would Cohen study, and their In Oviatt more shorter and dynamic. it remarkably being on-site the during were encounter,more used more words and turns-at-talk despite (one other by interpreter the atelephone and by aface-to-face mediated interpreter), analysed events communicative the of both that, demonstrate of which results the Telephone Interpreting and the Synchronization of TalkTelephone Synchronization the Interaction and in Social Interpreting One of the difficulties posed by turn-taking organisation is to manage utter manage is to organisation turn-taking posed by One of difficulties the turn-taking manage way for interpreters to effective andcommon The most Telephone interpreters usually indicate the beginning of their interventions of their Telephone beginning the indicate interpreters usually smoothly, alternate telephone turns-at-talk When interpreters only have to voices when Some their telephone raising interpreters observed have been ), ), - - - - make their own comments. own their make confusion. of feeling (the utterance interpreterthe not other and interlocutor) the a without generating the author of establishing finally, by and or posture; body gaze without gestures, flowis information notinterrupted; non-invasive that so so and doing ous manner as Interactionas order) ( turn-taking the (forfor communication by observing example, of conditions compliance the or at «interaction-orientated», assuring aim when they for clarifications) tempts to interlocutors elucidate the what (for asking said example, at and text as «text-orientated», be when s/he can considers talk utterances original (1998: explicitly he coordinating is 109). author, to this interpreter’s the According her s/ comments, own to make s/he speaks time interaction. contrary, On each the interlocutors’ afluent in each in manner, implicitly turn is coordinating s/he ances 3.1.3. out or non-renditions interpreters’ Carrying original interventions other. the to from one speaker passed constantly only one being and telephone available is device where calls during information receiving are users that to ensure it useful be may reasons for interrupting is easily comparable to public service interpreting in general in interpreting service public to comparable easily is interrupting for reasons the correct comprehension of an utterance before translating it, telephone since comprehension before correct translating the utterance of an intervention. the of for rest the speech direct in speaking then and speech indirect comments in own interpreter’s announcing encounters, face-to-face in as to interpret recommended 121, Kelly (N. parties 148). primary it is for interaction between that, the Besides disruption minimum to with intervene patterns or breathing pauses natural as prosodic elements such using management: recommended for those turn-taking as on interpreter’s the impact problems have an that cal performance. TI, solveto in techni specifically interpreter’s and, an to correct mistake; accuracy; information communication; to verify affect may that misunderstanding cultural any of overlapping speech); case the in to clarify (for instance, turn-taking redirect to interpreting). (and to return interrupted to interruptedprotest being at a interpreting utterance; previous, tions; to finish for clarifica to ask standards: professional interpreting mended by public service Hale (203)Hale why interpreters interrupt reasons compiles interaction to the Non-renditions entail two challenges in TI: performing them in acourte in them performing TI: in Non-renditions challenges two entail According to Wadensjö, when the interpreter merely translates the utter the to Wadensjö, translates merely interpreter the when According 6 As for TI, special relevance should be placed on interruptions to confirm on should interruptions placed be to confirm relevance special for TI, As thesame are TI interventionsin these out carry to needed Thestrategies We why more telephone reasons three add could interpreters interrupt: to

Hale’s work refers to interpreting in legal settings, but this description of the interpreter’s interpreter’s of the description but this settings, legal in interpreting to Hale’s work refers 109, 110). 109, 6 We will place particular emphasis on those recom on emphasis those particular We place will Interpreting ------

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 113 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 114 you for choosing our services”). This ending should be repeated in both languages. both in should be repeated ending This you services”). for our choosing interpreter number,the code expression (“Thank followed by acustomer service sentences provided providers,of company, the by mentioning TI name several the remarks. some final to make wish they if parties could be “Bueno, pues nada más, entonces”; “Bueno, be could más, nada pues “Vale, gracias” muchas Spanish (examples expressions by in descendentpreceded intonation or by certain for interpreter the be to end anticipate the of conversation, the can useful which way. that in it reason, is For or occur questions it comments, not this does always no further has other party the provider that who public ensures the service times it some is Although to react. notwords possibility have patient, to the the who will her translating theinterpreter still is andwhile leaves turn-at-talk last her finalised a has doctor TI: forinstance, in occurs occasionally that her.something is as This roomthe same withoutin is it morebeing complicatedhim/her to locate finalised interpreter.same Moreover, conversation before leaves the has one if of parties the the with interview possible it the not to replaced, is resume been always receiver has once telephone since, the to again, intervene wishes parties neither of primary the theinterpreterthat the should phone ensure call, conversations. Before finalising beyondconventionsgo that telephoneprotocols specific of monolingual lows certain 3.1.4. Managing encounter the of end a telephone interpreter-mediated 3.1.4. necessary. if cancelled be should call the and company responsibleshould to referred the be for service, the interpreter’s the problem exceeding competencies other technical Any hearing). interpreter preventing the is from breath sound of the mouthor their if from their appropriateif (for telephone the by moving example, of source noise away from the forable TI). interlocutors’ Interpreters in ask may to solve incidence collaboration the isadmits, extent to this unavoid noise some author as (although, more difficult task interpreter’s the noise, making more background capture often devices hands-free points Rosenberg out as (247), since, call, the during used being is that device the to about attempt information to solve to Away to obtain is anticipate them. them order in interpreters problems kind to their detect of this train providers usually TI here (“Does mentioned it when or Itouch seen be deictics are hurt you solely through cannot elements that textual to extra references tointerpreters need clarify often ?”). Interruptions to solve technical incidences are also particularly important. important. particularly also are ?”). incidences Interruptions to solve technical Generally speaking, telephone interpreters use a formal ending consisting in in telephone consisting ending a formal interpreters use speaking, Generally The end of a telephoneinterpreter-mediated encounter, or “post-session”, fol 7

‘Well, that’s it for the moment’; ‘OK, thank you’. moment’;‘Well, that’s it the for thank ‘OK, 7 ), by asking the the ), by asking - - - Pérez, Pérez, acquisition (Fernández their of separately, on them facilitating each to focus thus trainees allow role-play that when activities designing goals learning as used be also can skills These talk. interpreter’s of coordinating dialogue torelated the activity interlocutors, skills is, that interaction between develop to and manage to acquire interpreteran needs theskills defining and telephonein by identifying interpreting, training point specific for starting is to a offer article this aim of The training. sional for profes methodology development to the regard of with pedagogical particularly its infancy, attention, in ofof study telephone researchers’ the still is interpreting of communication impacts on note-taking. impacts of communication or of telephone how the use TI channel in the the speech as or indirect direct using ( on Wadensjö’s once more drawing of translating, dichotomy activity torelated the to need include skills would also noted, TI however, in comprehensive that training Interpreting Interaction as Designing Role-play Models for Telephone Models Training Role-play Interpreting Designing As a type of interpreting that has only relatively recently been the subject the been recently only relatively has that of interpreting atype As 4. CONCLUDING REMARKS CONCLUDING 4. 145). for needed include, would skills These forexample, Revised paper accepted for publication: 30 June 2017 June 30 publication: for accepted paper Revised Reviews sent to author: 1 May 2017 1May author: to sent Reviews ). It should be -

REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 115 REVISTA CANARIA DE ESTUDIOS INGLESES, 75; 2017, PP. 103-117 116 Kelly Training and Competence Trainer of Translator Towards aDescription Trainers: the —— “Training Kelly Kalina Gile Interpreting. in Training.” Insights Telephone for Models Role-play Interpreting —— “Designing Kaczmarek Fernández Pérez Couper-Kuhlen Gentile Harris Hale Braun Alexieva Arumí Ribas Arumí , Daniel. “Assessing the Pros and Cons of Remote Interpreting. Comments and Future Pros Future and Comments Interpreting. of Remote Cons and Pros the “Assessing , Daniel. Amsterdam/Philadelphia: John Benjamins, 2004. 2004. Benjamins, John Amsterdam/Philadelphia: Interpreting. Court of Discourse The , Sandra. Bloomington: Traf Bloomington: Profession. the to Guide AComprehensive Interpreting: Telephone , Nataly. St Manchester: Practice. Reflective to Trainers: AGuide Translator for , Dorothy. AHandbook , Sabine. “Keep your distance? Remote Interpreting in Legal Proceedings: a Critical Assess aCritical Proceedings: Legal in Interpreting Remote distance? your “Keep , Sabine. , Sylvia. “Interpreting Competences as a Basis and a Goal for Teaching.” for The aGoal Interpreters’ and aBasis as Competences “Interpreting , Sylvia. , Brian & Bianca Sherwood &Bianca , Brian , Adolfo, Uldis Ozolins Uldis , Adolfo, ford, 2007.ford, Print. vol vol Anovar/anosar Perspective.” estudios de traducción e interpretación, aResearch from pects 21.1 99-125. Rédaction (2008): Terminologie, Print. Traduction, TTR: Analysis.” Needs Print. 2005. Jerome, dspace/handle/10077/2440 Newsletter scw:86535&datastreamId=FULL-TEXT.PDF datastream?publicationPid=uk-ac-man 2017. September 30 [Thesis]. Web < sions and Implications for Accreditation bourne: Melbourne University Press, 1996. Print. Press, University Melbourne bourne: 2017. Web < 2015b. 259-279. Alicante, de 2017. Universidad September 30 Alicante: September 30 and Developments. 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Assessment. Assessment. Amsterdam/ - - - .

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