November/December 2005 Volume XXXIV Number 11 TheThe A Publication of the American Translators ChronicleChronicle Association
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Features
A Publication of 13 New Business Practices Education Committee the American Translators 18 Veteran Interpreter Has Been at Center of Mideast Talks Association By Robin Wright U.S. diplomats who have devoted their careers to brokering peace say Gamal Helal has Editor played a quiet but pivotal role in the Middle East policies of the past three administrations. Jeff Sanfacon [email protected] 19 And Furthermore ... Still More Things Freelance Translators Can Do to Ensure Payment Proofreader By Wendy Griswold Sandra Burns Thomson What can you do to help prevent payment problems? Design/Layout 21 I’m a freelance translator. What taxes do I have to pay? When do I pay? Ellen Banker/Amy Peloff By John Matthews Advertising We may charge so many cents per word, but how much are we going to pay in taxes and Matt Hicks how much are we going to keep in our pockets? McNeill Group Inc. 23 Teaching Consecutive Note-Taking [email protected] By Holly Mikkelson (215) 321-9662 ext. 19 One of the biggest difficulties facing both students and practitioners of consecutive Fax: (215) 321-9636 interpreting is preventing the act of taking notes from interfering with the more important process of listening to and analyzing the source message. Executive Director Walter Bacak [email protected]
Membership and General Information Columns and Departments Maggie Rowe 6 About Our Authors [email protected] 12 From the Executive Director website: www.atanet.org 14 Letter to the Editor 49 Dictionary Reviews 52 The Translation Inquirer 54 Humor and Translation 56 ATA Certification Exam Information 56 New ATA-Certified Members and Active Membership Review 58 ATA Chapters, Affiliated Groups, and Other Groups 62 Directory of Language Services
American Translators Association 225 Reinekers Lane, Suite 590 • Alexandria VA 22314 Tel: (703) 683-6100 • Fax: (703) 683-6122 E-mail: [email protected] • Website: www.atanet.org The 2006 Chronicle A Publication of the American Translators Association Editorial Calendar Chronicle 1999 FIT Best Periodical Award Winner
January Submission Deadline: The ATA Chronicle Submission Guidelines November 15 The ATA Chronicle enthusiastically encourages members to submit articles of interest to the fields of February translation and interpretation. Submission Deadline: 1. Articles (see length specifications below) are due the first of the month, two months prior to the December 1 month of publication (i.e., June 1 for August issue). 2. Articles should not exceed 3,500 words. Articles containing words or phrases in non-European March writing systems (e.g., Japanese, Arabic) should be submitted by mail and fax. Submission Deadline: 3. Include your fax, phone, e-mail, and mailing address on the first page. January 1 4. Include a brief abstract (two sentences maximum) emphasizing the most salient points of your April article. The abstract will be included in the table of contents. Submission Deadline: 5. Include a brief biography (three sentences maximum) along with a picture (color or B/W). Please February 1 be sure to specify if you would like your photo returned. Do not send irreplaceable photos. 6. In addition to a hard copy version of the article, please submit an electronic version either on May disk or via e-mail ([email protected]). Submission Deadline: 7. Texts should be formatted for Word or Wordperfect 8.0. March 1 8. All articles are subject to editing for grammar, style, punctuation, and space limitations. June 9. A proof will be sent to you for review prior to publication. Submission Deadline: Standard Length April 1 Letters to the editor: 350 words; Op-Ed: 300-600 words; Feature Articles: 750-3,500 words; July Column: 400-1,000 words Submission Deadline: (See Chronicle editorial policy—under Chronicle—at www.atanet.org) May 1
August Submission Deadline: June 1 An Easy Reference To ATA Member Benefits
September Your ATA membership has never been more valuable. Take advantage of the discounted programs and Submission Deadline: services available to you as an ATA member. Be sure to tell these companies you are an ATA member and July 1 refer to any codes provided below. Business Owners Insurance Life and Disability Insurance October Hays Affinity Solutions (HAYS) Mutual of Omaha Submission Deadline: August 1 (866) 310-4297 • (202) 263-4016 (800) 624-5554 • (402) 342-7600 [email protected] or www.mutualofomaha.com November/December [email protected] Submission Deadline: http://ata.haysaffinity.com Overnight Delivery/Express Package Service September 1 UPS Collection Services/Receivables Management Reference Code: C0000700415 Dun & Bradstreet (800) 325-7000 Mike Horoski www.ups.com (800) 333-6497 ext. 7226 Moving? Find an (484) 242-7226 Professional Liability Insurance error with your [email protected] Hays Affinity Solutions (HAYS) (866) 310-4297 • (202) 263-4016 address? Credit Card Acceptance Program/Professional [email protected] Services Account http://ata.haysaffinity.com NOVA Information Systems We’ve done everything possible to Reference Code: HCDA Retirement Programs ensure that your address is correct. But (888) 545-2207 • (770) 649-5700 Washington Pension Center sometimes errors do occur. If you find (888) 817-7877 • (301) 941-9179 that the information on the mailing label MasterCard is inaccurate or out of date, please let us MBNA America Website Development know. Send updates to: Reference Code: IFKV Two Rad Technologies (800) 847-7378 • (302) 457-2165 [email protected] The ATA Chronicle • 225 Reinekers Lane, www.atanet.org/radtown Suite 590 • Alexandria, VA 22314 Fax (703) 683-6122 • ...And, of course, as an ATA member you receive discounts on the Annual Conference registration fees and ATA [email protected] publications, and you are eligible to join ATA Divisions, participate in the online Translation Services Directory, and much more. For more information, contact ATA (703) 683-6100; fax (703) 683-6122; and e-mail: [email protected].
4 The ATA Chronicle | November/December 2005 28 Working with a Translation Editor: Improving Your Translations While Increasing Your Productivity By Elizabeth Vaughan Urner The ATA Chronicle (ISSN Working with a translation editor can improve your productivity—and the quality of 1078-6457) is published your translations. monthly, except bi-monthly in November/December, by the American 29 Symposium on Teaching Consecutive Interpreting Translators Association, By Carol J. Patrie 225 Reinekers Lane, Suite A landmark symposium brought spoken and signed language interpreter educators 590, Alexandria, VA together to discuss teaching consecutive interpreting in Portland, Oregon. 22314. Periodicals postage paid at Alexandria, Virginia, and 33 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse? additional mailing offices. By Claudia V. Angelelli POSTMASTER: Send It is evident that a serious discussion on healthcare interpreting education is long address changes to The overdue. Confusing education with training will not take us far. ATA Chronicle, 225 Reinekers Lane, Suite 590, Alexandria, VA 39 Using Reference Resources for Haitian Creole: Some Advice for Translators 22314. The American By Sharon M. Bell Translators Association A translator shares her advice and experiences working with Haitian Creole dictionaries (ATA) was established in while translating Jacques Stephen Alexis’ Romancéro aux étoiles. 1959 as a not-for-profit professional society to foster and support the professional development Take Advantage of Retirement Programs of translators and Washington Pension Center interpreters and to Your Member Benefits promote the translation (888) 817-7877 • (301) 941-9179 and interpreting professions. The subscription rate for a member is $43 (included in the dues payment). The Display Advertising Index U.S. subscription rate for a non-member is $50. ATA’s Subscribers in Canada Membership 2 Atril and Mexico add $25; all www.atril.com other non-U.S. Directory subscribers add $45. 9 Central Intelligence Agency (CIA) Single copies are available Keeps You www.cia.gov for $5 per issue. Connected 13 Cybertec USA All Year Long Reprint Permission: www.cybertecusa.com Requests for permission to reprint articles should be You’ll find the most up-to-date 15 Monterey Institute sent to the Chronicle editor www.miis.edu contact information for your at [email protected]. ATA colleagues online, day 13 National Center for Interpretation or night! Search by name, [email protected] location, even by email 63 National Security Agency (NSA) address—just click www.nsa.gov/careers www.atanet.org/ 7 SDL International membersonly. 16 www.sdl.com/synergy 17
64 TRADOS/ProZ www.sdl.com/products
61 WordFinder Software International AB www.wordfinder.com
The ATA Chronicle | November/December 2005 5 About Our Authors...
Claudia V. Angelelli, an Wendy Griswold is a Carol J. Patrie, Ph.D., is a ATA director and associate freelance Spanish→English national and international professor of Spanish translator based in consultant on interpretation linguistics at San Diego Arlington, Virginia. She and teaching interpretation. State University, holds a holds a master’s degree in She is the author of The Ph.D. in educational public administration and a Effective Interpreting Series linguistics from Stanford University and graduate certificate in Spanish translation. and Interpreting in Medical, Legal, and an M.A. in teaching foreign languages. In previous lives, she worked for the U.S. Insurance Settings, all published by She is the author of Medical Interpreting State Department, the Internal Revenue DawnSignPress. Her most recent release and Cross-cultural Communication and Service, and interned at the Library of in The Effective Interpreting Series is the Re-visiting the Role of the Interpreter: A Congress. Contact: [email protected]. fifth installment, Simultaneous Study of Conference, Court, and Medical Interpreting from English. Contact: Interpreters in Canada, Mexico, and the John Matthews is a [email protected]. United States. She developed the first freelance translator. He has empirically-driven language proficiency been a member of ATA and Elizabeth Vaughan Urner, principal editor and interpreter readiness test for The the Mid-America Chapter at Mot Juste, has been a technical writer California Endowment and Hablamos of ATA for more than 20 and editor since 1984, working in the Juntos. She is a director of the American years, and is ATA-certified software and semiconductor industries Translation Studies Association, and an in Japanese→English translation. He has before discovering the joys of translation advisor for the National Council of also prepared income taxes for clients at editing. Contact: [email protected]. Interpreters in Health Care and Hablamos H&R Block for several years, and offers Juntos. Contact: [email protected]. insights on tax matters of interest to the Robin Wright is a Washington Post staff translation and interpreting profession. writer. Sharon M. Bell lives in Contact: [email protected]. Kent, Ohio, where she teaches Caribbean Holly Mikkelson is an adjunct professor literature and general, at the Graduate School of Translation and business, scientific, and Interpretation at the Monterey Institute of Take Advantage of medical translation International Studies. She is an ATA- (French→English) to graduate and certified (Spanish↔English) translator Your Member Benefits undergraduate students in the French and a state and federally certified court translation program at Kent State interpreter who has taught translation and University. Her career as a translator interpreting for over 25 years. She is the Collection Services/Receivables began with her translation of Jacques author of the Acebo interpreter training Management Stephen Alexis’ Romancéro aux étoiles, manuals as well as numerous articles on Dun & Bradstreet and has included such experiences as an translation and interpretation. She has Mike Horoski internship over two summers as a consulted with many state and private (800) 333-6497 ext. 7226 scientific translator with Northwest and entities on interpreter testing and training, (484) 242-7226 Alaska Fisheries Center in Seattle. Contact: and has presented lectures and [email protected] [email protected]. workshops to interpreters and related professionals throughout the world. Contact: [email protected]. The Changing Tides of Translation
ATA Translation Company Guide to ATA Division 7th Annual Conference Continuing Education Points April 20-23, 2006 Check it out at www.atanet.org See page 48 for details! (click on certification)
6 The ATA Chronicle | November/December 2005
Honors and Awards: Calls for Nominations and Applications
ATA Alexander Gode Medal The Alexander Gode Medal, the American Translators Association’s most prestigious award, is presented to an individual or institution for outstanding service to the translation and interpreting professions. This award may be given annually. Individuals or institutions nominated do not have to be members of ATA; however, a history of constructive rela- tions with ATA and the language professions in general is desirable. Nominees do not have to be U.S. citizens. Petitions and letter campaigns are not encouraged. Nominations should include a sufficiently detailed description of the individual’s or institution’s record of service to the translation and/or interpretation professions to enable the Honors & Awards Committee to draw up a meaningful short list for approval by the ATA Board of Directors.
Nomination Deadline: May 1, 2006.
ATA 2006 Lewis Galantière Award
The American Translators Association invites nominations for the 2006 Lewis Galantière Award. This award is bestowed biennially in even-numbered years for a distinguished book-length literary translation from any language, except German, into English published in the United States. (A German translation award is awarded in odd-numbered years.) To be eligible for the award, to be presented at the ATA Annual Conference in New Orleans, Louisiana (November 2-5, 2006), the published translation must meet the following criteria:
¥ The work was translated from any language, except German, into English. ¥ The work was published in the United States in 2004 or 2005. ¥ The translator’s name appears on the title page, preferably on the dust jacket. (Preference will be given to works that include a translator’s biographical information.) ¥ The translator need not be an ATA member, but must be a U.S. citizen or resident. ¥ The nomination must be submitted by the publisher of the translated work.
The nomination must include the following: ¥ A cover letter with complete publication information for the work being nominated; ¥ A brief vita of the translator; ¥ At least two copies of the nominated work with one extra copy of the dust jacket; ¥ Two copies of at least 10 consecutive pages from the original work keyed to the page numbers of the translation (this item is essential!); ¥ Two copies of the translated pages that correspond to the 10 consecutive pages provided from the original work.
Nomination Deadline: May 1, 2006. Publishers are encouraged to submit nominations early!
Award: $1,000, a certificate of recognition, and up to $500 toward expenses for attending the ATA Annual Conference in New Orleans, Louisiana (November 2-5, 2006).
This award honors distinguished ATA founding member Lewis Galantière (1894-1977). His translations from French drama, fiction, poetry, and scholarship enriched cultural life during the middle decades of the 20th century, and are still being read a quarter century after his death. Continued on p.10
CICLing—2006 See 7th International Conference on February 19-25, 2006 www.cicling.org/2006 Intelligent Text Processing and Mexico City, Mexico for more details! Computational Linguistics
8 The ATA Chronicle | November/December 2005 CENTRAL INTELLIGENCE AGENCY Intelijen Nachrichtendienst
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Foreign Language Instructors. One of the most important contributions you can make to meeting the mission of the CIA is enabling others to understand world cultures. Your native-level fluency and expert knowledge of a foreign region’s history, customs, politics and economy will strengthen your students’ ability to communicate with others and work in locations around the world. In return, you’ll earn a competitive salary and receive a hiring bonus — while supporting the efforts of American foreign policy. Applicants must successfully complete a thorough medical and psychological exam, a polygraph interview and an extensive background investigation. As part of the screening process, elected applicants must take proficiency tests in their native language. US citizenship is required. An equal opportunity employer and a drug-free work force. To learn more and apply, visit: www.cia.gov
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The ATA Chronicle | November/December 2005 9 ATA 2006 Student Translation Award In 2006, the American Translators Association will award a grant-in-aid to a student for a literary or sci-tech translation or translation-related project. The award, to be presented at ATA’s Annual Conference in New Orleans, Louisiana (November 2-5, 2006), is open to any graduate or undergraduate student, or group of students, attending an accredited college or university in the United States. Preference will be given to students who have been or are currently enrolled in translator training pro- grams. Students who are already published translators are ineligible. No individual student may submit more than one entry. The project, which may be derived from any facet of translation studies, should result in a project with post-grant applicability, such as publication, a conference presentation, or teaching material. Computerized materials are ineli- gible, as are dissertations and theses. Translations must be from a foreign language INTO ENGLISH. Previously untranslated works are preferred. Applicants must complete an entry form (available from ATA Headquarters) and submit a project description not to exceed 500 words. If the project is a translation, the description must present the work in its context and include a sub- stantive statement of the difficulties and innovations involved in the project and the post-competition form the work will take. The application must be accompanied by a statement of support from the faculty member who is supervising the project. This letter should demonstrate the supervisor’s intimate familiarity with the student’s work, and include detailed assessments of the project’s significance, and of the student’s growth and development in translation. If the project involves an actual translation, a translation sample of not less than 400 and not more than 500 words, together with the corresponding source-language text, must accompany the application. The translation sample may consist of two or more separate passages from the same work. For poetry, the number of words must total at least 300.
Application Deadline: April 17, 2006.
Award: $500, a certificate of recognition, and up to $500 toward expenses for attending the ATA Annual Conference in New Orleans, Louisiana (November 2-5, 2006). One or more certificates may also be awarded to runners-up.
Please send your nominations and/or applications for any of the above awards and honors to: Marilyn Gaddis Rose, Chair, ATA Honors & Awards Committee ¥ American Translators Association 225 Reinekers Lane, Suite 590 ¥ Alexandria, VA 22314 ¥ Phone: 703.683.6100, Fax: 703.683.6122, E-mail: [email protected]
2006 Harvie Jordan Scholarship ATA Spanish Language Division
Purpose: To promote, encourage, and support leadership and professional development of translators and interpreters within ATA’s Spanish Language Division and to honor Harvie Jordan’s lifetime contributions as a language professional.
Description of Award: Paid registration to ATA’s Annual Conference or the SPD Annual Conference, as desired.
Eligibility: Limited to ATA Spanish Language Division members in good standing with two or more years of membership.
Deadline: September 18, 2006 Criteria for Selection: 1. Demonstrated leadership skills and career goals; 2. ATA Spanish Language Division involvement and commitment to service; 3. Special contributions to translation and interpretation.
Please limit your response to each of the selection criteria above to 100 words or less. Send your application via e-mail to AFTI at: [email protected].
Applications will be numbered, de-identified, and distributed to the Scholarship Selection Committee. The Selection Committee will consist of leaders of ATA’s Spanish Language Division.
All selections are final. The number of scholarships available will depend on the funds available. Scholarship winners will be asked to contribute an article to Intercambios, the SPD newsletter, reporting on the conference or a session they attended.
10 The ATA Chronicle | November/December 2005 S. Edmund Berger Prize In Excellence in Scientific and Technical Translation The ATA and the American Foundation for Translation and Interpretation (AFTI) invite nominations for the annual S. Edmund Berger Prize.
The $1,000 prize is offered to recognize excellence in scientific and technical translation by an ATA member.
Individual translators or translation companies wishing to nominate a translator for this prestigious award may obtain a nomination form from the AFTI website (www.afti.org) or from AFTI at the following address:
AFTI ¥ Columbia Plaza—Suite 101 ¥ 350 East Michigan Avenue ¥ Kalamazoo, MI 49007
Nominations must be received by September 18, 2006, and will be judged by a three-member national jury. The recipient of the award will be announced during the 2006 ATA Annual Conference in New Orleans, Louisiana (November 2-5, 2006).
American Foundation for Translation and Interpretation JTG Scholarship in Scientific and Technical Translation or Interpretation
This is a $2,500 non-renewable scholarship for the 2006-2007 academic year for students enrolled or planning to enroll in a degree program in scientific and technical translation or in interpreter training. Eligibility: 1. Applicants must be graduate or undergraduate students enrolled or planning to enroll in a program leading to a degree in scientific and technical translation or in interpretation at an accredited U.S. college or university. 2. Applicants must be full-time students who have completed at least one year of college or university studies. 3. Generally, an applicant should present a minimum GPA of 3.00 overall and a 3.50 in translation- and interpretation-related courses. 4. Applicants should have at least one year of study remaining in their program; however, in certain circumstances, one residual semester may be accepted. 5. Applicants must be U.S. citizens. Selection Criteria: 1. Demonstrated achievement in translation and interpretation; 2. Academic record; 3. Three letters of recommendation by faculty or nonacademic supervisor; 4. A 300-500-word essay outlining the applicant’s interests and goals as they relate to the field of translation or interpretation. Application Process: 1. Application forms may be obtained by contacting the American Foundation for Translation and Interpretation at: Columbia Plaza, Suite 101, 350 East Michigan Avenue, Kalamazoo, MI 49007; or by e-mail at [email protected]. 2. Completed applications must be received by AFTI by June 1, 2006 3. A completed application consists of: a) Application cover sheet; b) Three letters of recommendation in a sealed envelope with recommender’s signature over the envelope flap; c) Essay; d) A copy of the applicant’s academic record with a copy of the major/minor or other program form, or a departmental statement of admission to the translation or interpretation program. Award: A national award committee will announce the name of the scholarship award winner by the end of August 2006. The committee’s decision is final. Disbursement of the award will occur at the beginning of the Fall Semester, 2006.
The ATA Chronicle | November/December 2005 11 Walter Bacak, CAE From the Executive Director [email protected] Customer Care Initiative, Membership, and the 2007 Annual Conference
ustomer Care Initiative. This 2005 Membership in Record Conference was set for the past year, under the direction of Territory. ATA membership is in Fontainebleau Resort in Miami CATA President Scott Brennan, record territory with 9,429 members so Beach, however, the hotel has notified the ATA Board and staff have taken a far in 2005. The previous record was us that it will be undergoing major thorough look at our internal prac- 9,041, set in 2003. Thank you for renovations from April 2006 through tices in serving and communicating joining and for making ATA the December 2007. However, we were with ATA members and potential thriving organization that it is. Which fortunate to find the 2008 host hotel— members. We have taken the next step leads me to…. the San Francisco Hyatt Regency— and are now surveying the entire had availability for the same time in membership to learn the answers to 2006 Membership Renewals. 2006 2007. So, we are going to California a such important questions like what is ATA membership renewal notices are year earlier than planned. important to you in a professional scheduled to be mailed in late For your reference, the future con- association, how ATA is doing, what November. Once again, you will be ference sites are: New Orleans in needs to be improved, how you would able to renew online, by fax, or by 2006; San Francisco in 2007; New like to see it improved, and more. mail. To renew online, please go to the York City in 2009 (ATA’s 50th If you did not receive a copy of members only section of ATA’s web- anniversary); and Denver in 2010. the survey, please contact ATA site. The renewal application will be We are still investigating our Headquarters at (703) 683-6100. It posted on the website in late options with the Fontainebleau will only take about 10 minutes to November. Be sure to renew so you Resort and other cities for 2008. Once complete, but will go a long way don’t miss out on all the valuable ATA the contract for the 2008 meeting is toward making ATA better for you. member benefits. signed, the information will be pub- We are working with an outside cus- lished in the Chronicle and posted on tomer care consultant to review and 2007 ATA Annual Conference Site the website. interpret the data and then offer rec- Change. The conference site has been- ommendations as to how ATA can changed for the 2007 ATA Annual better meet your needs. Conference. The 2007 Annual
Second Annual School Outreach Contest Join ATA’s School Outreach movement and start educating clients one classroom at a time.
It’s easy • It’s fun • It’s free … and it could win you free registration to next year’s conference in New Orleans, November 2-5, 2006.
1. Visit the ATA School Outreach Welcome Page at www.atanet.org/ata_school/welcome.htm. 2. Pick the age level you like the best and click on it. 3. Download a presentation and deliver it at your local school or university. 4. Get someone to take a picture of you in the classroom. 5. Send it to ATA’s Public Relations Committee at [email protected] (subject line: School Outreach Contest) or to 225 Reinekers Lane, Suite 590, Alexandria, VA 22314. Please include your name and contact information, the date, the school’s name and location, and a brief description of the class. The deadline for submissions is July 14, 2006.
The best photograph wins free registration to ATA’s 2006 Annual Conference in New Orleans! The winner will be contacted no later than August 18, 2006. You may submit multiple entries, and any member of ATA or of any ATA-affiliated organization is eligible to enter.
Any questions? Contact: Amanda Ennis, [email protected] or Lillian Clementi, [email protected]
12 The ATA Chronicle | November/December 2005 New Business Practices Education Committee
t its meeting in July 2005, in contractors with the tools they need to response to a perceived need succeed as businesspersons. It will sys- Afor business information rele- tematically address a variety of issues vant to the translation and interpreta- related to working successfully as an tion industry, the Board of Directors independent contractor. The committee established a new committee specif- specifically plans to: ically dedicated to educating ATA members about sound business ¥ Offer a Yahoo! group for dis- practices. Independent contractors, cussing business issues. This is a who make up about 70% of ATA’s list set up exclusively for ATA membership, are at the forefront of a members and operated by a group new business model that allows of volunteers. You can join this list at skilled practitioners to sell their http://finance.groups.yahoo.com/ knowledge and skills to a variety of group/ata_business_practices. clients without the security of a large employer or the availability of ¥ Set up a new “question and other company services. As a conse- answer” column in the ATA quence, we find ourselves involved Chronicle for public discussion of in activities such as marketing, common (or even unusual) accounting, making collection business problems in the transla- attempts, and vetting customers. But tion/interpreting industry. while many of us have outstanding qualifications in our respective ¥ Publish a series of articles in the The University of Arizona fields of expertise and in our lan- ATA Chronicle discussing sound National Center for Interpretation guage combinations, very few free- business practices with particular lancers have formal training in focus on the freelance translation Spanish/English Legal Seminars business matters. business, possibly to be edited into Although the growth of the Internet book form at a later date. Intro. To Interpretation Oct. 14-16 Phoenix Intro. To Interpretation Oct. 21-23 Tucson has given freelance translators and Adv. Interpretation Nov. 18-20 Tucson interpreters better access to business ¥ Compile a searchable knowledge advice and communication platforms, database of information about spe- Great training Opportunities for all including opportunities to discuss pay- cific situations. Interpreters seeking career advancements! ment practices, the new Business Practices Education Committee, This new effort can be successful Intro. To Interpretation Feb. 10-12 Phoenix chaired by ATA Directors Nicholas only with contributions from a wide Intro. To Interpretation Feb. 17-19 Tucson Adv. Interpretation Mar. 17-19 Tucson Hartmann and Dorothee Racette, will range of members, from newcomers look for ways to present this material in to life-long practitioners. Please send a comprehensive format. us your questions, suggestions, expe- Faculty includes leaders in the field of specialized interpretation Avoidable mistakes can occur riences, and ideas for articles. when entering into business relation- Together we can identify and pro- ships, leading to complaints and frus- mote the practices that let us make the Non Language Specific Legal Seminars tration. Under the ATA Bylaws, the most of our job skills, and help us Legal Interpretation Nov. 4-6 Phoenix Ethics Committee has no authority to build successful careers as inde- Legal Interpretation Mar. 31-Apr. 2 Phoenix resolve individual business disputes or pendent contractors. unsatisfactory business relationships For questions and suggestions Medical/Certification unless a gross ethical violation has please contact Nicholas Hartmann Prep. Training Available taken place. The new Business ([email protected]) or Dorothee Practices Education Committee is not Racette ([email protected]). For More Information [email protected] set up to adjudicate individual con- (520) 621-3615 flicts, but wants to provide independent
The ATA Chronicle | November/December 2005 13 Letter to the Editor
Guilt by Inference
e feel compelled to convey appreciate its efforts to inform the such information is routinely pro- our concern as ATA members association’s membership about the vided to interpreters working in the Wabout the public statement on facts in this highly political case, we federal courts, and the new federal the Mohamed Yousry case issued by deeply regret that it chose to take interpreter contract does not even ATA’s Board of Directors and the such a clear-cut position against a mention professional ethics and stan- National Association of Judiciary member of our profession. dards of conduct for interpreters. We Interpreters and Translators (NAJIT). We fear that in similarly high-pro- expect ATA to point out this negli- The initial message sent to ATA’s file cases, lawyers will be reticent to gence on the part of the court admin- membership stressed the complexity take on the task of defending individ- istration—and work to address of the case and the need for members uals zealously, however condemnable it—when failure to comply with such “to acquaint themselves thoroughly the acts purportedly committed, and unknown standards and law can land with the transcripts and facts of the they will not be able to secure the an interpreter in the dock. case.” Thanks to the links given in assistance of qualified interpreters. We regret that the ATA/NAJIT that message, we were able to read The statement stressed the need to public statement failed to raise these transcripts and to consult some of the rely on “interpreters and translators concerns and, further, repeatedly recommended sites. From that [...who] possess a profound and prac- implied that Mr. Yousry was guilty, in reading, it appears that major issues tical knowledge of their role, profes- contradiction with ATA principles. We were raised during the trial, including sional protocols, and ethical appreciate the Board’s difficult job and notably the threat to Constitutional responsibilities.” This is true and well hope that our comments will provide protection of client-attorney commu- worth stressing, but the best attempt food for thought and discussion among nication, in which interpreters often at ethical conduct alone may not suf- ATA members and, perhaps, prevent play a key role. fice. No interpreter should be repeating in the future what we con- In its first message, ATA/NAJIT expected to make decisions on issues sider an act of misjudgement. also wrote, “As a matter of principle of law about which even attorneys our organizations do not take a posi- disagree vehemently, and then be September 28, 2005 tion about the guilt or innocence of held criminally liable for those deci- individuals involved in a criminal sions. There appears a genuine risk, Janice Becker case.” We agree. in the post-9/11 climate in the U.S., Active Member, ATA The ATA/NAJIT public statement, that professional interpreters can no however, used language that we find longer “practice their profession Moira Pujols biased: “indications are ... that” or secure in the knowledge that their Active Member, ATA “When interpreters step out of that code of ethics and guidelines both Active Member, NAJIT prescribed role,” without further serve and protect them and their explanation. Professor Yousry may— clients.” Jackie Reuss or may not—have “stepped out of his Further, the ATA/NAJIT statement Corresponding Member, ATA prescribed role.” The public state- overlooked the role of the federal Member, Société Française ment clearly implies that he did, courts in providing information and des Traducteurs thereby taking a position on direction to interpreters that clearly Professor Yousry’s guilt. We have no define their “professional protocols Nancy Snyder more expertise in criminal law than and ethical responsibilities” under Active Member, ATA the ATA Board does, and, while we federal law. To our knowledge, no
Board’s Response
Dear colleagues: Judiciary Interpreters and Translators 1. There is no doubt that Mr. Yousry (NAJIT) on the Mohamed Yousry case. stepped out of the prescribed role hank you for your thoughtful mes- I would like to respond to several for judiciary interpreters while sage of concern about the state- points. Dr. Alexander Raïnof, chair of providing interpreting services. Tment issued by the boards of the the NAJIT Board of Directors, concurs The evidentiary transcripts pro- American Translators Association in this response. vide ample and detailed instances (ATA) and the National Association of of actions that do not accord
14 The ATA Chronicle | November/December 2005 with the standard canons of ethics fulfilled in this case. NAJIT is process for defendants who for our profession (see Abdel in dialogue with the require interpreters, our two Rahman prison visit videotape Administrative Office of the associations have established a transcripts of May 19-20, 2000 at U.S. Courts and has empha- working group to study the www.lynnestewart.org/ sized the essential importance interpreter’s and translator’s transcripts.html). of preparation in ethics. The role with regard to “Special new federal-level contract will Administrative Measures.” This fact, however, says nothing include reference to standards whatsoever about Mr. Yousry’s for performance and profes- 5. We believe that it is proper and guilt or innocence. ATA and sional responsibility. necessary for professional NAJIT would not presume to organizations to be willing to make any judgment on that point, 3. At the same time, the responsi- speak out in cases that may and our public statement clearly bility for knowledge of and ful- involve a specific individual. To emphasized that fact. fillment of professional standards decline to take a stand about ultimately rests on the individual these aspects of a case because 2. You are correct in pointing out interpreter or translator. In the it involved a colleague would the need for federal courts— legal setting, competence goes have been to fail in our duty to and indeed any courts, agen- far beyond linguistic ability and the members of our profession cies, or organizations that must include knowledge of ethics and to those we serve. employ interpreters—to pro- and protocols. We issued our vide information and direction joint statement in order to help Recognizing that we may have to regarding professional proto- educate individuals, as well as “agree to disagree” about the cols and ethical responsibilities. the general public, about the very ATA/NAJIT statement, I would like Our statement referred to far serious obligations when pro- to thank you again for taking the time more than any single indi- viding services in this setting. to articulate your concerns. Our asso- vidual’s action. We spoke about ciations are the stronger for it. organizations—private as well 4. Recognizing and sharing the as governmental—because they concerns that you raise about Sincerely, have a responsibility which, as the possible impact of this case Scott Brennan best we can determine, was not on representation and due Immediate Past President, ATA
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The ATA Chronicle | November/December 2005 17 Veteran Interpreter Has Been at Center of Mideast Talks
By Robin Wright
The following originally appeared on 1983—Helal’s career is a living his- Palestinian territories will be when Tuesday, July 26, 2005; Page A17. tory of U.S. crisis management and they had an opportunity [for peace] ©2005 The Washington Post frustrated stabs at peace in the again. I was trying to tell him that this Reprinted with Permission world’s most volatile region. was an idea that should not be missed.” In late 2000, during President Bill But at the end of the hour, Helal ver the past 15 years, in one Clinton’s last-ditch peace effort said Arafat told him, “I can’t accept Middle East crisis after another, before leaving office, Helal was often it.” Helal told Clinton and Barak that O Gamal Helal has served as the the only person in the room at Camp Arafat had refused. “We continued to mouth of three presidents, five defense David when Clinton pressed meet, but it was clear that it was secretaries, and six secretaries of Palestinian leader Yasser Arafat to going nowhere,” Helal said. state—as well as assorted vice-presi- accept terms offered by Israel. In his U.S. diplomats who have devoted dents and national security advisers. their careers to brokering peace say As senior interpreter and guide to Helal has played a quiet but pivotal the Arab world, Helal is usually the “…It’s not just role in the Middle East policies of the little-noticed man in the middle. interpreting, it’s about past three administrations. During the first Bush and Clinton “He’s a man of rare insight and administrations, Helal was often the establishing full original analysis, not only in inter- back channel for U.S. mediators to communication, which preting Arabs to Americans but in the Arab world. “If I wanted to com- requires establishing a finding a connection point between municate something private and the two. He’s a bridge between polit- ensure that it would be conveyed personal relationship and ical cultures,” said Aaron Miller, a exactly the way I wanted it, I would creating an environment U.S. negotiator and adviser to six use Gamal,” said Dennis B. Ross, the secretaries of state who has worked former chief of Middle East peace for for it to flourish…” with Helal for almost 20 years. both presidents. “Most of my meet- “I’ve seen him in both Republican ings with Yasser Arafat would start memoirs, Clinton noted the “unique and Democratic administrations take off with my delegation, but the real role” Helal played in the crucial talks. senior officials by the hand and work would be done with just Arafat, “He understood the Middle East explain remarkably complicated situ- me, and Gamal.” and the role each member of the ations and problems. I’ve seen him After the Sept. 11, 2001, terrorist Palestinian delegation played in their communicate to secretaries of state attacks, Helal was President Bush’s deliberations, and Arafat liked him. and national security advisers in a voice as he reached out to the Arab He would become an adviser on my way that is respectful but firm and world to confront terrorism and team. On more than one occasion, his direct,” Miller added. “I’ve also seen Islamic extremism, conveying Bush’s insight and personal connection with him offer advice and negotiate with words during telephone calls and Arafat would prove invaluable,” Arabs in an effort to help negotiators official visits by Arab leaders. Clinton wrote in My Life. solve a problem. I’ve seen him tell For Helal, the assignments have At a critical juncture, as the talks Arafat things that his own advisers always involved more than inter- began to collapse, Clinton and Israeli would never say.” preting, particularly in this case. “We Prime Minister Ehud Barak asked Helal, Miller said, “has been in the were asking countries to do a lot for us Helal to speak with Arafat about the background way too long.” as we started to pull together a coalition historic opportunity he faced. Helal A genial man noted for his classy for the war on terrorism,” Helal spent an hour in Arafat’s cabin, one- ties, Helal was deeply involved in the recalled in a recent interview. “I had to on-one. first Bush administration’s attempts be in a position to convey not only the “I told him it was all now in his to avert war with Iraq 15 years ago. words, but the mood, the determina- hands and that he couldn’t use the He flew to Geneva with Secretary of tion, the ideas and the nuance of what excuse of other Arab countries having State James A. Baker III to issue an he [Bush] was saying.” control,” Helal said. “I told him that if ultimatum to Iraqi emissary Tariq Egyptian-born and U.S.-edu- he turned down this historic opportu- cated—he became a citizen in nity, God knows what size the Continued on p.22
18 The ATA Chronicle | November/December 2005 And Furthermore ... Still More Things Freelance Translators Can Do to Ensure Payment
By Wendy Griswold
Note: This information does not con- leagues to find out if anyone has had as it protects you in the event of a stitute legal advice or opinion. ATA experience with the client in question. default and subsequent costly collec- encourages all translators to make Beyond that, ask some questions of tion process: ‘Any unpaid balance their own independent business deci- the client directly. A reputable concern over 30 days is subject to finance and sions and avoid all activities that will volunteer this type of information collection charges.’” Rudy further might be considered anticompetitive and welcome your questions. Listen to advises, “When 30 days are up, we or in violation of the antitrust laws, the answers carefully, especially to must immediately send out a state- such as agreements on prices or fees what the answers don’t tell you. If a ment telling the client that he is late or agreements to refuse to do business project manager (except maybe a in payment. And repeat the statement with any company. brand new project manager) doesn’t every 15 days thereafter till the know the company’s payment terms account becomes current.” ne of the mistakes we freelancers off the top of his/her head, beware! If There may be danger signs after a often make is not taking steps to what the project manager describes is job has been submitted. Paying O collect until 30 or 60 days after different from what the purchase order careful attention could nip a problem submission of the job. Perhaps we says, beware! If you hear anything in the bud. should start the process before Let’s say, for example, you hand in accepting the assignment. a piece of work and the client tells you For information on protecting “…No matter how much there are problems with it (often a yourself through contracts, you may you trust the source, read prelude to withholding or reducing want to refer to Shari Voss’ excellent payment). Of course, since you take article, Good Contracts Make Good every word and question pride in your work and always try to Partners, in the September 2001 issue anything that doesn’t seem do a first-class job, you’re likely to of the ATA Chronicle. A general word appropriate…” react by promising to do anything of advice: no matter how much you short of selling your firstborn to make trust the source, read every word and it right. Take a deep breath. Ask ques- question anything that doesn’t seem remotely like, “45 days, but call me if tions. What is wrong? Who is dissatis- appropriate. Feel free to request you have any trouble and I’ll jump on fied? What has to be done to satisfy changes to a boilerplate contract. them,” expect trouble! them? When? Ask in writing, or at If a contract is not practical, a pur- If you decide to work with a par- least by e-mail. If you truly did a poor chase order, at least, is indispensable. ticular client despite some concerns, job, you may have to pay the price and But before you get to the purchase keep a record of what they tell you. learn from the experience. On the order, do a little investigating. The Keep a copy of every e-mail. You other hand, you may learn that the fact that a client is a dues-paying may need it later. problems aren’t that terrible after all. member of an organization or group is Your invoice should be sent out as Find out what changes were made to no assurance that he or she has that soon as possible after submission of your work and, most importantly, body’s stamp of approval. It takes just the job, and it should look as profes- what was actually submitted to the end a minute to check out a client on the sional as possible. This will tell your client. There is nothing wrong with Payment Practices List (www.trwen- client you’re knowledgeable, you’re asking for this information. If the terprises.com/payment_practices.htm) organized, and you’re running a busi- client is reluctant to supply this type of or Translator Client Review [TCR] ness, not a hobby. If your attorney or information, you may have a reason to (www.tcrlist.com). Often people will accountant blesses the wording, question their assessment of your feel uncomfortable blatantly saying, better still. Absolutely, positively, work. If it happens to turn out that “This client is a problem.” You may indicate when payment is expected what they submitted to the end client have to look for subtler clues. and what the late fees are. This sug- was essentially your work after all, Statements such as, “I had to call the gestion was offered by Rudy Heller they’re going to have a hard time with- owner four times before I was paid, in the Capital Translator (newsletter holding or reducing payment. but she was always courteous,” should of the National Capital Area Chapter You may find that a client will pay tell you what you need to know. You of ATA): “Here is a line that ...should promptly once or twice, and then might also call some friends or col- be included in every single invoice, slide into a disturbing pattern. ➡
The ATA Chronicle | November/December 2005 19 And Furthermore ... Still More Things Freelance Translators Can Do to Ensure Payment Continued
Perhaps a couple of months go by. the amount of their “cash flow possible. When you reach this stage, Perhaps they pay only when they problem” changes drastically every another option you can consider, have more work for you, and then just time you talk to them, if the pro- short of sending the debt out for col- some of what they owe. Perhaps they posed payment date changes every lection or suing, is the collection keep sending the work, day after day time you follow up, if they “just letter. If you and the client happen to and week after week, and the checks changed accountants,” if “your check be in the same jurisdiction, your come less and less frequently. is in the mail” but never comes, if the attorney can send it. Otherwise, you How you handle these situations person you’ve been working with for can call the bar association in the will depend, at least in part, on your months is never around when you client’s jurisdiction and request a personal style and your working rela- call—well, there are still lots of referral to a local attorney who can tionship with the client. But you may things you can do. write the collection letter for you. want to consider: a) polite reminders; I like to assume, at least initially, If that fails, before you send the b) using the request that you do more that the problem is the result of some debt out for collection, check out sev- work for them as an opportunity to sort of error, and it generally is. Re- eral organizations that offer this remind them about the outstanding send the invoice, perhaps high- service and read the fine print. The cost debt; c) not accepting additional lighting the late payment charges. may be higher than you think, and I’ve work until the debt is paid; d) If the reminder doesn’t work, you always found the conditions under requesting full or partial payment in might try mentioning that you may be which collection agencies refer matters advance for additional work; or e) forced to send the account out for out to attorneys to be vague at best. negotiating a payment schedule for collection or file a complaint with the But perhaps the most important step outstanding amounts (a positive Better Business Bureau. There are we, as freelancers, can take is to work response may be a sign of good other organizations, such as The together with our professional organi- faith). Of course, you’ll have to mon- Translators and Interpreters Guild zations to ensure that all members— itor their compliance with any such (www.ttig.org), that offer to intervene independents, agencies, institutions, negotiated payment plan. with late-paying clients on their and students—adhere to the highest Perhaps they plead “cash flow members’ behalf. Another option ethical standards. As a start, I hereby problems” and ask for your patience. would be to have your attorney call. volunteer to collect readers’ additional Well, that may very well be the case, Alerting the client that your attorney suggestions for a future article. You can and we all have to bend a little. No is aware of the situation may be all reach me at [email protected]. good will come of antagonizing a that’s necessary. valued client or putting him and his If things get to this point, you staff out of business. You may be able probably will have made a conscious to work out some terms. decision that a continuing business But if they ignore those terms, if relationship with this client is not
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20 The ATA Chronicle | November/December 2005 I’m a freelance translator. What taxes do I have to pay? When do I pay?
By John Matthews
Note: This article also appeared in the and Medicare taxes, and our employer We estimate what our total annual MICATA Monitor, the newsletter of would pay the other half. As self- income and expenses will be. That the Mid-America Chapter of ATA employed translators, though, we pay determines what rate we use to calcu- (www.atamicata.org). The information the whole amount. We freelance trans- late the income tax. We also pay the in this article is not intended to consti- lators pay 15.3% on our net earnings self-employment tax at the same time. tute legal, financial, or other business (profit) in self-employment tax. By the payment due dates above, advice. Each individual or company Therefore, on Mary’s profit of $20,000 we need to send our remittances to should make its own independent busi- for her translation jobs, her self- the U.S. Treasury/IRS and to our ness decisions and consult its own employment tax will be about $3,060. state Department of Revenue. Cities legal, financial, or other advisors as Mary works in Kansas City, generally don’t require quarterly pay- appropriate. The views expressed here Missouri. Her state income tax will be ments, so we pay them by the due are not those of ATA or MICATA. about 4% of her net earnings, so around date, in many cases by April 15 of the $816. And the city profits tax, which is following year. s self-employed freelance 1% of her earnings, will be $200. This is not an easy process, espe- translators, this is a very cially in the first or second year of A important question we face business, so I suggest you check out when determining how much we “…Each taxpayer’s the IRS website for further information should charge for our services. We circumstances are unique, at www.irs.gov/taxtopics/tc355.html may charge so many cents per word, or www.irs.gov/publications/p505/ but how much are we going to pay in so you should always ch02.html. You should also check the taxes and how much are we going to check with your tax tax information that pertains to your keep in our pockets? state and city. We self-employed people pay fed- advisor…” The IRS says that self-employed eral income tax, self-employment people should pay estimated taxes if tax, and, in most cases, state income they will owe tax amounting to tax. Some of us who live in large That’s a total of $2,642 + $3,060 + $1,000 or more. To avoid a penalty, at cities, like Kansas City or St. Louis, $816 + $200 = $6,718. So, Mary pays least 90% of the estimated tax should also pay an earnings tax or profits about 34% of her profit in federal, be paid by January 15, the end of the tax. In other locales, there may also state, and local income taxes. fourth quarter. States generally be other taxes. As you can see in this case, her follow similar guidelines. Say, for example, Mary Q. self-employment tax is greater than The IRS also says that if we pay at Translator has taxable income of her income tax. least 100% of the tax we owed last $20,000 this year. This will put her in The federal and state governments year in estimated taxes this year, they the 15% tax bracket. generally require taxpayers to pay won’t assess a penalty on us. So we In round numbers, therefore, the these taxes on an “as-you-go” basis. can usually avoid any penalty if we federal income tax on the $20,000 from They require us to pay our estimated pay in estimated taxes the same her translation jobs will be $2,642 annual taxes in equal quarterly amount we owed last year. (10% of the first $7,150 and 15% of the installments, or in some cases after Once we start paying estimated remainder). (It certainly could be less the quarter of the year in which we taxes, the IRS and the state than that, but for simplicity’s sake in receive payment for our services. The Department of Revenue will usually this example, let’s just assume that first quarter of the year is January, send us pre-printed estimated tax these are the exact figures.) February, and March, and we pay by vouchers to send with our payments. Self-employment tax is the Social April 15. The second quarter is April They leave the dollar amount blank for Security tax and Medicare tax that we and May, and we pay by June 15. The us to fill in. You can get the payment pay on our earnings from our business third quarter is June, July, and slips you need for 2005, a worksheet, as self-employed translators. If we August, and we pay by September and information at www.irs.gov/pub/ were employed by a translation com- 15. The fourth quarter is September, irs-pdf/f1040es.pdf. pany as an in-house translator, we October, November, and December, As always, the information here is would pay half of our Social Security and we pay by January 15. general in nature. There are ➡
The ATA Chronicle | November/December 2005 21 I’m A Freelance Translator. What Taxes ... ? Continued some exceptions or variations on these rules. There are some additional deductions that may lower these Attention taxes, but this is beyond the scope of this article. Each taxpayer’s circum- Exhibitors stances are unique, so you should th always check with your tax advisor. 47 Annual Conference of the American Veteran Interpreter Has Been at Center of Mideast Talks Translators Continued from p. 18 Association
Aziz to withdraw from Kuwait. When he emerged, he was sweating so Baghdad’s 1990 invasion had thrown profusely that Bush came over with a New Orleans, the oil-rich Gulf into crisis overnight. wet towel and wiped Helal’s fore- Louisiana By January 1991, the United States head—a scene captured by a White November 2-5, 2006 had mobilized a coalition of a half- House photographer. million troops to confront the govern- Just last week in Sudan, when much Plan now to exhibit at the ment of Saddam Hussein. of Secretary of State Condoleezza American Translators During the six-hour crisis talks, Rice’s staff was barred from entering a Association’s 47th Annual Baker presented Aziz with a letter meeting with the president by aggres- from President George H.W. Bush sive security guards, Helal was among Conference in New telling Iraq to withdraw—or else, those left outside. Rice spent more Orleans, Louisiana, Helal recalled. “As Aziz was reading than five minutes sitting uncomfort- November 2-5, 2006. it, his hand was shaking,” he said. ably with the president, Lt. Gen. Omar Exhibiting at the ATA “Aziz claimed it was not written in Hassan Bashir, who speaks no English. Annual Conference offers diplomatic language and was a threat, Helal, cursing at the guards in Arabic, the best opportunity to not diplomatic. He refused to take it, was finally let in when he convinced market your products and and the letter was left on the table.” them their president might be dis- services face-to-face to Helal interpreted as Baker warned pleased by his absence. more than 1,300 translators Aziz that if Baghdad did not with- “People assume you’re like a and interpreters in one draw its troops from Kuwait, Iraqi device that can be turned on and off. location. Translators and forces would be forcibly ejected and But it’s not just interpreting, it’s interpreters are consumers Iraq’s ability to defend itself would about establishing full communica- return to “the stone age.” Throughout tion, which requires establishing a of computer hardware and it all, Helal recalled, Baker was personal relationship and creating an software, technical publica- “extremely cool.” environment for it to flourish,” Helal tions and reference books, Helal has had some unusual rewards reflected. “What constitutes logic in office products, and much for his efforts. At a summit in the one society does not necessarily con- more. For additional infor- Egyptian desert resort of Sharm el- stitute logic in another. You bridge mation, please contact Matt Sheikh in 2003, Helal was the inter- the gap by fully understanding pat- Hicks, McNeill Group Inc.; preter for Bush’s meeting with Arab terns of thinking in both cultures… mhicks@mcneill- leaders. Helal spent more than an hour knowing how to structure an argu- group.com in a makeshift outdoor interpreter’s ment in a way that makes sense to the (215) 321 9662, ext. 19; booth, as the temperature rose to about other side—all in a split second.” Fax: (215) 321-9636. 115 degrees, he recalled. “I was in a suit and tie and about to faint,” he said.
22 The ATA Chronicle | November/December 2005 Teaching Consecutive Note-Taking
By Holly Mikkelson
onsecutive interpreting involves secutive interpreting is preventing the When to Introduce Note-Taking listening to a source-language act of taking notes from interfering As indicated previously, once stu- C message lasting anywhere from with the more important process of lis- dents have a pen in their hands, it is 1-15 minutes and then providing an tening to and analyzing the source mes- difficult for them to resist trying to interpretation into the target language sage. No matter how much teachers write down everything the speaker after the speaker/signer stops. For stress that note-taking is a supplement says. Therefore, it is important to shorter messages (“short consecu- to human memory and that listening give them confidence in their lis- tive”), most interpreters are able to should always take precedence, once tening and memory skills before develop their listening and memory they begin writing, students usually allowing them to try taking notes of skills to the point where they are able have an overwhelming temptation to any sort. Most teachers of consecu- to recall the full content of the source simply scribble as much as possible so tive interpreting spend many hours of message and interpret it in its entirety. class time on exercises such as sum- For longer messages lasting more than marizing, gisting, visualization, a couple of minutes (“long consecu- “…Although studies show chunking, and mind mapping to build tive”), or even for shorter messages a solid foundation in active listening containing a lot of names, facts, or fig- that consecutive and analysis skills before introducing ures, most interpreters need to rely on interpreting tends to be note-taking (Weber, 1984, 1986; some form of note-taking as a Gile, 1995; Ballester and Jimenez, memory aid. more accurate than 1992; Alexieva, 1994; Witter- Although studies show that con- simultaneous interpreting, Merithew, 2002). It is generally rec- secutive interpreting tends to be more many consumers prefer ommended that intralingual exercises accurate than simultaneous inter- (i.e., English-to-English, Spanish-to- preting (Russell, 2002a, 2003), many the convenience of the Spanish, etc.) be practiced before any consumers prefer the convenience of simultaneous mode…” interlingual interpreting is done, so the simultaneous mode (Russell, that the entire focus is on processing, 2002b; Patrie, unpublished study, and language issues are minimized 2005). Many inexperienced inter- that the speaker’s every word is com- (Weber, 1984, 1986; Schweda preters also tend to find the consecu- mitted to writing. Nicholson, 1990; Gile, 1995). After tive mode intimidating, since it Interpreters with inadequate prepa- students begin practicing with notes, requires them to retain detailed infor- ration in the techniques of consecutive they need to return periodically to mation before conveying it to the lis- interpreting may simply resign them- exercises that do not allow any note- tener. So once interpreters have selves to interrupting the speaker and taking, which will remind them to mastered the necessary techniques performing “short consecutive,” thus trust their memory. for successful simultaneous inter- limiting their note-taking to jotting Much has been written about con- preting, they generally prefer this down only names and numbers, if any- secutive note-taking and how to teach mode (Mikkelson, 1989; Russell, thing. Indeed, it is possible to carefully it. The first codification of a note- 2002b). Much of the literature time the consecutive interpreting inter- taking system was written by J. Rozan written about teaching consecutive vals in a way that is not perceived as (1956), who described the common interpreting acknowledges this pref- disruptive, and is even appreciated by features of methods that had been erence and analyzes ways in which the participants (especially in a dia- developed over the years by working teachers can help students overcome logue), because it allows the interlocu- conference interpreters in Europe. their fears and insecurities (Bowen tors to respond to each other quickly. Almost all schools of interpreting and Bowen, 1984; Weber, 1984, Yet there are times when a speaker teach the principles that were identi- 1986; Ilg, 1988; Alexieva, 1994; needs to go on at length without inter- fied by Rozan, although it is always Ficchi, 1999). ruption, and on these occasions inter- stressed that each interpreter has to preters need to be capable of handling develop his or her own system based Why Take Notes? statements that last longer than a on the languages involved, the way the One of the biggest difficulties facing minute or two. This is why it is impor- individual interpreter processes infor- both students and practitioners of con- tant to master a note-taking system. mation, and personal preference ➡
The ATA Chronicle | November/December 2005 23 Teaching Consecutive Note-Taking Continued
(Weber, 1984, 1986; Schweda as well, and techniques for doing that their students to take notes according Nicholson, 1990; Gonzalez et al, 1991; in a strategic manner are often taught. to subject-verb-object, which means Seleskovitch, 1975; Seleskovitch and For example, it is important to avoid that the notes are not necessarily Lederer, 1995; Ilg, 1980, 1982, 1988; abbreviations that focus on common written in the same order as the Jones, 2002). All note-taking systems prefixes, such as “pre” or “ref,” source text. are based on the idea that the inter- because there are so many words that preter should write as little as possible, begin with these letters. Focusing on Symbols or just enough to trigger recall of what consonants is usually more effective, Symbols are an aspect of note- the speaker said. The universal princi- at least in European languages, taking that everyone finds fasci- ples of note-taking taught in most because they make the word easier to nating, be they students of schools of interpreting can be summed identify. Grammatical markers can be interpreting or observers watching a up as: 1) abbreviation; 2) verticaliza- identified with an abbreviated super- professional interpreter take notes. tion; 3) indentation (sometimes script, for example, with “g” repre- The advantage of symbols is that they referred to as diagonal note-taking); senting the present participle “-ing” are not word-based, so the interpreter and 4) symbols or pictures. and “d” representing the past tense. is able to stay focused on the ideas contained in the source message and Abbreviation Verticalization not become caught up in words. The There are many different ways to Verticalization refers to the prac- danger is that novices will become so use abbreviation in consecutive note- tice of listing ideas or concepts of the enamored of the idea that they will taking. The most obvious one is to source message up and down, rather develop a symbol for everything. As a take advantage of common abbrevia- than side by side, to keep them sepa- result, they will end up with so many tions that already exist in a language, rate from each other on the page. symbols that they won’t be able to such as OK and ASAP. Abbreviations Most interpreters either use steno read their notes or remember what from different fields of knowledge, pads or draw a line down the middle each symbol stands for when it is such as chemistry, biology, medicine, of a legal pad to confine themselves time to interpret. It is possible to and music, can also be incorporated to a vertical format. Many of them obtain lists of symbols from different into an interpreter’s notes. Another also use a horizontal line to separate sources (e.g., Rozan, 1956; type of abbreviation is finding the the main ideas of the source message; Mikkelson, 1983), but most inter- shortest possible way to express a others simply space them further preter trainers emphasize that each thought by using keywords. The key- apart on the page. person has to develop a short list of word chosen to represent an idea may symbols that are truly meaningful not be a word that was used by the Indentation and memorable to him or her. Lines speaker. In fact, it may not even be a Indentation allows the interpreter and arrows are also symbols that word in the source language. (There is to show the relationship of ideas interpreters find useful. They can rep- no consensus regarding the language without having to write connecting resent movement, cause and effect, in which notes should be taken; liter- phrases. This format is often called change, relative position, and many ature on the subject has examples of diagonal note-taking because the other important concepts in a very those advocating taking notes in the beginning of the idea is written on the succinct way. Rozan (1956) and target language exclusively, in the left side of the notepad, and succes- Mikkelson (1983), among others, dis- source language exclusively, or using sive notes on subordinate ideas are cuss in detail the many uses of lines a combination.) An example of a key- indented progressively below and to and arrows. word would be an interpreter writing the right, yielding a diagonal line of the English words “got it” to sum up notes. Others refer to this technique Literature Review the speaker’s assertion in Spanish that as an outline format, because it is In 1996, Ilg and Lambert (see ref- the public appears to have fully based on the same concepts that are erence list at the end of this article) understood the message contained in taught to schoolchildren when they wrote an excellent review of the liter- the president’s speech. are required to make outlines to pre- ature on this subject that had been Any long words that an interpreter pare papers. Some teachers advocate published during that year. One over- chooses to write should be abbreviated a grammatical approach, instructing sight in that bibliography is the pro-
24 The ATA Chronicle | November/December 2005 ceedings of a series of three confer- keeping with the increased interest in this is to choose speeches or texts ences held on the subject of teaching consecutive interpreting among sign that describe processes or events that translating and interpreting in language interpreters, I have included can easily be visualized, as opposed Denmark in 1991, 1993, and 1995 two works on consecutive interpreting to abstract or philosophical presenta- (Dollerup and Loddegaard, 1992; (Debra Russell’s dissertation [2002a] tions. Another visual aspect of note- Dollerup and Lindegaard, 1994; and and related articles [2002b, 2003], taking is the placement of notes on Dollerup and Appel, 1996). These and Carol Patrie’s guide for teachers the page. In this regard, Ilg and volumes contain several articles on [2004]) in the reference section at the Lambert (1996) allude to the notion teaching consecutive interpreting, the end of this article. of mind mapping in their discussion most useful being Ballester and of teaching consecutive interpreting, Jimenez (1992) and Alexieva (1993). Recommended Exercises but spoken language interpreters Since 1996, a number of new To enhance students’ ability to rec- appreciate this technique primarily books and articles on consecutive ognize linkage words and to connect as a means of emphasizing a pictorial interpreting and note-taking have ideas in processing, note-taking, and approach to note-taking. Sign lan- come out that are worthy of mention. reformulation, Ballester and Jimenez guage interpreters, who rarely take Ficchi (1999) proposes a new (1992) recommend providing a series notes when interpreting, seem to approach to teaching consecutive of unlinked, scrambled sentences or have made more use of mind map- interpreting based on common errors phrases that must be put together in a ping for encouraging students to made by students, one that involves cohesive text. This can be done with develop a greater awareness of the students directly in their learning written or oral prompts, and the stu- relationship of ideas. Ford (1988) experience. She advocates having stu- dents’ output can be produced orally presented a paper on mind mapping dents organize “an autonomous or in writing. Another common exer- at a conference of the Association of course which is complementary and cise aimed at helping students grasp Visual Language Interpreters of parallel to what they do during the the main idea of a message and to Canada, and Winston and official course” so that they ease their economize on words is to have them Monikowski (2000) wrote about what dependence on teachers for their write a newspaper headline or a they call “discourse mapping” as a learning (Ficchi, 208). Choi (2004) telegram that conveys the meaning as method for training interpreters. recommends a similar approach, and succinctly as possible. Witter-Merithew (2002) has been it is interesting to note that this article To further develop students’ employing the concept in her refers to the training of Korean inter- awareness of lines of reasoning and teaching for several years. preters. One sign of the maturation of cohesiveness in discourse, some Much of the practical writing on the interpreting profession is that it is instructors in the Graduate School of teaching consecutive interpreting moving away from its Eurocentric Translation and Interpretation at the stresses the need to give students origins as educators and researchers Monterey Institute of International practice with authentic oral discourse focus on a wider variety of languages. Studies occasionally require their stu- rather than texts that were meant to Jones (2002) has written a practical dents to repeat a speech in reverse be read (Ilg, 1982; Weber, 1984; Gile, introduction to conference inter- order, based on the notes they have 1995). The teachers themselves give preting that includes tips on consec- taken. Some speeches can be given speeches designed to illustrate key utive interpreting, among many other backwards without sacrificing their aspects of consecutive interpreting, things. Dam’s (2004) article in a impact, whereas others make no or else they invite guest speakers to recent issue of Interpreting sheds sense when given in reverse order. In address topics they want students to more light on the controversial issue the latter case, the students’ ability to become familiar with, and also have of whether notes should be taken in express ideas coherently is chal- students make their own speeches. the source or target language. Lim lenged to the extreme. The latter approach heightens stu- (2004) analyzes the role of the inter- Many teachers of consecutive dents’ awareness and appreciation of preter in different settings and dis- interpreting describe exercises they the structure of a good speech, and it cusses the differences between have developed to encourage students gives everyone in the class an oppor- consecutive and simultaneous inter- to use imaging as a mnemonic tech- tunity to hear a variety of speaking preting in real-world interpreting. In nique. The most obvious way to do styles and accents. ➡
The ATA Chronicle | November/December 2005 25 Teaching Consecutive Note-Taking Continued
References Dollerup, C., and A. Loddegaard Lebende Sprachen, XXXI:1, pp. Note: The bibliography contained in (eds.). 1992. Teaching Translation 16-18. the Ilg and Lambert (1996) article is the and Interpreting. Training, Talent, most definitive list of works on consecu- and Experience. Papers from the Gile, D. 1991. “Prise de notes et tive interpreting up to 1996. This list First Language International Con- attention en début d’apprentissage contains only the articles cited above, ference. Amsterdam/Philadelphia: de l’interprétation consécutive: plus works published after 1996. John Benjamins Publishing Co. Une expérience démonstration de sensibilisation.” Meta, 36:2-3, pp. Alexieva, B. 1994. “On Teaching Dollerup, C., and A. Lindegaard 431-441. Note-taking in Consecutive Inter- (eds.). 1994. Teaching Translation preting.” In Dollerup, C. and A. and Interpreting 2. Insights, Aims, Gile, D. 1995. Basic Concepts and Lindegaard (eds.). Teaching and Visions. Papers from the Models for Interpreter and Translation and Interpreting 2. Second Language International Con- Translator Training. Amsterdam/ Insights, Aims, and Visions. Papers ference. Amsterdam/Philadelphia: Philadelphia: John Benjamins from the Second Language Inter- John Benjamins Publishing Co. Publishing Co. [Benjamins Trans- national Conference. Amsterdam/ [Benjamins Translation Library 5]. lation Library 8]. Philadelphia: John Benjamins Publishing Co. [Benjamins Trans- Dollerup, C., and V. Appel (eds.). 1996. González, R.D., V. F. Vásquez, and H. lation Library 5], pp. 199-206. Teaching Translation and Inter- Mikkelson. 1991. Fundamentals of preting 3. New Horizons. Papers Court Interpretation. Theory, Policy, Ballester, A., and C. Jimenez. 1992. from the Third Language Inter- and Practice. Durham, North “Approaches to the Teaching of national Conference. Amsterdam/ Carolina: Carolina Academic Press. Interpreting: Mnemonic and Ana- Philadelphia: John Benjamins lytic Strategies.” In Dollerup, C. Publishing Co. [Benjamins Trans- Ilg, G. 1980. “L’interprétation conséc- and A. Loddegaard (eds.). Teaching lation Library 16]. utive. Les fondements.” Parallèles, Translation and Interpreting. 3, pp. 109-136. Training, Talent, and Experience. Ficchi, V. 1999. “Learning Consecutive Papers from the First Language Interpretation. An Empirical Study Ilg, G. 1982. “L’interprétation con- International Conference. Amsterdam/ and an Autonomous Approach.” sécutive. La pratique.” Parallèles, Philadelphia: John Benjamins Interpreting, 4:2, pp. 199-218. 5, pp. 91-109. Publishing Co., pp. 237-243. Ford, L. 1988. “Mind Mapping: A Ilg, G. 1988. “La prise de notes en Bowen, D., and M. Bowen. 1984. Technique for Expanding Short- interprétation consécutive. Une Steps to Consecutive Interpre- term Memory in Interpreting.” In orientation générale.” Parallèles, tation (2nd rev. ed.). Washington, Dinning, D.F. (ed.). Papers of the 9, pp. 9-13. DC: Pen & Booth. (Available from 1988 Conference of the Association P&B, 1608 R Street N.W., of Visual Language Interpreters of Ilg, G., and S. Lambert. 1996. Washington, DC 20009). Canada: AVLIC Publications. “Teaching Consecutive Interpreting.” Interpreting, 1:1, pp. 69-99. Choi, J. 2004. “A Metacognitive Gile, D. 1983. “L’enseignement de Approach to Evaluating Consec- l’interprétation: Utilisation des Jones, R. 2002. Conference Inter- utive Interpretation for Novice exercises unilingues en début d’ap- preting Explained. Manchester: Learners.” Conference Interpre- prentissage.” Traduire [Paris], St. Jerome Publishing. tation and Translation, 6:2, pp. 133:IV, pp. 7-12. 169-185. Lim, H. 2004. “Revisiting the Role of Gile, D. 1986. “L’exercice d’interpré- Interpreters.” Conference Interpre- Dam, H. 2004. “Interpreters’ Notes: tation-démonstration de sensibilisa- tation and Translation, 6:2, pp. 81-96. On the Choice of Language.” tion unilingue dans l’enseignement Interpreting, 6:1, pp. 3-17. de l’interprétation consécutive.” Mikkelson, H. 1983. “Consecutive
26 The ATA Chronicle | November/December 2005 Interpretation.” The Reflector. A the Conference of Interpreter Languages and Linguistics ERIC, Journal for Sign Language Trainers, pp. 5-16. Alexandria, Virginia). Orlando, Teachers and Interpreters [Uni- Florida: Harcourt Brace Jovanovich. versity Park, Maryland], 6, pp. 5-9. Russell, D. 2003. “A Comparison of [Language in Education: Theory Simultaneous and Consecutive and Practice, p. 58]. Mikkelson, H. 1989. Survey of Federally Interpreting.” In IJDCR, Vol. 2, p. 1 Certified Interpreters’ Uses of (www.ijdcr.ca/VOL 01_01_CAN/ Weber, W. 1986. “Improved Ways of Interpreting Techniques. Tucson: articles/russell/shtml). Teaching Consecutive Interpre- University of Arizona, Summer tation.” In Karl Kummer (ed.). Institute for Court Interpretation. Schweda Nicholson, N. 1990. Building Bridges. Proceedings of “Consecutive Note-taking for the 27th Annual Conference of the Patrie, C. 2004. Consecutive Inter- Community Interpretation.” In American Translators Association. preting from English. San Diego: David Bowen and Margareta Medford, New Jersey: Learned DawnSignPress [The Effective Bowen (eds.). Interpreting— Information, pp. 399-407. Interpreting Series]. Yesterday, Today, and Tomorrow, pp. 136-145. Winston, E., and C. Monikowski. 2000. Rozan, J. 1956. La prise de notes en “Discourse Mapping: Developing interprétation consécutive. Genève: Seleskovitch, D. 1975. Langage, langue Textual Coherence Skills in Georg. [Ecole d’interprètes de et mémoire. Etude de la prise de Interpreters. In Roy (ed.). Innovative l’Université de Genève]. notes en interprétation consécutive. Practices for Teaching Sign Paris: Minard Lettres Modernes. Language Interpreters. Washington, Russell, D. 2002a. Interpreting in Legal DC: Gallaudet University Press. Contexts: Consecutive and Simul- Seleskovitch, D., and M. Lederer. taneous Interpreting. Burtonsville, 1995. A Systematic Approach to Witter-Merithew, A. 2002. “Under- Maryland: Linstok Press. Teaching Interpretation (Jacolyn standing the Meaning of Texts and Harmer, Trans.). Silver Spring, Reinforcing Foundation Skills Russell, D. 2002b. “Reconstructing Maryland: The Registry of Through Discourse Analysis.” In Our Views: Are We Integrating Interpreters for the Deaf. Proceedings of the 17th National Consecutive Interpreting into Our Conference of the Registry of Teaching and Practice.” In L. Weber, W. 1984. Training Translators Interpreters for the Deaf: Tapestry of Swabey (ed.). New Designs in and Conference Interpreters (Center Our Worlds, Clay Nettles (ed.). RID Interpreter Education: Proceedings for Applied Linguistics CAL, Publications: Alexandria, Virginia. of the 14th National Convention of Washington, DC / Clearinghouse on
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The ATA Chronicle | November/December 2005 27 Working with a Translation Editor: Improving Your Translations While Increasing Your Productivity
By Elizabeth Vaughan Urner
f you’re like many translators, many years. But 99% of his transla- more about what the document is work tends to come in torrents tion work was into his native lan- and how it will be used will help I rather than steady streams. When guage. Using an English editor has him or her use appropriate refer- you’re desperately trying to make a allowed him to translate into English ence resources. deadline, it’s difficult to go back over with confidence, and to translate por- your work and edit for that “pol- tions of jobs he previously had to ¥ Communicate about deadlines. ished” translation you’d normally subcontract out. Most editors offer quick turn- strive for. Maybe you need an editor. When working with an editor, it’s around as a matter of course. But if Translation editors do just that— good to remember some ground rules: you don’t need the text for a week, edit text that’s already been translated. don’t insist on getting it back in Besides the obvious i-dotting and t- two hours. Being able to juggle crossing, a good translation editor will “…Your editor becomes deadlines for multiple clients will be on the lookout for translation- help keep your editing rates lower related errors: poor turns of phrase, your second set of eyes and ensure a solid working rela- awkward prepositions, things that are and ears, finely tuned to tionship with your editor. grammatically correct but just don’t sound right. When the match is good, catch the small details that ¥ Make time zones work for you. your editor becomes your second set turn an average translation Using an editor in a different time of eyes and ears, finely tuned to catch into a terrific one…” zone may effectively lengthen the small details that turn an average your working day; your clients translation into a terrific one. And will certainly appreciate your because a translation editor’s per-word ¥ Choose what to use. Editorial quick turnaround. rate tends to be much lower than typ- suggestions are just that—sugges- ical translation rates, you can focus tions. I normally make extensive ¥ Translate, don’t polish. Don’t be your energies on what you do best— use of Microsoft Word’s Track afraid to leave the polishing work for translating. A good editor can dramat- Changes features, leaving com- your editor to do—that’s what ically increase your productivity by ments and offering alternate you’re paying for. If you need a allowing you to spend more time actu- wording suggestions. The trans- word double-checked, or a phrase ally translating text. lator can then quickly sift through comes across as funny, highlight it Some translation editors are fluent the document, accepting or and leave an electronic “note” for the in the source languages of the trans- rejecting my changes. Ultimately, editor. How many more words could lators they work for; some have the translator still has control of you have translated during the hours reading knowledge only, and some the final document. you were cleaning up formatting and are—gasp!—monolingual. What’s double-checking page numbers? most important in an editor is that he ¥ Give your editor some back- or she be an EXCELLENT editor, ground. Whether the document is Working with a good editor can speaker, and writer of the target lan- a transcript from a trial, pages of take your translation business to guage. An excellent translation editor lab notes, or the introduction to a another level. The quality of your can also help you accept opposite- botany textbook, let the editor translations will improve, your direction jobs with confidence. One know the context. A good editor volume will increase, and your of my clients speaks excellent will have multiple dictionaries and clients will be thrilled. English, and has lived in the U.S. for style guides available; knowing
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28 The ATA Chronicle | November/December 2005 Symposium on Teaching Consecutive Interpreting
By Carol J. Patrie
am honored to have participated Western Oregon State University. I secutively; 2) teachers must under- in the Symposium on Teaching think I can safely speak for the other stand where consecutive interpreting I Consecutive Interpreting, held in conference attendees in describing the fits into the curriculum; and 3) Portland, Oregon, June 12-14. It was symposium as a landmark event, and I teachers must know how to provide gratifying and exciting to be part of a look forward to additional interac- and evaluate appropriate practice stimulating and productive interac- tions between sign and spoken lan- exercises. tion between sign and spoken lan- guage interpreters at future symposia. guage interpreters. What follows is a brief synopsis of What is Consecutive Interpreting? The idea for this symposium was some of the major points I brought up Consecutive interpretation (CI) is born at ATA’s 2004 Annual during the talk I contributed to the one type of language transfer Conference in Toronto, Canada. This symposium. The topics I’ll touch whereby the interpretation is deliv- was the first ATA conference for Julie ered after the source message has Simon, my sign language interpreting stopped. Holly Mikkelson says: colleague from Western Oregon State “…Consecutive “Consecutive interpreting is a proce- University, and it was here that she dure by which the interpreter listens became aware of the great similari- interpreting is an to a message and concurrently reor- ties between the work of sign and enormously valuable tool ganizes the information by means of spoken language interpreters. for professional a highly personalized note-taking Consequently, she decided to host a system that enables him or her to cast symposium that would offer an envi- interpreters, provided that off the external linguistic structure of ronment in which interpreters from they know how to use it the message and then transfer its both fields could share expertise and essence to another linguistic structure knowledge. appropriately…” that is intelligible to his or her audi- The resulting Symposium on ence” (Mikkelson, 6). Sometimes Teaching Consecutive Interpreting interpreters using CI work without achieved this purpose, allowing a upon include: a description of consec- notes when the utterances are short. diverse group of interpreters from utive interpreting and the settings The interpreter has the option of signed and spoken language to come where it is used; comparisons taking notes when it seems necessary together to attend a wide variety of between simultaneous and consecu- and appropriate. For more informa- plenary sessions exploring ways of tive interpreting; Gile’s model of con- tion on note-taking, see the article by providing relevant training in consec- secutive interpreting; Gile’s Effort Holly Mikkelson in this issue of the utive interpreting. The presentations Model; and the results of an informal ATA Chronicle (page 23). given were: History and Overview of survey on consecutive interpreting. Consecutive Interpreting (Carol Historical Perspective Patrie); Memory Training (Julie Basic Assumptions Ilg and Lambert (1996) provide a Johnson); Teaching Note-taking There are many difficult inter- concise introduction to some of the (Holly Mikkelson); and Pulling it preting assignments in the real world remarkably accomplished inter- Together: Enhancing Your Teaching that pose significant challenges. One preters who used and taught CI, but Skills in Consecutive Interpreting way to improve our students’ overall left no written record of their (Debra Russell). Sharon Neumann skills to help them meet real world methods or teaching strategies. Most Solow moderated the opening panel challenges is to provide sound interpreters who worked prior to discussion, each of the sessions, as instruction in consecutive inter- World War II were self-taught and well as the wrap-up. preting so that students can learn to interpreted in the consecutive mode. The symposium also drew a wide use it effectively. I base the following Some of these interpreters trained array of sponsors that included, on several basic assumptions which others, who, in turn, went on to write among others, ATA, the Conference of underlie the notions related to the important works that influenced the Interpreter Trainers, DawnSignPress, teaching of consecutive interpreting: field. For example, Marie-France the National Association of Judiciary 1) teachers of consecutive inter- Skuncke taught at the still-famous Interpreters and Translators, and preting must be able to interpret con- school for interpreters in ➡
The ATA Chronicle | November/December 2005 29 Symposium on Teaching Consecutive Interpreting Continued
Geneva, Switzerland, the Ecole de are sufficiently trained in its use. it was used only about 10% of the Traduction et d’Inteprétation, and Therefore, if we, as teachers, are time. It should be noted, however, was one of the interpreters who began aware of the benefits of CI, we will be that we really do not have an official her career working at the Nuremberg able to do a better job of teaching it to way to measure how often CI is actu- trials. She also taught Danica our students so they will be adequately ally used. Seleskovitch, who would later prepared to enter the profession. become an influential teacher in her In which settings can consecutive own right (her works on interpreting Consecutive and Simultaneous interpreting be used? are still in use today). “She was one Compared Consecutive interpreting can be of the first educators to define the Gile (2001: 3) describes the differ- used in medical, legal, escort, diplo- need to teach and practice consecu- ences between CI and SI by making matic, and interview settings, or in tive interpretation prior to simulta- the following five comparisons: any setting demanding a high level of neous interpretation, believing it to precision. It is also occasionally used be the foundation for all accurate 1. In the production effort, the inter- in conference settings. interpretation work” (Russell, 35). preter can devote more attention to Among the interpreters mentioned the target language output when Who should use consecutive in the historical review by Ilg and using CI rather than SI. interpreting? Lambert is Georges Lafrance, who Consecutive interpreting can be interpreted a full hour-long, uninter- 2. Target speech occurs under heavier used by any interpreter who wants to rupted speech using CI and “earned time pressure in SI. This variable is reduce the risk of error, knows how to more applause for his tour de force especially relevant when the source use this mode effectively, and has suf- than the speaker himself” (Ilg and text contains very dense material ficiently developed memory and inter- Lambert, 70). This performance is and the rate of speech is rapid. In pretation skills to handle the task. notable because the interpretation the consecutive mode, interpreters began after the speaker had com- can better pace themselves. Advantages pleted the hour-long presentation. Consecutive interpreting allows Consecutive interpreting was com- 3. During CI, the interpreter must for greater accuracy than SI and monly used prior to the 1940s in the decide what to write down and enables the interpreter to include spoken language interpreting commu- how to write it. The processes more information, such as intonation nity in Europe and as far back as we associated with note-taking are and pausing. Consecutive inter- have records (Gonzalez et al., 1991). only found in CI, as this technique preting also allows more time for At the time of the Nuremberg trials, it is generally not used in SI. reformulating the message without became necessary to shorten the the pressure of incoming source mes- amount of time used for interpretation. 4. The note-taking process and the sages. However, these advantages It is generally believed that simulta- slowness of writing during CI cre- can be lost if the interpreter’s neous interpreting (SI) first began to ates a demand on working memory memory is poor or the text is long. be used in professional settings during that does not exist in SI. Learning Seleskovitch (1995) says that CI is this time. Due to the needs of the court the specific strategies for note-taking more reliable than SI for extremely systems in Europe and advances in can reduce the cognitive load technical discussions. technology, SI became more widely imposed by this process during CI. used than CI after World War II. Differences Between Sign and In sign language interpreting in 5. Consecutive interpreting requires Spoken Language Interpretation North America, CI has had an equally more long-term memory involve- The main difference is that signed important, but unacknowledged, place ment than the simultaneous mode. language CI involves both a spoken in the history of practice and training. and signed mode, while spoken lan- A significant body of literature from How often is consecutive guage interpreting only involves a spoken language interpreting suggests interpreting used? spoken mode. Another difference that that CI allows for a greater degree of When Seleskovitch (1978) wrote has already been mentioned is that accuracy, provided that interpreters on the topic of CI, she suggested that note-taking only happens during CI.
30 The ATA Chronicle | November/December 2005 Advantages of Learning CI while in Production (Note-taking): In this Visual Memory: Interpreters often Training phase of the model, the interpreter rely on visual memory, either in the Learning CI while still in training creates a written set of notes. The pur- arrangement of their notes to reflect allows students to practice separating pose of taking notes is to help the aspects of the source message, or by listening and reformulation without interpreter remember the message. tapping visual memory storage mech- the heavy burden of time constraints anisms to help them sequence the usually associated with this task. CI Short-term Memory Effort: During order of events in the speech. This is also allows more time to focus on the interpreting process, working, or especially true of sign language inter- “translating” the message, with spe- short-term, memory and long-term preters, who receive a signed message cial emphasis on attending to the memory are necessary and interact con- via visual mechanisms. fidelity, linguistic choices, and the tinuously. Both the cognitive operations reformulation process. In CI there is that deal with short- and long-term The Uses of Consecutive a more careful focus on the listening memory occur continuously during Interpretation in the Deaf component in order to detect any interpreting and are non-automatic. Community missing information. This increased If interpreters are trained to use CI listening effort leads to a deeper Gile’s CI Model: Phase II in situations that demand the highest analysis of the message that provides In phase two of this model, Gile accuracy, then they will have the confi- a foundation for a faithful interpreta- explains that the interpreter does not dence and skill to use CI appropriately. tion. Although it may appear at first have to share processing capacity In general, users of sign language that CI is more time consuming than between varieties of tasks, such as lis- interpreting services have come to SI, it may be more economical in tening, analysis, and note-taking. expect only SI services. This expecta- some instances because this process Capacity requirements for the first tion results from the widespread and usually allows participants to spend stage of the model are greater than nearly exclusive use of SI. “Despite the more time planning what to say. those in the second stage of the model. significant body of literature from The second phase of the model spoken language interpreting which Effort Models includes three efforts (Gile 2001: 2). suggests that consecutive interpreta- Gile (1995) suggests that since tion allows for a greater degree of interpreting is fundamentally so diffi- Note Reading Effort: Some pro- accuracy, the predominant practice of cult, studying models may help the cessing capacity (PC) is required to American Sign Language/English interpreter select and develop effective read and decipher one’s own notes. In interpreters is to provide simultaneous interpreting strategies. Gile’s model has order to reduce the PC needed to deci- interpreting” (Russell, 41). SI often two basic principles. “Interpretation pher notes, it is important to practice has a detrimentally short processing requires mental energy that is only avail- note-taking and reading one’s notes in time. In some settings CI would better able in limited supply. Interpretation advance of the CI event. serve all participants. takes up almost all of this mental energy, In preparation for the Symposium on and sometimes requires more than is Long-term Memory Effort: The Teaching Consecutive Interpreting, I available, at which times performance long-term memory effort allows for conducted an informal survey of the deteriorates” (Gile, 161). Gile explains retrieving information from long-term members of the Conference of Inter- that some mental operations are non- memory. preter Trainers (www.cit-asl.org) in automatic and require attention, while order to answer the following questions: automatic operations do not. Production Effort: Related to the product of interpretation, this effort ¥ Is CI being taught in interpreter Gile’s CI Model: Phase I refers to producing the message in the education programs? Listening Phase: This phase includes target language. In CI, there are two ¥ Do graduates use CI after gradua- the effort directed toward comprehen- kinds of production. During the first tion? sion. Comprehension is a non-auto- phase, the interpreter listens to the ¥ Do consumers prefer SI or CI? matic process for interpreters. Because speech and produces notes. In the ¥ Does the use of CI cause con- it is non-automatic, it is subject to second phase, he or she produces the sumers to lose confidence in the capacity restrictions and saturation. target language speech. interpreter? ➡
The ATA Chronicle | November/December 2005 31 Symposium on Teaching Consecutive Interpreting Continued
The results showed that CI is the symposium proceedings. The North Carolina: Carolina taught in some interpreter training contents of this article and the paper Academic Press. programs, but this training varies from in the proceedings was excerpted a few weeks to a full course. Current from a larger work I wrote entitled Ilg, G., and S. Lambert. 1996. tracking systems did not permit The Effective Interpreting Series: “Teaching Consecutive Inter- respondents to say with certainty if Consecutive Interpreting from preting,” Interpreting: Interna- graduates use CI in the field. The English (www.dawnsignpress.com). tional Journal of Research and survey had 13 respondents, 9 of whom For a complete description of the Practice in Interpreting, Vol. 1 (1), said that deaf consumers prefer SI and symposium, including a summary of pp. 69-99. are puzzled by CI, but that consumers each presentation and panel discus- can adjust to CI with some time and if sion, please see the Conference of Mikkelson, Holly. 1983. “Consecutive the interpreter provides an appropriate Interpreters newsletter, CIT News, Interpretation.” The Reflector: A explanation. Overall, consumers Volume 25, Issue 3, July 2005 Journal for Sign Language Teachers seemed to be more comfortable with (www.cit-asl.org). and Interpreters, Vol. 6, pp. 5-11. SI, but this doesn’t necessarily indi- cate an actual preference for SI over References Patrie, Carol. 2004. The Effective CI. This response may just be due to Gile, D. 1995. Basic Concepts and Interpreting Series: Consecutive the fact that consumers have become Models for Intermediate and Interpreting from English. San more accustomed to the simultaneous Translator Training. Philadelphia: Diego, California: DawnSignPress. mode. One respondent suggested we John Benjamins. need to increase consumer awareness Russell, Debra. 2002. Interpreting in of the benefits of CI and to teach our Gile, D. 2001. “The Role of Consecutive Legal Contexts: Consecutive and students how to explain these benefits Interpreter Training: A Cognitive Simultaneous Interpretation. Bur- adequately. There was some concern Overview.” Communicate! Issue 14, tonsville, Maryland: Linstok Press. expressed over the amount of time it taken from the AIIC—Professional would take to carry this out. Conference Interpreters Worldwide Seleskovitch., D. 1978. Interpreting website at www.aiic.net/ViewPage. for International Conferences: Conclusion cfm/page377. Problems of Language and As I mentioned earlier, this is only Communication. Washington, DC: a brief overview of a complex topic. Gonzalez, et al. 1991. Fundamentals Pen and Booth. A more detailed paper covering the of Court Interpretation: Theory, issues I have outlined here appears in Policy, and Practice. Durham,
Call for Papers 47th Annual Conference of the American Translators Association New Orleans, Louisiana • November 2-5, 2006
Proposals are invited on topics in all areas of translation and interpreting, including the following: Agencies, Bureaus, and Companies; Financial Translation and Interpreting; Independent Contractors; Interpreting; Language-Specific Sessions; Legal Translation and Interpreting; Literary; Media; Medical Translation and Interpreting; Science and Technology; Social Sciences; Terminology; Training and Pedagogy; Translators and Computers. Suggestions for additional topics are welcome. Proposals for sessions must be submitted on the Conference Presentation Proposal Form to: Conference Organizer, ATA Headquarters, 225 Reinekers Lane, Suite 590, Alexandria, VA 22314; Fax: (703) 683-6122. All proposals for sessions must be in English. Submission deadline: March 10, 2006. There’s no time like the present!
32 The ATA Chronicle | November/December 2005 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse?
By Claudia V. Angelelli
n article in the November/ limited English proficiency. Such CHIA Code through limited profes- December 2000 ATA Chronicle attention, unfortunately, did not sional development opportunities, such A entitled “Interpreting Pedagogy: center on the availability (or lack as the training programs for healthcare A Bridge Long Overdue” (Angelelli, thereof) of educational opportunities interpreters offered by San Francisco 2000) discussed the relationship for those individuals who wish to City College and Mount San Antonio between theory, research, and practice. pursue them. Title VI called for the College. TCE also organized research It noted the risks involved in any need of the professionalism of cross- symposia at the national level, and it domain when research and practice linguistic communicators. During the partially funded the development of are not synchronized, when a field last decade of the 20th century, med- national standards of practice and a does not turn to research to inform ical interpreter organizations (e.g., the code of ethics that built on previous practices, or when practices do not set California Healthcare Interpreting efforts at the state level. Exploring the directions for research to help the Association and Massachusetts link between empirical research in field move ahead. It also argued for an healthcare interpreting (Angelelli, interdisciplinary approach for inter- 2001, 2003, and 2004a; Davidson, preting pedagogy and stated the risks “…The focus is not on 2001 and 2002; Meztger, 1999) and of staying within the confines of a educating well-rounded assessment, TCE supported the devel- closed circle, wherein a field draws opment of the first empirical tests for only from the knowledge of its own interpreters as much as it healthcare interpreting in Cantonese, experts and practitioners, thereby is on training in specific Hmong, and Spanish (Angelelli, 2003 developing new ideas and strategies and 2005), as well as the correspon- from within one limited perspective. areas, such as information ding reliability studies. In 2001, the In his seminal work in pedagogy, processing skills or RWJF funded Hablamos Juntos, a D. Brown claimed that, “by per- terminology…” national initiative to improve patient- ceiving and internalizing connections provider communication for Latinos between practice (choices made in the in the United States. The national classroom) and theory (principles Medical Interpreters Association) project called for 10 sites to develop derived from research), teaching is were duly constituted and later pub- affordable models for healthcare likely to be enlightened [emphasis in lished codes of ethics (CHIA, 2002; organizations to offer language serv- the original]” (Brown, 54). This state- MMIA, 1995). They are currently dis- ices in Spanish, with a focus in the ment can certainly be applied to the cussing certification efforts (CHIA, areas of signage, written, and oral teaching of all types of interpreting, 2005). Once again, in this discussion communication. Only one of those since the divorce between research of professionalism, the issue of edu- projects has directly targeted educa- and practice to which Brown alerted cation, which is at the basis of any tion (cf. with professional develop- us not only occurs in the teaching of profession, has been overlooked. ment or “training”) and pedagogy for healthcare interpreting, but also still Funding agencies have also partici- healthcare interpreting. occurs to some extent in interpreter pated in this discussion by either As a result of Title VI, govern- education in general. This article aims encouraging and supporting research in ment-funded programs for healthcare to continue that discussion, although the healthcare interpreting field, or by institutions have been mandated to due to editorial constraints, it will channeling efforts toward professional- provide interpreting services to lim- focus specifically on the pedagogy of ization. Two examples of agencies that ited-English-speaking patients (Allen, healthcare interpreting. have supported the issue of linguistic 2000). Additionally, legislation ban- Healthcare interpreting (some- minorities in the healthcare setting are ning the use of children in healthcare times called medical or community The California Endowment (TCE) and institutions (Yee, Diaz, and Spitzer, interpreting) has gained significant Robert Wood Johnson Foundation 2003) and publications denouncing attention in the U.S. since 1964, when (RWJF). TCE has generously sup- the use of bilingual janitors and Title VI of the Civil Rights Act estab- ported CHIA for the writing and pub- untrained interpreters (Allen, 2000; lished the need for competent inter- lishing of the Code of Ethics and Cambridge, 1999; Marcus, 2003) preters in order to ensure meaningful Standards of Practice. Additionally, have fueled the debate on the quality access to healthcare for patients with TCE funded dissemination of the of access to healthcare available ➡
The ATA Chronicle | November/December 2005 33 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse? Continued
conference and court interpreters to further their education (e.g., Monterey Institute of International Studies and the University of South Carolina at Charleston, respectively), up until recently (see Jacobson: in Kennen, 2005), there was no graduate program (not even an undergraduate one) that would allow students to pursue an edu- cation in healthcare interpreting. Consequently, individuals practicing in the medical field could not show evi- dence of an advanced degree (which generally guarantees higher pay), and therefore the laws of supply and demand ruled. I have argued elsewhere (Angelelli, 2004a and b) that stan- dards and regulations applicable to one type of interpreting cannot be blindly transferred to others, since there are significant differences among the settings where interpreting With authorization of the author is performed. However, there is one © 2000 Jamie McKenzie From Now On: The Educational Technology Journal, Vol. 10/No 5, February 2001 element common to all: the need for (accessed on September 22, 2005 at www.fno.org/feb01/horsecart.html) education. Conference interpreting identified this need in 1953. By the to speakers of non-societal languages passing a test guarantee profession- following decade, conference inter- in a multilingual society. Quality of alism? Or is a professional an indi- preters, who used to consist mostly of access definitely assumes professional vidual with a degree who can demand graduates of university linguistics healthcare interpreting. As a result, higher fees? programs, had graduated from univer- healthcare organizations as well as Up until the 1990s, healthcare inter- sity interpreting programs in their individuals who want to use their tal- preting was perceived as a less presti- field (Seleskovitch, 1962). In the ents to serve the needs of linguistic gious variety of interpreting, practiced U.S., when discussing profession- minorities are grappling with various mostly by ad hoc interpreters. The fees alism and meeting minorities’ lin- important questions, including: How charged by healthcare interpreters were guistic needs, the issue of education, does one become a professional health- (and are) significantly lower than those which, as I mentioned earlier, is the care interpreter? Where do individuals received by conference and court inter- basis of any profession, has been who want to serve the needs of lin- preters. Certainly this perception was almost overlooked. guistic minorities in the healthcare set- not linked to the field’s lack of com- A characteristic of a profession is ting get their education? Where can one plexity (cf. Angelelli, 2001, 2003, and the access to a body of knowledge find professional healthcare inter- 2004a; Bolden, 2000; Cambridge, shared by its members. This body of preters? What makes one a professional 1999; Davidson, 1998, 2000, and 2001; knowledge is constituted by theories healthcare interpreter? Is it simply Kaufert and Putsch, 1997; Metzger, and research that, in turn, inform ped- experience in the field? What is the dif- 1999; Prince, 1986; Wadensjö, 1995 agogy. In the interdisciplinary field of ference between a gifted bilingual and and 1998), but perhaps to the fact that healthcare communication, healthcare a professional interpreter? Is it educa- the practice lacked standards and was interpreting falls at the intersection of tion in the field, or is it just membership not recognized as an academic field. cross-linguistic/cultural healthcare. in a professional organization? Can While there were opportunities for Students gain access to this body of
34 The ATA Chronicle | November/December 2005 knowledge through education, since, Differences between speakers who generally of preparing oneself or as noted by Gile (1995), only a few belong to different speech communities others intellectually for such a profes- individuals can perform interpreting (Angelelli, 2000) result in interactions sion, training implies practical tasks without education. where power differentials are learning to do, or practice, usually At present, most of the courses extremely salient, such as those we under some type of supervision. offered by institutions (e.g., universi- observe in bilingual hospital encoun- Reducing the education of healthcare ties, community colleges) or organiza- ters (and court cases, or teacher-parent interpreters (or any type of interpreter tions (hospitals, community agencies) conferences). Research questions about for that matter) to training: 1) devoted to the teaching of interpreters this practice, its practitioners, and their assumes that their knowledge of the for any setting in the U.S. do not focus education, which are essential to field is sufficient enough for them to as much on the education of the indi- guiding pedagogy and to understand contextualize the newly acquired viduals who facilitate communication the underlying complexities of the information; and 2) provides a limited across cultures as they do on the interpreted communicative event in a opportunity to focus specifically on training of how to interpret. medical setting (Angelelli, 2000; an objective (e.g., tips on how to use Regardless of the length (from a 40- Metzger, 1999; Roy, 1989 and 2000), portable equipment). But then again, hour to a one-semester course) or are deferred to the market need of prac- why could this be a problem? mode (faceÐto-face, online, via tele- titioners. Let’s imagine the case of specific phone) of instruction, the truth is that Logistical questions directed to learners, such as circumstantial or elec- courses are limited and, for the most conducting training take priority over tive bilinguals (Valdés and Figueroa, part, of a pragmatic nature. The focus questions that are designed to under- 1994) who have had experiences in is not on educating well-rounded stand what a well-rounded education facilitating communication for their interpreters as much as it is on training of interpreters may look like and how friends and family. Existing programs in specific areas, such as information it would account for the differences in vary significantly in what they offer stu- processing skills or terminology. settings where interpreters work. For dents, from a quick overview of health- Education is confused with “training.” example, as a result of personal expe- care interpreting ethics, to medical But how did this happen? And, most riences and opinions, many courses terminology, to exposure to a few inter- importantly, is there a difference on healthcare interpreting are limited preting exercises in the form of sce- between education and training? to the teaching of terminology related narios, to a full-fledged graduate In the early days (immediately after to the field. While it would be point- program on healthcare interpreting at World War II), the education of inter- less to argue that terminology is not the master’s degree level. According to preters was triggered by the need to relevant, it is not sufficient and should Jacobson (in Kennen, 2005:30), “pro- ensure communication between heads definitely not drive the curriculum. A grams available vary widely from 240- of state or delegates of international focus on de-contextualized termi- plus-hour classes complete with role organizations. Since the need was nology, a bilingual list of terms playing and practicum to six-hour crash urgent, no research preceded imple- stripped from the discourse in which courses of dubious value.” If the bilin- mentation and no theory guided the it was embedded, may mislead stu- guals of our example are not provided practice. Consequently, many of the dents. Terminology and glossaries with a broader education and, instead, curricular decisions were made on the derive from ways of speaking in a only have access to a course on ethics, basis of trial and error. The picture is contextualized setting. They need to they probably will exit the course with a not very different from what we see be studied in this way and should not good grasp on the behaviors that are today. Immigration waves, economic constitute the centerpiece of any cur- considered ethical, but they may still forces, or new legislation result in riculum. Once again, education gets not know how to put their bilingual tal- imminent needs on the part of linguistic confused with training. ents to work for this specific job. They minorities who have limited profi- While education is the act or will not have the opportunity to reflect ciency in the societal language to process of imparting or acquiring on how language for communication access healthcare. By definition, lin- general knowledge of a field or par- differs from language for work guistic minorities do not share equal or ticular knowledge or skills for a trade (Angelelli and Degueldre, 2002), nor similar socioeconomic status with or profession, developing the powers will they acquire note-taking or active speakers of the societal language. of reasoning and judgment, and listening strategies, learn about ➡
The ATA Chronicle | November/December 2005 35 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse? Continued anatomy or physiology, or about the problematize meaning and how it gets how to use their skills effectively, and ways of speaking to patients and co-constructed by the parties. the responsibilities and duties that providers. The same would happen if a Problematizing the co-construction of arise from their charge. For example, course only exposes them to medical meaning, rather than teaching stu- healthcare interpreters, like inter- terminology. dents that there is only one meaning preters in general, are co-participants While all of these elements are which is automatically constructed, who share responsibility for effective important, they are only specific would not only groom students to be communication (Roy, 2000). This pieces of a puzzle, the solution to more analytical and critical, but it responsibility needs to be made which may not be as simple as just would also raise awareness about the explicit to students. The professional having access to a master’s program crucial role played by interpreters in education area informs professionals- in healthcare interpreting. (Of course, this construction. Courses in dialec- to-be on matters such as ethics for the such a program is not only desirable, tology, the varieties of language, and job, testing processes, and the rules but would also guarantee the recogni- language register would help students and regulations upheld by profes- tion and professionalism of the field, contextualize language use and lan- sional associations. Students need to which would definitely materialize guage users. Courses on issues spe- learn as much as possible about the into higher fees). Since healthcare cific to the healthcare setting in which discourse community they will even- interpreters could be “crossovers” medical interpreters work (e.g., power tually be working in. This may mean from other settings (individuals with imbalance, institutional cultures, pro- studying anatomy and physiology, academic careers in other areas, such tocol, or ethics) would enhance stu- understanding a medical interview, as as conference interpreting, nursing, or dent preparation. well as mastering the most frequent social work), education for healthcare Regardless of whether a student expressions and terms that occur interpreters needs to be flexible crosses over to healthcare interpreting during a specific speech event enough to accommodate competent from a related field or if this is the (Hymes, 1974) or interview (e.g., a bilingual individuals who may starting point for his or her education, doctor’s consultation with a patient already possess a background in an individual characterized as a pro- prior to surgery). Finally, at the socio- healthcare, interpreting, or other areas fessional in this field needs to have cultural level, healthcare interpreting of applied linguistics. been educated in at least six different students need to be aware of the With meaningful testing in lan- areas: 1) information processing; 2) impact that both the institution and guage proficiency and specific health- interpersonal; 3) linguistic; 4) profes- society have on the interaction they care interpreting skills (similar to the sional; 5) setting-specific; and 6) broker, and to realize its constraints TCE testing project), these individ- socio-cultural. If an individual only and cultures. uals could complete graduate course- gets some “training,” that person will If these six areas discussed above are work in their areas of need to be holding pieces of the puzzle, but either present in one program, or are complement the education they may not be able to solve it. For offered as pieces of various programs, already possess. So, for example, stu- example, attending short courses may we can clearly see how we move from dents who have completed courses on provide students access to termi- the narrow concept of training to the the skills and strategies of interpreting nology or the ethics of the profession, education of well-rounded profes- (e.g., crossing over from conference but they may not have time to learn sionals who will be respected and com- or court interpreting programs) or about information processing skills. pensated as any other professionals coursework in other related fields Longer programs may focus on infor- with an acquired expertise. would benefit from courses on inter- mation processing and linguistic Since this broader conceptualiza- personal relations or social psy- skills (such as active listening or tion of education is essential to all chology. These subjects would expose memory, or language enhancement providers in the bilingual medical interpreting students to the types of and register), but may not cover the encounter, a word must be said about interactions in which they will even- specifics of the medical setting and healthcare providers (HCPs). Since tually be participating (the contextu- the interpersonal role of the health- HCPs practice in a multicultural envi- alization of interpreting). Courses in care interpreter. ronment, it is essential that they be sociolinguistics and discourse Students must become aware of educated about cross-cultural issues, analysis would empower students to the power they have as interpreters, including how to work effectively
36 The ATA Chronicle | November/December 2005 with an interpreter. Therefore the edu- room. Oftentimes there is only one (or of assessment, aligned with integral cation of HCPs should include a very limited number of) right education, would result in healthcare aspects of speaking with, to, and answer(s), and the focus is on solving interpreting professionals who are through an interpreter. As we look at the problem, not on working through better prepared to serve the commu- ways in which HCPs can enhance the process. However, real (profes- nicative needs of individuals at all their education to include the pres- sional) life problems seldom parallel levels of society. However, the imple- ence of the interpreter as a key player those discussed in the classroom. mentation of a comprehensive assess- in a bilingual interview, we may also They are generally more complex and ment program cannot afford to ignore look at course offerings and suc- can be addressed through a variety of education. It should be firmly rooted cessful pedagogies in medical schools approaches. It is equally important in a comprehensive education that that could be included in healthcare that students be guided to reach both would provide student interpreters interpreting programs. the objectives involved in solving the with opportunities to hone their One of the most successful peda- problem and the objectives related to existing skills. gogies in healthcare educational set- the process. In the field of inter- tings is problem-based learning, a preting studies, many times the dis- Conclusion pedagogical strategy in which stu- cussions on pedagogy characterize It is evident that a serious discus- dents are confronted with significant, some of the skills and strategies that sion on healthcare interpreting educa- contextualized, real world situations. students need to acquire to adequately tion is long overdue. Confusing Students are provided with the solve problems they will face on the education with training will not take resources, the guidance, and instruc- job. Teachers of interpreting would us far. The laws of economics are tions to solve the problem. By doing find that problem-based learning can quite clear: it is difficult to imagine this, they develop both content knowl- prove to be a useful tool when con- professional recognition (and, thus, edge and problem-solving skills ceptualizing curriculum. adequate monetary rewards) without (Mayo, Donnelly, Nash, and In short, this comprehensive edu- formal education. A profession Schwartz, 1993). Students also work cation plan would also affect how stu- cannot be characterized as such together to study the issues of a dent interpreters are assessed and without an education. Confusing problem as they strive to create viable certified. Currently, the interpreter training with education, encouraging solutions. Students also assume certification process for other settings interpreters to demand professional greater responsibility for their own (e.g., the court) measures interpreters’ fees without offering them access to learning (Bridges and Hallinger, ability to interpret consecutively and educational opportunities, or taking a 1991). In problem-based learning, the simultaneously and to sight translate. leap to certification without educating information is processed by the stu- Certification also tests memory and for the intricacies of the field may dents; it is not imparted by faculty terminology in both languages for result in putting the cart before the (Vernon and Blake, 1993). The which the interpreter is seeking certi- horse. Hopefully we know better. instructor’s role remains very impor- fication. The underlying assumption tant as he encourages student partici- is that the only skills that are worth References pation, provides appropriate testing are linguistic and information Albanese, M., and S. Mitchell. 1993. information when needed to keep stu- processing. Certification procedures “Problem-based Learning: A dents on track, avoids negative feed- should not overlook the fact that inter- Review of the Literature on Its back, and assumes the role of a fellow preting is an interaction (Wadensjö, Outcomes and Implementation learner (Aspy et al., 1993). 1998) as well as a discourse process Issues.” Academic Medicine, Problem-based learning can be an (Roy, 2000). The interpersonal role of 68(1), pp. 52-81. important part of the education of the interpreter needs to be integrated interpreters. Although we may argue in the assessment of the profession. Allen, J. 2000. “Worlds and Words that in many interpreting courses Issues of alignment, affect, trust, and Apart.” LA Times, November 6, today students are presented with a respect should be present in the certi- 2000. (Active November 6, 2000). problem to solve, in general it is care- fication and assessment of inter- www.latimes.com/print/health/200 fully structured and it is confined to preters, rather than simply ignored 01106/t000106263.html. the safe environment of the class- (Angelelli, 2004a). This broader view ➡
The ATA Chronicle | November/December 2005 37 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse? Continued
Angelelli, C. 2000. “Interpreting as a (eds.). From Advanced to California Standards for Health Care Communicative Event: A Look Distinguished: Developing Professional- Interpreters. Ethical Principles, Through Hymes’ Lenses.” Meta. level Language Proficiency. United Protocols, and Guidance on Journal des Traducteurs. Les Kingdom: Cambridge University Interpreter Roles and Interventions. Presses de l’Université de Press, pp. 91-110. California Healthcare Interpreting Montréal, Volume 45, p. 4. Association. Angelelli, C. 2001. Deconstructing Aspy, D.N., C.B. Aspy, and P.M. L. Okahara, B. Solis, and G. Tang. the Invisible Interpreter: A Critical Quimby. 1993. “What Doctors Can Document to Rule the Practice of Study of the Interpersonal Role of Teach Teachers about Problem- Medical Interpreting in California. the Interpreter in a Cross-Cultural/ based Learning.” Educational Published by The California Linguistic Communicative Event. Leadership, 50(7), pp. 22-24. Endowment. Doctoral dissertation. Stanford, Stanford University: UMI. Bolden, G. 2000. “Toward Under- Davidson, B. 1998. Interpreting standing Practices of Medical Medical Discourse: A Study of Angelelli, C. 2002. “Interpreting Interpreting: Interpreters’ Involve- Cross-linguistic Communication in Pedagogy: A Bridge Long ment in History Taking.” Discourse the Hospital Clinic. Ph.D. disserta- Overdue.” ATA Chronicle, Vol. Studies, 2(4), pp. 387-419. tion, Stanford University, Stanford. XXIX, No. 11, pp. 40-47. Bridges, E. M. 1992. Problem-based Davidson, B. 2000. “The Interpreter Angelelli, C. 2003. “The Visible Learning for Administrators. ERIC as Institutional Gatekeeper: The Collaborator: Interpreter Inter- Clearinghouse on Educational Man- Social-linguistic Role of Inter- vention in Doctor/Patient agement. (ERIC Document Repro- preters in Spanish-English Medical Encounters (Chapter 1).” In duction Service, No. ED 347 617. Discourse.” Journal of Socio- Melanie Metzger, Steven Collins, linguistics, 4(3), pp. 379-405. Valerie Dively, and Risa Shaw Bridges, E. M., and P. Hallinger. (eds.). From Topic Boundaries to 1991. Problem-based Learning in Davidson, B. 2001. “Questions in Omission: New Research on Medical and Managerial Edu- Cross-linguistic Medical Encounters: Interpretation. Washington, DC: cation. Paper presented for the The Role of the Hospital Interpreter.” Gallaudet University Press, pp. 3-25. Cognition and School Leadership Anthropological Quarterly, 74(4), Conference of the National Center pp. 170-178. Angelelli, C. 2004a. Medical Inter- for Educational Leadership and the preting and Cross-cultural Com- Ontario Institute for Studies in Gile, D. 1995. Basic Concepts and munication. London: Cambridge Education, Nashville, Tennessee. Models for Interpreter and University Press. Translator Training. Amsterdam: Brown, D. 2001. Teaching by John Benjamins. Angelelli, C. 2004b. The Visible Principles. An Interactive Interpreter: A Study of Community, Approach to Language Pedagogy. Hymes, D. 1974. Foundations in Socio- Conference, Court Interpreters in 2nd edition. New York: Addison linguistics. New Jersey: The Uni- Canada, Mexico, and United States. Wesley Longman, Inc. versity of Pennsylvania Press, Inc. Amsterdam: John Benjamins. Cambridge, J. 1999. “Information Kaufert, J., and R. Putsch. 1997. Angelelli, C., and C. Degueldre. 2002. Loss in Bilingual Medical “Communication Through Inter- “Bridging the Gap Between Interviews through an Untrained preters in Healthcare: Ethical Language for General Purposes and Interpreter.” The Translator, 5(2), Dilemmas Arising from Language for Work: An Intensive pp. 201-219. Differences in Class, Culture, Superior-level Language/Skill Course Language, and Power.” The Journal for Teachers, Translators, and Agger-Gupta, N.; C. Angelelli; A. of Clinical Ethics, 8(1), pp. 71-87. Interpreters (Chapter 4).” In Betty Chunn; C. Green; L. Haffner; M. Lou Leaver and Boris Shekhtman Mochel; and E. Nguyen. 2002. The Continued on p.55
38 The ATA Chronicle | November/December 2005 Using Reference Resources for Haitian Creole: Some Advice for Translators
By Sharon M. Bell
s part of my doctoral disserta- Haitian Creole. Still, with those expectation” (Pompilus [Problème], tion, I translated from the caveats in mind, I believe that the fol- 67; translation mine). A French Jacques-Stephen Alexis’ lowing strategies for using Haitian As I have stated elsewhere, Alexis’ Romancéro aux étoiles (Alexis), a col- Creole dictionaries effectively are use of Haitian Creole expressions, lection of nine short stories based on applicable to both literary and non-lit- which might prove incomprehensible Haitian oral tradition. Alexis was one erary translation and to native and to the non-initiated reader, creates an of Haiti’s foremost novelists and intel- non-native speakers of Haitian intimate text. It assures for his narra- lectuals at the time of his death in 1961. Creole. Throughout this article, I will tive a certain level of comprehension Working slowly over a period of also comment on reference works I open to creolophone readers alone, years, I recently revised the translation have used and found to be valuable. even though it is probable that his for circulation to publishers. Through text’s publication by Editions this effort, I became familiar with a Gallimard, the prestigious French number of dictionaries and other refer- “…It is clear, then, that for press, assured that the majority of his ences for Haitian Creole. As part of readership would reside outside Haiti my preparation for the original one who translates French (Bell, 60; Coates, 278). Thus, there project, I had visited Haiti and spent informed by Haitian are lexical, cultural, and affective six weeks studying Haitian Creole. Creole, dictionaries of dimensions in the text that will be for- My studies sensitized me to the fact eign, and therefore closed, to the non- that a number of words, phrases, and continental French may creolophone reader or translator, if expressions in Romancéro aux étoiles lead to error, if they are indeed they are recognized at all. that might strike the reader as being The instances of code-mixed highly metaphorical or archaic French able to provide any Haitian Creole, then, required skillful are actually Haitian Creole expres- information at all…” translation in keeping with their sions Alexis embedded in his French importance to the text. But before narrative. The text is rich in Haitian translation choices could be made, Creole-French cognates, many of Creolized French and the Haitian before they could be placed into the which are false. Other terms that Literary Tradition network of meanings and intertexts might be challenging to the non-cre- In the case of the translation of generated by the fact of their posi- olophone translator are quite specific Alexis’ Romancéro aux étoiles, the tioning in a literary text, it was neces- to Haitian culture (e.g., names of presence of Haitian Creole in the sary to “unmask” the Haitian Creole plants and animals, references to cus- French-language narrative serves a and to understand what those words toms and beliefs, and references to number of purposes. One reason for its and phrases might signify to an audi- Haitian history). presence is the multilingual nature of ence of Haitian readers. The challenges that arose during Haitian society. Carrol Coates asserts my translation of this literary text— that Alexis’ liberal use of Haitian French-Haitian Creole False deciding whether lexical items and Creole expressions, most of which are Cognates even whole phrases were French or not explained in glosses or footnotes, Many terms in Alexis’ works look Haitian Creole; researching them in reflects literary practices Haitian like standard French when they are both French and Haitian Creole to writers have used to some degree for actually Haitian French terms that, determine whether they had different generations as they reproduce in because of the reality of code-mixing, meanings in the two languages; writing the oral phenomenon of code- are informed by Haitian Creole forms. weighing how such differences would mixing that is common among bilin- This masking can result in inaccurate affect translation choices—might not gual speakers (Coates, 277-278; translations by those who do not rec- be the same as those faced by non-lit- Pompilus [Problème], 66). Pradel ognize this fact. Here are some exam- erary translators of Haitian Creole. Pompilus also observes that the unex- ples taken from the text: Moreover, the reference needs of an pected use of a Haitian Creole word anglophone translator may prove within the framework of a French sen- 1. “Août a bu tout le vin des fleurs. quite different from those of transla- tence serves Alexis’ literary style, as it Il est saoul comme un mardi-gras” tors who are native speakers of leads to Roman Jakobson’s “thwarted (Alexis, 71). ➡
The ATA Chronicle | November/December 2005 39 Using Reference Resources for Haitian Creole: Some Advice for Translators Continued
While Mardi Gras in French and metaphorical writing. In the Caribbean, aries can pose some problems, one of Haitian Creole is the familiar celebra- however, le zibelinier is the carambola which arises from the history of Haitian tion that precedes Lent, in Haitian tree. I was able to find this and many Creole orthography. For much of its his- Creole (as in Haitian French), un other names of plants and agricultural tory, Haiti had no standardized way of madigra is either a masked and cos- products by consulting Pierre-Noël’s writing Haitian Creole. Most writers of tumed participant in a Mardi Gras band, multilingual dictionary of Haitian plant the language simply used self-devised or a masked reveler; by extension, it names and then confirming what I spelling, usually based on the French means a clown or fool. Thus: “August found in other Haitian Creole diction- orthographic system. The use of such has drunk all the flowers’ wine! He’s as aries. Thus: “…carrousel of the lizards spelling can make reading older source drunk as a masked man at Mardi Gras!” of time in the pale carambola trees…” texts daunting for anglophones (and also sometimes suggests that Haitian 2. “Juin…vint à la tête de toutes les 5. “…Moi, j’étais en pyjama fan- Creole is a kind of broken French). pluies qui se puissent imaginer: les taisie” (Alexis, 229). When spelling systems began to be farines roses…” (Alexis, 69) In French, the phrase could be taken developed, their elaboration provoked a In French, farine means flour or for a poetic metaphor in keeping with the debate between proponents of phonetic meal. While farin has the same oneiric theme of “The King of Dreams,” spelling, where each graphic symbol meaning in Haitian Creole, the incon- the short story in which it appears. But in has one sound only, and those of ety- gruity of using either of these words to Haitian Creole, fantezi, when applied to mological spelling, which tends to translate this phrase should alert the clothes, means one’s ordinary, everyday reflect the French origins of Haitian translator that a problem exists. As it clothes; pyjama fantezi, then, would be Creole words.1 happens, farin also means a drizzle, one’s everyday pajamas. Thus: “I was The McConnell-Laubach orthog- mist, or light rain in Haitian Creole. wearing ordinary pajamas.” raphy, a largely phonetic system based Thus: “June…came in leading all the on the International Phonetic Alphabet rains imaginable: the pink sprinkles…” 6. “Il…festoyait nuit et jour, don- and devised for literacy work in the nait audience…” (Alexis, 33) Haitian countryside, first appeared in 3. “…votre fiancée était bien trop This term is a calque from Haitian 1941. It was bitterly resented by many belle, bien trop musquée et appétis- Creole, where “bay odyans” means to Haitian intellectuals, who believed sante…” (Alexis, 27). tell jokes and stories, hold forth on the that its phonetic spelling could not In French, musqué means “musky” day’s events, and otherwise verbally fully represent the sounds of Haitian and refers to odor. In Haitian Creole, entertain one’s friends, while in French, Creole and was, moreover, very diffi- however, the word forms part of the donner audience means to grant cult to decode for readers educated in name of a “variety of good quality someone an audience. Thus: “He…par- French.2 The ONAAC (or Faublas- banana” (Bryant, 531), and, according tied day and night, cracked jokes…” Pressoir) orthography, elaborated by to Laroche, refers to touch and texture Haitians in the late 1940s by revising rather than odor (Laroche, 44). Thus: It is clear, then, that for one who the McConnell-Laubach orthography, “Your fiancée was much too beautiful, translates French informed by Haitian was better received, as it enabled fran- too silky smooth and appetizing…” Creole, dictionaries of continental cophone readers to bridge the gap French may lead to error, if they are able between reading and writing French 4. (In a characterization of winter) to provide any information at all. and Haitian Creole. This system was “…carrousel des lézards du temps Fortunately, however, in the 20-odd used well into the 1980s (although dans les zibeliniers pâles” (Alexis, 57). years since I began working with the individual writers might still use self- In French, zibeline means the sable. translation of Haitian literary texts, the devised systems). In 1979, Haiti’s Since zibelinier is not listed in diction- number of dictionaries of Haitian Creole Institut Pédagogique Nationale (IPN) aries of continental French, it is up to available to translators and researchers introduced a revision of the ONAAC the reader who assumes it is French to has begun to increase exponentially. orthography that became the official figure out what it might be. My first, spelling system of the country by gov- unfortunate guess was “ermine trap.” Potential Problems in ernment decree (Mason, 2). But this translation struck me as too Dictionary Searches Nevertheless, even some post-1979 bizarre even for Alexis’ highly Still, using Haitian Creole diction- Haitian Creole documents show some
40 The ATA Chronicle | November/December 2005 variability in spelling. Marilyn Mason Thus, source texts may pose difficul- have several polysemes, smaller dic- points out that the official system was ties for the reader/translator because tionaries can sometimes include only not followed by everyone without of spelling, making terms in a text a few of the possibilities because of deviation. She observes that in the very difficult to look up. Dictionaries space constraints. This circumstance years following the introduction of the themselves, however, may also pose might explain the fact that definitions IPN spelling system: problems. Faine’s French-Haitian for some terms I have found in Creole dictionary is an extreme Haitian Creole dictionaries can vary …a number of idiosyncratic and example. Published posthumously in widely from dictionary to dictionary, individualistic ‘hybrids’ arose 1974, it was probably compiled over and even native speakers do not because 1) the orthographic stan- several decades before Faine’s death always agree on definitions. dard could not treat all the issues in 1958. Faine’s etymological orthog- regarding written language, and 2) raphy, devised before the McConnell- Dictionaries in Use: A Sample Search native-speaking Haitian kreyòl Laubach orthography, is completely Here is an example of how I writers were led to pick and idiosyncratic (see the example below). searched Haitian Creole dictionaries to choose between the elements that Another issue is polysemy, that is, understand terms and then verify my they preferred of the different when one word has a number of findings. The main characters in the spelling systems (Mason, 2). meanings. Even though a word might first of the nine stories of ➡
Table 1: I. Malis
1. Bentolila (Haitian Creole>French; c. 5,000 entries): not listed.
2. Vilsaint (Haitian Creole>English; c. 10,000 entries): Malis: not listed Ti Malis: folk character (known for his cleverness).
3. Rincher (Haitian Creole>English and French; c. 17,000 Haitian Creole entries3): Malis/mechancete/rankin [English] malice, maliciousness [French] malice, rancune Malisye/malin/koken/mechan [English] malicious [French] malicieux Ti Malis/nègfo/entelijan [English] smart man [French] homme intelligent
4. Valdman (Haitian Creole>French and English; c. 10,000 entries): Malis: var. of Ti Malis Ti Malis: folk character known for his cleverness. ti malis: [French] personne rusée [English] canny person
5. Targète and Urciolo (Haitian Creole>English): Malis: not listed Malisyòs: deceitful, malevolent, malicious Timalice, ti malice: 1. Popular hero of Haitian folk tales. [2. …] 3. Cunning person.
6. Freeman and Laguerre (Haitian Creole>English; 57,000 entries): Malis: cunning, craftiness, slyness, malice; shrewd or cunning person (see Timalis). Timalis, Malis: famous character of Haitian folklore, usually characterized by shrewdness.
7. Faine (French>Haitian Creole; c.17,000 entries): Malice: Tit Malice; malicité (p[our] duplicité, dissimulation). Malice ou Tit Malice est un héros de contes populaires. V. bouchée. (Malice: Ti Malice; malicité [for duplicity, dissimulation]. Malice or Ti Malice is a folk tale hero [Translation mine].)
The ATA Chronicle | November/December 2005 41 Using Reference Resources for Haitian Creole: Some Advice for Translators Continued
Romancéro aux étoiles are named Non-native speakers need all the assis- for definitions. Taken all together, their Bouqui and Malice. As part of a literary tance of an active dictionary (that is, a various definitions can indicate which analysis of this tale, I needed to know if dictionary designed to enable them to equivalents are possible in translation the two names had any particular sig- encode into the foreign language), and which are not, and can help the nificance in Haitian culture. Tables 1 which can provide them with usage translator understand the sometimes and 2 present the results of a search for labels, field labels, derivatives, syn- elusive network of lexical fields in the two names in several dictionaries. onyms, antonyms, examples of the which words exist.4 In the search for From this search and many others terms in use, and encyclopedic infor- “Bouki,” for example, all the diction- I executed, I have identified some mation. Most of the dictionaries I con- aries tell us is that bouki can mean strategies for doing word searches in sulted provided at least one of these “stupid.” But while some of the defini- Haitian Creole dictionaries. features, and a few provided several; tions imply that this term applies to none provided them all. Because each men only, Targète and Urciolo specify Making the Most of Dictionary dictionary adds a piece to the puzzle, I that bouki can be applied to anyone. Searches recommend consulting as many dic- Most of the entries for malis emphasize Get all the information you can. tionaries as possible when searching cleverness and intelligence, but in
Table 2: Bouki
1. Bentolila: Bouki (personnage central des contes haïtiens): sot, imbécile
2. Vilsaint: bouki: stupid. bouki: folk character (fool).
3. Rincher: Bouki/nègsòt: [English] stupid man [French] homme sot
4. Valdman: Bouki: [French] personnage du folklore haïtien (sot). [English] folk character (fool)… bouki: [French] sot [English] stupid
5. Targète and Urciolo: Bouki: the name of a legendary, stupid, foolish person in Haitian folklore. Any stupid person can be called “bouki.”
6. Freeman and Laguerre: bouki: stupid; imbecile. Bouki: famous character of Haitian folklore, usually representing a fool. Se you nonk Bouki: He’s such an ass/stupid or disagreeable person.
7. Faine: Bouchée: bouchée, bouquie, gobe, dent plêne. Etym: La forme normande de “bouchée” nous a donné bouquie, héros légendaire des contes haïtiens. Il incarne la crédulité, la naïveté, la sottise, la gourmandise. Mais il passe aussi pour un ogre, d’où son appellation de “Noque-Bouquie” (CAP) (prononcé incorrectement, Nonque-Bouquie).
(Bouchée [mouthful]: bouchée, bouquie, gobe, dent plêne. Etymology: The Norman French form of bouchée has given us bouquie, the legendary hero of Haitian folk tales. He incarnates gullibility, naiveté, stupidity, and greed. But he is also considered an ogre, whence the name “Noque-Bouquie” (CAP [a dialect of the north of Haiti]) (incorrectly pronounced Nonk Bouki [Translation mine]).
42 The ATA Chronicle | November/December 2005 longer entries we see that the exten- necessary to find certain words. For finally found it in Pierre-Noël, spelled sions of intelligence include shrewd- example, as the case of malis illus- mahodème and meaning balsa wood. ness, slyness, duplicity, and trates, a knowledge of Haitian culture Armed with that knowledge, I did dissimulation and that two other is sometimes needed to find words eventually find the word in Freeman meanings of malis are malice and that may not be listed in the expected and Laguerre and in Targète and maliciousness. way. Thus, to search for the names Urciolo. But between them, they Bouki and Malis, which are very spe- listed six different spellings: Take advantage of thesaurus-like cific to Haitian culture, one needs to mawodèm, mawodèn, mawodenm features. Dictionaries like Valdman know that they are characters from (Freeman and Laguerre), marodèm, and Rincher, which include definitions folklore and that they are often called mahodenm, and marodenm (Targète for Haitian Creole headwords in two Oncle, Tonton, or Nonk Bouki and Ti and Urciolo). languages5, are especially useful to the Malice. (I might add that Faine’s translator who knows both languages. inclusion of Bouki in a discussion of Read the front matter. Almost all the Being able to see suggested equivalents the headword bouchée, probably dictionaries surveyed here contain in two languages helps to clarify the because of a questionable etymology, front matter, varying in length and extensions of meaning in each, adding is so odd as to be completely unpre- content from a simple introduction depth to the user’s sense of what the dictable. On Faine’s etymology, see and acknowledgements (Vilsaint, for word can mean. Rincher’s inclusion of Pradel Pompilus’ La Langue Français example) to several pages explaining several synonyms for each headword en Haiti, 124). Sometimes searching a in detail how to use the dictionary. In before he supplies the English and synonym of the word can yield infor- Bentolila and in the larger diction- French equivalents also adds to the the- mation. Take the word plim, which aries, the front matter tells the user saurus-like usefulness of his dictionary. means a hair from the body, but not what spelling conventions are used the head. In Rincher, when plim itself and, just as importantly, how the Take context into account. Whenever is the headword, it is defined as entries are alphabetized. Thus, possible, dictionary users need to see “feather” and “pen.” But, as seen in Freeman and Laguerre point out that the defined terms used in example sen- the above examples, Rincher lists syn- “[t]he official spelling system permits tences. The size of the dictionary is onyms of most headwords immedi- either wo, wò, won, wou Ð or ro, rò, not, however, an indication of whether ately after them, and plim, meaning a ron, rou. However, we have observed or not the user can expect examples. hair, is listed as a synonym of pwèl,a the far more frequent practice of using Bentolila, the smallest dictionary sur- cognate of French poil, which means, a w in each of these cases” (Freeman veyed here, uses example sentences in among other things, a body hair. and Laguerre, xii). Haitian Creole and translates them into As for the alphabetical order of the French. Both Valdman and Vilsaint use Try several possible spellings. A dif- entries, some dictionary compilers example sentences in Haitian Creole, ference in the spelling systems of the consider nasalized vowels and certain but do not translate them—a drawback source text and the dictionary can accented ones (à, è, ò) to be separate for the user whose proficiency in affect the dictionary user’s ability to letters of the alphabet, as they repre- Haitian Creole is still limited.6 Nor do find particular words. For example, sent different sounds than the same Freeman and Laguerre, authors of the Alexis, who devised his own spelling letters when they are not followed by largest dictionary now in print, provide conventions for Haitian Creole, used n or written with an accent. Their dic- example sentences, explaining that not the word marodème in one of the sto- tionaries list entries that begin with doing so allowed space for 57,000 ries included in Romancéro (Alexis, nasalized vowels after all the entries headwords. Moreover, they assume a 54). I was unable to find this word in for words beginning with the same target audience that is in Haiti, or at any print or online French or Hatian vowels non-nasalized—for example, least, one that has had considerable Creole dictionary, even though I did in Bentolila, the word an follows experience there (Freeman and confirm its existence in a study of Ayiti. Similarly, headwords beginning Laguerre, ix). race and class by Micheline Labelle, with accented vowels follow those who spelled it marodèm (Labelle, with unaccented ones. Thus, in Try more than one search strategy. 124). Nor were native speakers of Valdman’s dictionary, the word è fol- Creative search strategies might be Haitian Creole able to provide help. I lows Ezili, the word en follows ➡
The ATA Chronicle | November/December 2005 43 Using Reference Resources for Haitian Creole: Some Advice for Translators Continued
èspwa, etc. The same system is used translators learned that studies of the Creole was to permit the newly to alphabetize words where nasalized language itself (Comhaire-Sylvain; literate to proceed to learn to read and or accented vowels fall within word Pompilus) and glossaries included write French. A spelling system too boundaries. But other compilers feel with such studies (Hall), as well as far removed from that of French was that this system is unduly difficult for anthropological writing (Métraux; felt to be useless for that purpose. users, so they use standard alphabet- Herskovits; Hyppolite; Courlander), ical order (Freeman and Laguerre, histories (Heinl and Heinl), Haitian 3. Rincher’s dictionary has three sec- xii)—thus, in Vilsaint, for example, fiction in translation, and even some tions: Haitian Creole, English, and words and phrases beginning with an travelers’ accounts (Cave), could con- French. Each section has headwords follow amwenske, and anyen precedes firm the meanings of some terms, in its respective language. After each ap, etc. explain terms, or at least confirm that of the estimated 17,000 Haitian Another important feature of front more than one meaning was possible.8 Creole headwords, an average of matter is its explanation of how to find Today, the Internet can also be a three synonyms are listed. If these phrases and idioms. Yet another is the source of parallel texts, where words are also counted, it boosts the head- dictionary compiler’s explanation of from a given source text can often be word count to over 50,000. sound-to-writing correspondence, as found in context. For example, the web- sounding out a word and then looking sites of nurseries, woodcrafters, and 4. Two other reference works, it up by its sound rather than its environmentalists have helped me Prophète Joseph’s Dictionnaire spelling may sometimes prove fruitful verify the English names of trees, fruits, des synoymes de la langue haïti- when an obsolete or idiosyncratic and birds found in French or Haitian enne and Emmanuel Védrine’s orthography is used in the source text. Creole in my source text. Some of these Dictionary of Haitian Creole Thus, it is imperative that a user read sites provided the Latin names of plants Verbs: With Phrases and Idioms, the front matter for instructions on or animals, enabling me to verify what I should prove immensely useful in how to use the dictionary. found in more than one reference helping users to see words in the source. Other similar sites, which sold context of their lexical fields. Don’t blindly trust any dictionary. tropical plants or woods on the interna- However, I was not able to Be aware that dictionaries are not tional market, named their products in examine either dictionary as I pre- error-free, which is another reason to several languages. pared the present article. check definitions in more than one Finally, native speakers of Haitian source. Sometimes inaccuracies arise Creole can be a rich source of infor- 5. In a second volume, Valdman pro- with the translation of entries from mation about definitions, spelling, vides an English and a French Haitian Creole into English or French. culture, and other matters, and, in my index to the Haitian Creole head- Thus, for example, the word chabin is experience, have been very willing to words. Each index is a glossary in correctly defined in Targète and provide such assistance. itself, but refers the reader back to Urciolo as “Creole girl, light skin with the main dictionary for a more green or blue eyes.7 Also: chabin dore.” Notes detailed definition. Rincher’s dic- Yet Rincher defines it as follows: 1. Albert Valdman gives the example tionary has three different sections Chabindore/fanm albinos of a Haitian Creole word that of headwords: Haitian Creole, [English] Albino means “large.” A phonetically French, and English. In each sec- [French] Albinos based writing system might repre- tion, the headwords are defined in sent the word as gwo, as it is typi- the other two languages. Check and double-check. Yet again, cally pronounced, while an check your findings in more than one etymological system might write it 6. Valdman explains that, regrettably, place. Besides dictionaries, other as gro, showing its relationship to his team was not able to supply resources written about Haitian its French cognate, gros. translations because of time pres- Creole or Haitian culture can provide sures and space limitations, and useful information as well. At a time 2. Another of their concerns grew out expresses the hope that future edi- when Haitian Creole dictionaries of the assumption that the ultimate tions of the Haitian Creole- were still rare and limited in scope, goal of alphabetization in Haitian English-French Dictionary will be
44 The ATA Chronicle | November/December 2005 able to include them (viii). While Valdman, Albert, (ed.). 1981. Haitian University of California Press. size may also have been a consid- Creole-English-French Dictionary. eration for Vilsaint, his target audi- 2 vols. Bloomington, Indiana: Hall, Robert A. 1953. Haitian Creole: ence may well be native speakers Creole Institute. Grammar, Texts, Vocabulary. of Haitian Creole. Memoirs of the American Anthro- Vilsaint, Féquière, (ed.) 1992. pological Association no. 74. 7. This is the precise definition that Diksyonè Kreyol Angle. Coconut Menasha, Wisconsin: American was provided to me by a native Creek, Florida: Educa Vision. Anthropological Association. speaker of Haitian Creole before I consulted Targète and Urciolo. Other Sources Heinl, Robert Debs, and Nancy Alexis, Jacques Stephen. 1960. Gordon Heinl. 1978. Written in 8. This list of sources does not pretend Romancéro aux étoiles: contes. Blood: The Story of the Haitian to be complete; nor are any guaran- Paris: Éditions Gallimard. People, 1492-1971. Boston: tees as to the quality of their infor- Houghton-Mifflin. mation implied. They are simply Bell, Sharon Masingale. 1995. “In the sources I was able to obtain early in Shadow of the Father Tongue: On Herskovits, Melville J. 1937. Life in a my project that provided some lex- Translating the Masks in Jacques Haitian Valley. New York: A.A. ical solutions at a time when dic- Stephen Alexis’ Romancéro aux Knopf. tionaries of Haitian Creole were étoiles.” In Anuradha Dingwaney quite difficult to obtain outside of and Carol Maier (eds.). Between Hyppolite, Michelson P. 1949. Contes Haiti, and the Internet was still a Languages and Cultures: dramatiques haïtiens. Port-au- gleam in its parents’ eyes. Translation and Cross-cultural Prince: Imprimerie de l’État. Texts. Pittsburgh: University of References Pittsburgh Press, pp. 51-74. Hyppolite, Michelson P. 1951. Contes Dictionaries dramatiques haïtiens. Tome II. Bentolila, Alain et al. 1976. Ti diksy- Cave, Hugh B. 1956. Haiti, High Bibliothèque du Musée du peuple onnè kreyol-franse: Dictionnaire Road to Adventure. New York: haïtien. Port-au-Prince: Imprimerie élémentaire créole haïtien- Henry Holt. de l’État. français. Paris: Hatier. Coates, Carrol. 2000. “Problems of Hyppolite, Michelson P. 1989. Faine, Jules. 1974. Dictionnaire ‘Translating’ Bi-/Multi-lingual Heritage culturel et linguistique des français-créole. Ottawa: Leméac. Literary Texts: The Haitian French aytiens de la première civilisation of Jacques Stephen Alexis.” In de l’île d’Ayiti. Port-au-Prince: Freeman, Bryant, and Jowel Laguerre. Marilyn Gaddis Rose (ed.). Imprimerie Nouvelle. 2002. Haitian-English Dictionary. Beyond the Western Tradition: 4th ed. Lawrence, Kansas: Institute Translation Perspectives XI 2000. Joseph, Prophète. 2002. Diksyonè of Haitian Studies, University of Binghamton, New York: Center for sinonim lang ayisyen / Dictionnaire Kansas. Research in Translation, State des synonymes de la langue haïti- University of New York at enne. Montreal: Editions Combit. Rincher, Deslande. 1993. Diksyonè Binghamton, pp. 275-285. an twa lang Kréyol-Angle-Franse. Labelle, Micheline. 1978. Idéologie Brooklyn: Rincher and Associates. Comhaire-Sylvain, Suzanne. 1936. Le de couleur et classes sociales en créole haïtien: morphologie et syn- Haïti. Montréal: Presses de Targète, Jean, and Raphael G. Urciolo. taxe. Rpt. Geneva: Slatkine l’Université de Montréal. 1993. Haitian Creole-English Reprints, 1979.l Dictionary with Basic English- Laroche, Maximilien. 1978. Le Haitian Creole Index. Kensington, Courlander, Harold. 1960. The Drum Romancéro aux étoiles et l’œuvre Maryland: Dunwoody Press. and the Hoe: Life and Lore of the romanesque de Jacques-Stephen Haitian People. Berkeley: Alexis. Série Classiques du ➡
The ATA Chronicle | November/December 2005 45 Using Reference Resources for Haitian Creole: Some Advice for Translators Continued
monde: Littérature antillaise. Pierre-Noël, Arsène V. 1971. Védrine, Emmanuel W. 1992. Paris: Fernand Nathan. Nomenclature polyglotte des Dictionary of Haitian Creole plantes haïtiennes et tropicales. Verbs: With Phrases and Idioms. Mason, Marilyn. “Haitian Creole Port-au-Prince: Presses Nationales Cambridge, Massachusetts: Soup Orthography Issues Facing d’Haïti. to Nuts Publishing. Software Developers.” The Creole Clearinghouse. May 12, 2005. Pompilus, Pradel. 1961. La langue http:/hometown.aol.com/mit2haiti/ française en Haiti. Paris: Institut Orthography.htm, 10 pages. des Hautes Études de l’Amérique Latine. Métraux, Alfred. 1956. Voodoo in Take Advantage of Haiti. Translated by Hugo Pompilus, Pradel. 1985. Le problème Your Member Benefits Charteris. New York: Oxford linguistique haïtien. Port-au- University Press. Prince: Fardin. Professional Liability Insurance Hays Affinity Solutions (HAYS) (866) 310-4297 • (202) 263-4016 Guide to ATA [email protected] Continuing Education Points http://ata.haysaffinity.com Check it out at www.atanet.org (click on certification)
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The ATA Chronicle | November/December 2005 47 “The Changing Tides of Translation”
ATA Translation Company Division 7th Annual Conference April 20-23, 2006
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48 The ATA Chronicle | November/December 2005 Dictionary Reviews Compiled by Boris Silversteyn
Silversteyn is chair of the ATA Dictionary Review Committee.
Vera Pyle’s Current Medical This wonderful volume comes with congenital syphilis in infants. Terminology several pages of fascinating introductory [original italics] Publisher: matter. Attracting newcomers, the biog- Health Professions Institute: Modesto, raphy of the late Vera Pyle, originator 5. Synovial frost (Ortho). [Note: no California and lifeblood of the glossary, is entitled definition; the term is included for Publication date: “Savoring Vera Pyle.” Her accomplish- spelling] 2005 (10th edition) ments recall those of Edie Schwager, ISBN: who, since 1978, has published a In addition to such simple entries, 0-934385-82-3 column in the American Medical there are a number of quick-reference Price: Writer’s Association Journal called lists. In the list of grafts we can see how $41.95 “Dear Edie” that contains queries and carefully capitalization is indicated. Available from: discussions of “issues both subtle and Dermagraft, for example, is capitalized, InTrans Book Service relevant to the professions of writing and implying that it is a trade name and not (http://intransbooks.com) editing.” Edie is revered as the last word just a skin graft. Cotton cartilage is cap- Softcover (907 pages, plus 30 pages on medical usage and abusage. italized since the term is eponymous, but of introductory material) With the discovery of Vera Pyle, mitral valve homograft is not. Other another great resource can be added convenient lists are found under Reviewed by: to a translator’s armory. Here, the bandage, device, disease, MRI terms, Sharlee Merner Bradley research required for an Internet operation, pathogen, syndrome, and test. search has already been done. Other Medical jargon and slang found in f you benefitted from Rafael sources of terms and their spelling medical transcriptions is also explained Rivera’s “Glossarium” in the and definitions include catalogs from here. Here are some cute examples: I Summer 2005 issue of ATA’s medical instrument manufacturers, Medical Division’s journal Caduceus, informants in the medical professions beetle or “bee-toll”—phonetic for you will surely find a treasure trove in and allied industries, medical dicta- BTL (bilateral tubal ligation). Usage: Vera Pyle’s Current Medical tions by physicians, transcriptionist “G3, P3, status post VBAC and Terminology. Although principally inquiries, medical and research jour- beetle,” or “beetle for contraception.” written for medical transcriptionists, nals, to give a few examples. and secondarily for court reporters, Here are some excerpts to give the gents—slang for gentamicins health information professionals, flavor of the definitions and comments. legal secretaries, and nurses, medical banana bag—a detox “cocktail” translators (and possibly interpreters) 1. Mirroring—a phenomenon in administered via intravenous tube will find this updated (2005) tenth which one extremity cannot move to alcoholics. The solution con- edition to be a valuable reference. without the other moving in an tains thiamine, dextrose, and vita- Since it is revised every two years, its identical manner. mins, the latter of which give it a material will help translators dealing yellow banana-like tint. with contemporary texts, especially 2. Plafond—the undersurface of a doctors’ reports in English. plateau, as in tibial plafond. Who said medical translation was The greatest contribution the book boring? Just look in “the silver bullet.” makes is perhaps the definitions, 3. Scalloping of vertebrae (Radiol)— which are brief, clear, and written for sometimes seen on the x-rays of Sharlee Merner Bradley has a doctorate the layman, not the doctor (who has patients with sickle cell anemia. in Romance lexicography, and has presumably dictated the term or translated for the United Nations. She acronym). A medical translator is 4. Snuffles—not a mispronunciation has been a freelance translator of French surely a layman in the majority of of sniffles, but actually a medical and Spanish into English, and is secretary of ATA’s Dictionary Review Committee. cases, a physician-translator being a term for a hemorrhagic nasal dis- Contact: [email protected]. highly desired but relatively rare bird. charge, generally associated with ➡
The ATA Chronicle | November/December 2005 49 Dictionary Reviews Continued
Elsevier’s Dictionary of Containers available in any Spanish dictionary. find strange terms such as “pan- and Dangerous Goods Thanks to the Internet, and my many talán de carga” for loading pier Terms in English–French–Spanish contacts in South America, I was able (where “muelle,” “malecón,” or Author: to meet the challenge, but I wish now “espigón de carga” would have L. J. Zilberberg that this dictionary had been available been better choices), or “altura de Publisher: at that time, as it would have saved obra muerta” for air draught Elsevier B. V. me many hours of research, looking (while “tiro” or “corriente de aire” Publication date: for terms like container lashing sys- would have been more appro- 2004 (first edition) tems, container packing, container- priate). There are errors like Number of pages: ized freight, among others. “visual localización,” for locating 581 This approximately 600-page dic- by sight (it should have been Number of entries: tionary is divided into the following sec- “localización visual”), and “point 6,673 tions, where it ambitiously tries to cover de combustion,” for fire point, in ISBN: not only container terminology, but also the Spanish section (probably a 0-444-51485-6 associated fields like medical termi- typesetting error as this is the French Price: nology related to dangerous materials. version). There are also orthograph- $175 (hardcover) ical mistakes such as “órigen” Available from: 1. Containers and dangerous goods. (should be origen) and termi- Elsevier B.V. This section contains approxi- nologia (terminología). www.elsevier.com mately 5,800 entries, rich on con- Furthermore, the Spanish section Europe, Middle East, & Africa: tainer and safety information could benefit from more terms Linacre House, Jordan Hill related to the transport of dan- from Latin America. For example, Oxford OX2 8DP, U.K. gerous goods, in English, French, besides “buque tanque” for U.S. & Canada: and Spanish, and represents half of tankers, the terms “buque cisterna” 11830 Westline Industrial Drive the 600-page volume. This section and “buque petrolero” (oil tanker) St. Louis, MO 63146 is quite complete with only min- are also used. A “buque min- imum examples of words com- eralero” (ore carrier) is also Reviewed by: monly appearing in other standard referred to as a “buque metalero”; Eduardo Hermosilla electromechanical technical dic- a warehouse is not only “almacén, tionaries. You will find words such depósito,” but a “bodega.” The dic- ith the advent of container- as: “boxship” or “containership” tionary uses the word “puesto” in ization, the world has seen (buque portacontenedor; navire Spanish for any kind of berth W an immense influx of new porte-conteneurs); containeriza- (puesto de amarre, puesto de words coming into use in the field of tion (contenerización; conteneuri- atraque, etc.), while the word goods transportation. Having been sation); “reefer container” “sitio” (as in “sitio de atraque,” born and raised in a major seaport in (contenedor frigorífico; conteneur “sitio de carga”) is also widely Chile, I became familiar at an early frigorifique or, as it is sometimes used. age with maritime terms that are referred to, conteneur frigo); completely foreign to people not in “supply chain” (cadena logística; 2. Medical terminology. The list of constant contact with maritime trans- chaîne logistique); TEU (équiva- medical terms normally used in port vocabulary. Anyway, some years lent vingt pieds, or EVP in French; material safety data sheets is not ago when I began the translation of a unidad equivalente al contenedor only quite short, but this information temperature control system for con- de 20 pies, or TEU, in Spanish); is readily available in other diction- tainers and its impact on merchandise and many other terms that would aries. This section has a few errors, marketing, I was distressed to find be difficult to find in standard particularly in Spanish: “termi- that many of the terms now familiar technical dictionaries. nologia medical” for medical termi- to me in English were not readily Unfortunately, you will also nology (should be “terminología
50 The ATA Chronicle | November/December 2005 médica”); “toxicidad aguda en caso like to see many other abbreviations professionals, but to personnel de contacto con la piel” (acudermal that are used internationally in the involved in international trade toxicity) could be better expressed shipping field, such as FAS (freight forwarders, customs officials, as “toxicidad cutánea aguda”; (Franco al costado de la nave), CIF etc.) and in the international transport “exposición aguada” (acute expo- (Costo, seguro y flete), and FOB of goods (shipping agents, etc.), espe- sure) should be “exposición (Franco a bordo). cially for those shipping chemical aguda,” not “aguada,” which actu- products. Finally, as I pointed out ear- ally means watered down. Pupils 4. A 200-page English, French, and lier, the Spanish section could benefit (eye) in Spanish is “pupilas,” not Spanish index. from the inclusion of more terms “pupillas” (this appears in several used in Latin America, particularly in places). 5. Appendices. The dictionary con- major maritime countries like cludes with several appendices Argentina, Chile, Mexico, and 3. Acronyms and organizations. The listing such items as IRPTC Panama. list of acronyms and organizations (International Register of Potentially is very practical, the latter repre- Toxic Chemicals) terms, environ- senting the names of major interna- ment and health hazard parameters, Eduardo Hermosilla has been a senior tional organizations involved in the the names of chemical data banks, editor at Accurapid Translation Services, transport of goods, such as FIATA codes and regulations, conventions, Inc. since 1995. His technical and (Federación Internacional de Asoci- guidelines, ship’s documents and managerial career covers 25 years of experience in microelectronics aciones de Expedidores de Carga), certificates, and the segregation of manufacturing and testing with IBM, OMI, and several others. I must dangerous goods in transport by sea. including a three-year assignment in point out that the listing for the Germany. He translates and edits technical abbreviation LAM is incorrect. The In summary, due to the special and scientific reports and manuals, dictionary says it stands for Latina vocabulary used in the containeriza- software packages, and financial reports. Contact: [email protected]. America, but it should be América tion field, this dictionary could be Latina or Latinoamérica. I would quite useful not only to translation
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The ATA Chronicle | November/December 2005 51 The Translation Inquirer By John Decker
Address your queries and responses to The Translation Inquirer, 112 Ardmoor Avenue, Danville, Pennsylvania 17821, or fax them to (570) 275-1477. E-mail address: [email protected]. Please make your submissions by the 25th of each month to be included in the next issue. Generous assistance from Per Dohler, proofreader, is gratefully acknowledged.
he Translation Inquirer has no applicants have the necessary training some additional items in the list were connection whatever with Harper for the job at hand. One of the means “stivali, scarponcini, sandali.” English TCollins or with author Nicholas for doing this is to conduct “evalua- is acceptable as a response for this Ostler, but I have heard that this gentle- tions à chaud et à froid.” What does ProZ query. man, who is the chairman of the this mean? (Lt-E 11-05/8) Welcome aboard to Foundation for Endangered Languages, (F-E 11-05/4) This query has to do Latvian, which has not appeared in is the author of Empires of the Word: A with the medical field, but no further this column since at least April 1993, Language History of the World. I first details can be obtained. As asked by a when I assumed editorship. The term, read about this 640-page work on the ProZ member, the term in question taken from the area of law, patents, Internet, where it was given a fantasti- is “une pepinière d’entreprises.” and real estate, is “nostiprinaøjuma cally good review. I don’t know about What is it? Chinese Mandarin is the luøgums,” and here’s some more con- you, but I believe I know what to ask for target language. text that was supplied by the ProZ user as a Christmas gift. (G-E 11-05/5) A Lantra-L user posting this query: “... jaøiesniedz [Abbreviations used with this col- found a list of car specifications in a notariaøli apstiprinaøts nostiprinøajuma umn: E-English; F-French; G-German; marketing report. The document lgums pirmaøs hipotïkas reg‘istrï‰anai H-Hebrew; Hu-Hungarian; I-Italian; included the following phrase, unfor- bankas labaø.” Who wants to try it? Lt-Latvian; Po-Polish; R-Russian; tunately embedded in a context-poor (Po-E 11-05/9) A Lantra member Sp-Spanish.] list: “bestes Leistungsgewicht im stumbled over “PKN Orlen” in a Wettbewerbsumfeld bei der NWB request by an individual to have his New Queries (Positionierungsaggregate).” What file declassified. Here is the context: (E-F 11-05/1) The words in bold does the last word mean? “WczeÊniej prezydium komisji Êled- print were the problem for this (G-E 11-05/6) Here’s a cluster of czej ds. PKN Orlen zadecydowa∏o, ze English-to-French translator: In the terms in German for which English is nie wystàpi do IPN z wnioskiem o case of a partial termination or can- wanted, and they all relate to the sport odtajnienie teczki premiera. Nalega∏ cellation, an upward price adjust- of hunting. (6.a) “In der Regiejagd na to Xxxxxx Xxxxxx z LPR po tym, ment for quantities remaining after der Oberförsterei Krausnick kamen jak do prasy przedosta∏y si´ informac- the termination to reflect the appro- im letzten Jagdjahr 501 Stücken je, jakoby w latach 80. Belka podpisa∏ priate quantity-price break differ- Schalenwild zur Strecke.” (6.b) “Zum instrukcje, w której znalaz∏y si´ m. in. ence. Her question was whether or Einsatz kommen überwiegend einge- has∏a do nawiàzania kontaktu z pol- not this text is talking about the fact jagte deutsche Wachtelhunde mit skim wywiadem w USA.” Who can that economies of scale are no longer gro§er Erfahrung an Schwarzwild.” shed light on the term in bold print? realized if the quantity is reduced, (6.c) “Das Stechen der Waffen ist (R-E 11-05/10) Here’s an abbrevia- and if they need to reflect that in the bei der Drückjagd untersagt!” (6.d) tion that puzzled a Lantra-L member. case of cancellation. “Nach der Jagd bitte Anschlüsse für The overall phrase was: D ckexft tckb (E-R 11-05/2) This one, provided die Nachsuchen verbrechen und eine htpekmnfns hf,jn bcgjkmpe/n JBC> by a ProZ user, might be tough. It is a Meldung an den Jagdführer.” (6.e) ghfdf yf rjnjhst ghbyflkt;fn positive or negative turning handle “Wild bergen, Kontrollsuchen durch Bcgjkybntk/> Bcgjkybntkm j,zpfy mounted on a metal lathe. The text die Hundeführer, sammeln auf dem gjcnfdbnm j, 'njv d bpdtcnyjcnm states that if these are located at the Streckenplatz, Schüsseltreiben.” Pfrfpxbrf. What to make of the bold- neutral (middle) position, power feed Good English, please, for all the items print abbreviation? will stop (except the high-speed feed). in bold print. (Sp-F 11-05/11) “Laboratorio How do you convey the terms for this (I-G 11-05/7) The terms “scarpe gestor” was a stumper for a ProZ piece of hardware into Russian? da passeggio uomo” and “scarpe da denizen. English may be substituted (F-E 11-05/3) In a job description passeggio donna” appeared in a list of for the originally-sought-for French. for a human resource manager, export statistics related to the area of The context medical sentence: “Para a Lantra-L user discovered that textiles, clothing, and shoes. To pro- cada bolsa de concentrado de the duties included making sure vide at least a little more context, hematies los hospitales abonan al lab-
52 The ATA Chronicle | November/December 2005 oratorio gestor 94 euros.” What is it? attachment, and even integrated bun of Italy based on personal data. The warmer. Not a speaker of Italian, Italian government decided to keep Replies to Old Queries Anette can’t help with the intended the former Austrian system in place. (E-H 1-05/1) (vice president for target-language rendering. Franco suggests that “Ufficio financial affairs): Gila Blits believes (G-E 8-05/5) (Schweinemett): Tavolare” be kept as is in Italian in that David Goldman’s assertion about This, says Ann Marie Ackermann, any translation in order to reflect this “nasi” and “sgan nasi” (found on page who lives in Germany, is pork tartar, unique cultural feature and prevent it 58 of the June issue) is half right. as opposed to beefsteak tartar. It con- from being confused with the method These days, says Gila, the top person sists of raw pork hamburger seasoned used in the rest of the country. in a large corporation in Israel is with herbs, salt, and onions. Under (Sp-E 7-05/11) (Rico Vacilón): sometimes styled President and CEO German law, it must not consist of Part of a cha-cha tune, the latter word on the English side of his business more than 35% fat. It is used to stuff did not have a fully definitive descrip- card, even if he is only a “mankal” in the German sausage called tive translation until Franco Gamero Hebrew. The latter word literally “Mettwurst,” as well as (combined responded. Franco is a man who lis- means general manager, but no self- with spinach) the Schwabian version tened to, danced to, and was aware of respecting “mankal” wants to be of ravioli, “Maultaschen.” Gee, that the environment and spirit of this par- known as anything other than the sounds like an authoritative answer! ticular 1955 song (see page 45 of the CEO. Whenever Gila sees “samankal (Hu-E 9-05/5) (sávos ütemterv July 2005 issue): “Cha cha cha, iqué kesafim,” yet another acronym in szerint dolgozunk): Denes Marton rico Cha cha cha! Vacilón, iqué rico Hebrew, which literally means deputy corrected the spelling on this one, and Vacilón! A la rubia hay que darle un general manager for financial affairs, replies that it means something like besito, a la negra, un tremendo she always translates it as CFO, and they work according to a graduated apretón, ------pero todas gozan the clients are satisfied with it. schedule. He is no expert in power del Cha cha cha.” The rhythmically (G-E 9-05/7) (Bündelpfeiler): generation, but hopes that this is compatible word “Vacilón” can be lit- According to Maria Snyder, this meaningful for someone who is. erally translated as hesitation. It can architectural feature is best rendered The second phrase, which Denes mean a break in the step, which is one as clustered pier or compound pier. also corrected, really reads “hálós of the characteristics of the cha-cha. It (G-E 9-05/8) (Bremsenknurpsen): védôelemet.” This fragment is in also is the slang term for a dance John Kinory consulted an experi- accusative, the root being “hálós party. And thirdly, in Perú, it insult- enced automotive engineer who védôelem.” The meaning is some- ingly refers to a non-serious relation- assured him that this, in U.S. English, thing like network protecting element ship. So, an attempt to translate the is called brake clunk, a sound generat- or possibly protecting device with word into English would face difficul- ed by interaction during braking with grid. It is hard to tell when there is no ties, since it would have to have the the drive shaft when a driver down- context provided. same triple-syllable rhythm as “Cha shifts as he or she applies the brakes. (I-E 9-05/11) (Ufficio Tavolare): A cha cha” and would have to take into (G-I 6-05/7) (Brötchenhalterung): lot of interesting cultural history goes account which of the above meanings Anette Gralla explains that this is a into the answer to this one, kindly was paramount. Franco does not even rack which is integrated into a toaster, supplied by Franco Zearo. It seems attempt to provide the English! or else mounted on top and then that in 1919 Italy annexed some propped up, as a device to warm rolls provinces in its northeast from the Thanks to all who provided materi- and other items that don’t fit into nor- former Austrian Empire. These areas al for calendar year 2005. Half of the mal toaster slots. In English, it would had a property-based cadastral system first decade of the new century is over, be a rack for rolls. Anette went into a called the Tabular System (“Ufficio just think of it! store in Wetzlar and found other Tavolare,” Tabular Office). This English translations for it with differ- method contrasted with a system of ent brands: bun warmer, bread roll property registers (“Conservatoria dei warmer, roll attachment, toasting Registri Immobiliari”) used in the rest
The ATA Chronicle | November/December 2005 53 Humor and Translation By Mark Herman Herman is a librettist and translator. Submit items for future columns via e-mail to [email protected] or via snail mail to Mark Herman, 1409 E. Gaylord Street, Mt. Pleasant, MI 48858-3626. Discussions of the translation of humor and examples thereof are preferred, but humorous anecdotes about translators, translations, and mistrans- lations are also welcome. Include copyright information and permission if relevant.
Limericks II
ast month I printed Arthur This month, I print my own much Graham’s set of 1,024 macaronic more limited efforts in the genre. L lyrics in four different languages. (See below.) It’s really a very old story: You don’t have to be a Cassandra translators deprived of their glory. to predict that a double entendre If they’re bad, that’s expected. will scandalize some. If good, they’re rejected To translate or keep mum because traduttor’ traditore! is the question translators must pondra.
It’s truly beyond comprehension The Victorian translator Fiske that translators don’t receive mention censored lewdness with three * * *, when their work is successful; thus alerting the read- those making a mess ’ll -er to pay careful heed be given the closest attention. to the smut and exclaim “Tsk tsk tsk!”
False cognates, the translator’s bane, When translator Sam from Sri Lanka drive some in our business insane! tried to kiss sweet Cancunian Bianca, Beware solecisms he knew just what to do, with French idiotismes, for he quickly got through German gifts, and the actual Spain. to the girl with adept lingua franca.
Is everything truly translatable? Some say yes, some say no. It’s debatable. But strict logic dictates that what one mind creates is translatable if it is statable.
To add to the number of impossible- mentary school German class: “Wenn “translate” it into English, Ronnie to-translate texts with repeated word Fliegen hinter Fliegen fliegen, fliegen Apter and I came up with: “Should fly strings, Celia Bohannon submitted this Fliegen Fliegen nach. [When flies fly spy spy fly, fly, fly, fly high!” sentence learned by her son in his ele- behind flies, flies fly after flies.].” To
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Join your colleagues to discuss the establishment of an ATA Financial Division and an ATA Legal Division.
If you would like to register your interest, please e-mail Mary David at ATA Headquarters ([email protected] and/or [email protected]).
54 The ATA Chronicle | November/December 2005 Healthcare Interpreting Education: Are We Putting the Cart Before the Horse? Continued from p. 38
Kennen, E. 2005. “Health Methodology. A Textbook for Interpreting and Health Applied Teachers. New York: Prentice Seleskovitch, D. 1962. “L’ Linguistics Program Creating Hall. Association Internationale des Master Interpreters—¿Se habla Interprètes de Conférence.” In español?” In The Hispanic Prince, C. 1986. Hablando con el Babel, Vol. 8 (1), pp. 29-30. Outlook in Higher Education, Doctor: Communication Problems 15(18), pp. 30-32. Between Doctors and Their Valdés, Guadalupe, and Richard A. Spanish-speaking Patients. Ph.D. Figueroa. 1994. Bilingualism and Marcus, E. 2003. “When a Patient is dissertation, Stanford University: Testing: A Special Case Bias. New Lost in the Translation.” New York Stanford. Jersey: Ablex Publishing Times. New York, p. F7. Corporation. Reich, R. 1990. “Redefining Good Massachusetts Medical Interpreters Education: Preparing Students for Vernon, D. T., and R.L. Blake. 1993. Association. 1995. Medical Tomorrow.” In S. B. Bacharach “Does Problem-based Learning Interpreting Standards of Practice. (ed.). Education Reform: Making Work? A Meta-analysis of Boston: Massachusetts Medical Sense of It All. Boston: Allyn and Evaluative Research.” Academic Interpreters Association. Bacon. Medicine, 68(7), pp. 550-563.
Mayo, P., M.B. Donnelly, P.P. Nash, Roy, C. 1989. A Sociolinguistic Wadensjö, C. 1995. “Dialogue and R.W. Schwartz. 1993. “Student Analysis of the Interpreter’s Role Interpreting and the Distribution Perceptions of Tutor Effectiveness in in the Turn Exchanges of an of Responsibility.” Hermes, Problem-based Surgery Clerkship. Interpreted Event. Ph.D. disserta- Journal of Linguistics, 14, pp. Teaching and Learning in Medicine, tion, Georgetown University: 111-129. 5(4), pp. 227-233. Washington, DC. Wadensjö, C. 1998. Interpreting as Metzger, M. 1999. Sign Language Roy, C. 2000. Interpreting as a Interaction. New York: Addison Interpreting: Deconstructing the Discourse Process. New York - Wesley Longman Inc. Myth of Neutrality. Washington, Oxford: Oxford University Press. DC: Gallaudet University Press. Yee, L., M. Diaz, and T. Spitzer. Savery, J. 1994. What is Problem- 2003. California Assembly Bill Nunan, D. 1988. The Learner-cen- based Learning? Paper presented 292. Info.sen.ca.gov/pub/bill/ tered Curriculum. Cambridge: at the meeting of the Professors of ASM/ab_0251_0300/ab_292_bill Cambridge University Press. Instructional Design and _20030206_introduced.html. Technology, Indiana State Nunan, D. 1991. Language Teaching University, Bloomington, Indiana.
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The ATA Chronicle | November/December 2005 55 All candidates applying for ATA certification must provide proof that they meet the certification ATA Certification Exam Information program eligibility require- ments. Please direct all inquiries Upcoming Exams regarding general certification information to ATA Headquarters at (703) 683-6100. Registration for all certification exams There will be many more exam sittings scheduled for 2006, but these are the should be made through ATA only sites confirmed at this time. Headquarters. All sittings have a maximum capacity and admis- California Tennessee Nicaragua Uruguay sion is based on the order in San Francisco Nashville Managua Montevideo which registrations are received. January 4, 2006 April 15, 2006 September 10, 2006 March 4, 2006 Forms are available from the ATA Registration Deadline: Registration Deadline: Registration Deadline: Registration Deadline: website or from Headquarters. March 31, 2006 August 25, 2006 February 17, 2006 December 16, 2005
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56 The ATA Chronicle | November/December 2005 ATA thanks the following exhibitors for their participation at this year’s conference in Seattle. See you next year in New Orleans! American Translators Association 46th Annual Conference Exhibitors Seattle, Washington
1-Stop Translation John Benjamins Publishing Co. New York University www.1stoptr.com www.benjamins.com www.scps.nyu.edu
Accent on Languages Kent State University, Northwest Interpreters, Inc. www.accentonlanguages.com Institute for Applied www.nwiservices.com GOLD SPONSOR Linguistics $3,700 Contribution Adler's Foreign Books appling.kent.edu RIS Interpret-Catholic www.afb-adlers.com Charities Maine Language Line Services www.catholiccharitiesmaine. American Red Cross www.languageline.com org/RISinterpret ProZ.com www.redcross.org www.proz.com LanguageWorks, Inc. Schreiber Publishing Argos Company Ltd. www.languageworks.com www.schreibernet.com www.argostranslations.com SDL International Lexis-Nexis/Martindale- SDL International Association of Language Hubbell Law Directory www.sdl.com/products www.sdl.com/products Companies www.martindale.com/ www.alcus.org resources Sinometrics www.sinometrics.com Atril LTC - The Language www.atril.com Technology Center Telelanguage Inc. www.langtech.co.uk www.telelanguage.com SILVER SPONSORS Beetext Productivity Solutions Monterey Institute of Terminotix Inc. $2,700 Contribution www.beetext.com International Studies, www.terminotix.com Graduate School of CLS Communication, Inc. CLS Communication, Inc. Translation and Translation.net www.cls-communication.com www.cls- Interpretation www.translation.net communication.com www.miis.edu/ gsti-about-dean.html Translation Bureau/ Idem Translations, Inc. Colegio de Traductores Bureau de la traduction www.idemtranslations.com Publicos de la Ciudad de Multicorpora R&D www.termium.com Buenos Aires www.multicorpora.com NetworkOmni Multilingual www.traductores.org.ar Translation.net MultiLing Corporation www.translation.net Communications Defense Language Institute, www.multiling.com www.networkomni.com Foreign Language Center TransPerfect Translations www.dliflc.edu Multilingual Computing, Inc. www.transperfect.com www.multilingual.com Dunwoody Press TripleInk www.dunwoodypress.com National Center for www.tripleink.com Interpretation, Dynamic Language Center University of Arizona U.S. Department of State, www.dlc-usa.com nci.arizona.edu Office of Language Services www.state.gov Federal Bureau of National Security Agency Investigation www.nsa.gov WordFinder Software www.fbijobs.com International NetworkOmni Multilingual www.wordfinder.com InTrans Book Service Communications www.intransbooks.com www.networkomni.com
The ATA Chronicle | November/December 2005 57 ATA Chapters, Affiliated Groups, and Other Groups
National Capital Area Chapter ATA Chapters of ATA (NCATA) Affiliated Groups Atlanta Association of Interpreters P.O. Box 5757 Houston Interpreters and Translators and Translators (AAIT) Washington, DC 20016-5757 Association (HITA) P.O. Box 12172 Tel: (703) 255-9290 • Fax (202) 234-5656 P.O. Box 421343 Atlanta, GA 30355 [email protected] • www.ncata.org Houston, TX 77242-1343 Tel: (404) 729-4036 Tel: (713) 202-6169 [email protected] • www.aait.org New York Circle of Translators (NYCT) www.hitagroup.org P.O. Box 4051, Grand Central Station Carolina Association of Translators New York, NY 10163-4051 Iowa Interpreters and Translators and Interpreters (CATI) Tel: (212) 334-3060 Association (IITA) 9304 Bonita Lane, #1617 [email protected] P.O. Box 7631 Charlotte, NC 28262 www.nyctranslators.org Urbandale, IA 50323 Tel: (919) 577-0840 Tel: (515) 865-3873 • Fax: (515) 278-5841 [email protected] • www.catiweb.org Northeast Ohio Translators [email protected] • www.iitanet.org Association (NOTA) Delaware Valley Translators 33425 Bainbridge Road Utah Translators and Interpreters Association (DVTA) Solon, OH 44139 Association (UTIA) 606 John Anthony Drive Tel: (440) 519-0161 P.O. Box 433 West Chester, PA 19382-7191 [email protected] Salt Lake City, UT 84110 Tel: (215) 222-0955 www.ohiotranslators.org [email protected] [email protected] www.dvta.org Northern California Translators Other Groups Association (NCTA) This list gives contact information for Florida Chapter of ATA (FLATA) P.O. Box 14015 translation and interpretation groups as a 7891 W Flagler Street, #347 Berkeley, CA 94712-5015 service to ATA members. Inclusion does not Miami, FL 33144 Tel/Fax: (510) 845-8712 imply affiliation with or endorsement by ATA. Tel: (305) 274-3434 [email protected] • www.ncta.org Fax: (305) 437-7663 American Literary Translators [email protected] • www.atafl.org Northwest Translators Association (ALTA) and Interpreters Society (NOTIS) The University of Texas at Dallas Michigan Translators/ P.O. Box 25301 Box 830688 Mail Station JO51 Interpreters Network (MiTiN) Seattle, WA 98165-2201 Richardson, TX 75083-0688 P.O. Box 852 Tel: (206) 382-5642 Tel: (972) 883-2093 • Fax: (972) 883-6303 Novi, MI 48376-0852 [email protected] • www.notisnet.org www.literarytranslators.org Tel: (586) 778-7304 • Fax: (248) 344-0092 [email protected] • www.mitinweb.org Southern California Area Translators and Association of Language Companies (ALC) Interpreters Association (SCATIA) 1911 N Fort Myer Drive, Suite 702 P.O. Box 34310 Mid-America Chapter of ATA (MICATA) Arlington, VA 22209-1605 Los Angeles, CA 90034 6600 NW Sweetbriar Lane Tel: (800) 338-4155 (within North America) Kansas City, MO 64151 Tel: (818) 725-3899 • Fax: (818) 340-9177 [email protected] (703) 812-0883 • Fax: (703) 875-0301 Tel: (816) 741-9441 • Fax: (816) 741-9482 [email protected] • www.alcus.org [email protected] • www.ata-micata.org Upper Midwest Translators and Austin Area Translators and Interpreters Midwest Association of Translators and Interpreters Association (UMTIA) Association (AATIA) Interpreters (MATI) Minnesota Translation Lab P.O. Box 13331 542 S Dearborn Street, Suite 1060 University of Minnesota Austin, TX 78711-3331 Chicago, IL 60605 218 Nolte Center Tel: (512) 707-3900 Tel: (312) 427-5450 • Fax: (312) 427-1505 Minneapolis, MN 55455 [email protected] • www.aatia.org [email protected] • www.matiata.org Tel: (612) 625-3096 [email protected] • www.umtia.org
ATA Members Two Rad Technologies Website Development [email protected] www.atanet.org/radtown
58 The ATA Chronicle | November/December 2005 Note: For more information on chapters or to start a chapter, please contact ATA Headquarters. Send updates to Mary David, ATA Chronicle, 225 Reinekers Lane, Suite 590, Alexandria, VA 22314; Tel: (703) 683-6100; Fax: (703) 683-6122; [email protected].
California Court Interpreters New England Translators Association of Translators and Association (CCIA) Association (NETA) Interpreters of Ontario (ATIO) 345 S Hwy 101, Suite D 672 Salls Road 1 Nicholas Street, Suite 1202 Encinitas, CA 92024 Greensborough Bend, VT 05842 Ottawa, Ontario, Canada K1N 7B7 Tel: (760) 635-0273 • Fax: (760) 635-0276 Tel: (802) 533-9228 Tel: (613) 241-2846, [email protected] • www.ccia.org [email protected] • www.netaweb.org Toll-free: 1 (800) 234-5030 Fax: (613) 241-4098 Chicago Area Translators and Interpreters New Mexico Translators and Interpreters [email protected] • www.atio.on.ca Association (CHICATA) Association (NMTIA) P.O. Box 804595 P.O. Box 36263 Ordre des traducteurs, terminologues et Chicago, IL 60680-4107 Albuquerque, NM 87176 interprètes agréés du Québec (OTTIAQ) Tel: (312) 836-0961 Tel: (505) 352-9258 • Fax: (505) 352-9372 2021 Union Avenue, Suite 1108 [email protected] • www.chicata.org [email protected] Montreal, Quebec, Canada H3A 2S9 www.cybermesa.com/~nmtia Tel: (514) 845-4411 Colorado Translators Association (CTA) Toll-free: (800) 265-4815 941 Cedwick Street The Translators and Interpreters Fax: (514) 845-9903 Lafayette, CO 80026 Guild (TTIG) [email protected] • www.ottiaq.org Tel: (720) 890-7934 962 Wayne Avenue, Suite 500 [email protected] Silver Spring, MD 20910 Society of Translators and Interpreters of www.cta-web.org Tel: (301) 563-6450 • (866) 563-6456 British Columbia (STIBC) Fax: (301) 563-6020 850 W Hastings Street, Suite 514, Box 34 Delaware Translators Network (DTN) [email protected] • www.ttig.org Vancouver, British Columbia, Canada 2401 Pennsylvania Avenue #912 V6C 1E1 Wilmington, DE 19806 Washington State Court Interpreters and Tel: (604) 684-2940 • Fax: (604) 684-2947 Tel: (302) 655-5368 Translators Society (WITS) [email protected] • www.stibc.org [email protected] P.O. Box 1012 Seattle, WA 98111-1012 ENGLAND El Paso Interpreters and Translators Tel: (206) 382-5690 Institute of Translation & Interpreting (ITI) Association (EPITA) www.witsnet.org Fortuna House P.O. Box 27157 South Fifth Street El Paso, TX 79926 International Groups Milton Keynes Tel: (915) 598-4757 or (915) 256-0590 FIT MK9 2EU England [email protected] Fédération Internationale des Tel: +44 (0) 1908 325 250 Traducteurs/International Federation of Fax: +44 (0) 1908 325 259 The Kentucky Translators and Interpreters Translators (FIT) [email protected] • www.iti.org.uk Association (KTIA) 2021 Avenue Union, Bureau 1108 P.O. Box 7468 Montreal, Quebec, Canada H3A 2S9 MEXICO Louisville, KY 40257-0468 Tel: (514) 845-0413 • Fax: (514) 845-9903 Organización Mexicana de Traductores A.C. Tel: (502) 449-4499 [email protected] Capítulo Occidente E-mail: [email protected] www.fit-ift.org Av. Vallarta 1525–304 Col. Americana Guadalajara, Jalisco Mexico Metroplex Interpreters and Translators AUSTRALIA Tel: +52-33-3124-0236 Association (MITA) Australian Institute of Interpreters and Fax: +52-33-3124-0237 712 Cornfield Drive Translators, Inc. (AUSIT) [email protected] Arlington, TX 76017 PO Box 1070 www.omt.org.mx Tel: (817) 417-4747 Blackburn North VIC 3130 Australia www.dfw-mita.com Tel: +61 3 9597 9958 PERU [email protected] • www.ausit.org Asociación de Traductores Profesionales National Association of Judiciary del Perú (ATPP) Interpreters and Translators (NAJIT) CANADA Casilla Postal 18-0251 603 Stewart Street, Suite 610 Association of Translators and Lima 18 Perú Seattle, WA 98101 Interpreters of Alberta (ATIA) Tel: +51 (1) 264-2214 • Fax: +51 (1) 264-5567 Tel: (206) 267-2300 • Fax: (206) 626-0392 P.O. Box 546 [email protected] Main Post Office http://www.atpp.org.pe Edmonton, Alberta, Canada T5J 2K8 Tel: (780) 434-8384 www.atia.ab.ca
The ATA Chronicle | November/December 2005 59 DidDid youyou missmiss ATA’s Financial Translation & Interpreting Conference ?? Order the CD-ROM Today!
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DO YOU SPEAK THE LANGUAGE WE NEED THE MOST? Understanding the world and its many languages is what helps NSA solve the Nation's most difficult challenges.
As a Language Analyst with NSA, your language proficiency and the understanding of nuance, context, cultural overtones, and dialect will have a global impact in providing the fullest and most accurate intelligence to U.S. policymakers, military commanders, and Intelligence Community members.
If you're ready for the responsibility, join NSA, and secure tomorrow today.
NSA has a critical need for individuals with the following language capabilities:
> Arabic > Chinese > Farsi > Korean
For a complete list of languages or to apply online, visit our Web site.
www.NSA.gov/careers U.S. citizenship is required. NSA is an equal opportunity employer. All applicants for employment are considered without regard to race, color, religion, sex, WHERE INTELLIGENCE GOES TO WORK national origin, age, marital status, sexual orientation, or status as a parent. 5IF1PXFSPG5XP
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