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Diachronic research on community interpreting: Between interpreting, linguistics and social sciences

Author(s): Marta Estévez Grossi / Language(s): English Publication Year: 0

This chapter aims to present the interdisciplinary character of (diachronic) research on community interpreting by presenting an ongoing project on the communicative situation of the migrant workers from Galicia (Spain) in Hanover (Germany) in the 1960s and 70s and their need for community interpreting.In order to be able to thoroughly describe the language mediation among this migrant group,it was imperative to provide a detailed linguistic description of the Galician community in Hanover.The theoretical foundations of the project lie therefore on two different and relatively new disciplines: community interpreting within the field of interpreting studies and migration linguistics within the applied linguistics. The diachronic nature of the object of study posed some additional methodological challenges. Being one of the main research problems on interpreting the creation of the corpus, oral history, within social sciences, supplied the guidelines and strategies for conducting narrative interviews, which form the empirical basis of the study. As for the analysis methodology, qualitative content analysis provided a flexible though systematic model to qualitatively analyse a corpus based on linguistic material, such as semi-structured interviews.

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Evolution, trends and gaps in public service interpreting training in the 21st century

Author(s): Carmen Valero-Garcés / Language(s): English Publication Year: 0

Since the first Critical Link Conference in Geneva Park, Canada in 1995, Public Service Interpreting (PSI) has experienced a dramatic change in both theory and practice. National and international conferences, seminars, courses, and workshops all around the world, as well as an ever-growing flow of publications have made it possible for practitioners, trainers, and researchers to get together and discuss their views and exchange ideas. During this journey, new tendencies, disciplines, and tools have been applied in research and training. This article will focus on training. Research on training shows a certain evolution in teaching that goes from a prescriptive approach based on the insistence of the “interpreting is interpreting” trope – while usually disregarding translation – to a much more interdisciplinary, realistic, and fuller understanding of the complexities of this matter based on a specific sociocultural moment. It is my intention to demonstrate these evolutions, trends, and gaps in PSI training, followed by some suggestions for the future.

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Stress, interpersonal communication and assertiveness training in public service interpreting

Author(s): Carmen Toledano Buendía,Laura Aguilera Ávila / Language(s): English Publication Year: 0

The learning/training required to become a professional interpreter must involve raising awareness and understanding of a set of specific competencies that go beyond just cognitive skills, that is, technical skills or knowledge of the subject. The acquisition and development of behavioural competencies are also needed to manage the different factors that induce stress, as and when they arise.In this chapter we focus on interpersonal communication as a fundamental competency withinthe profession of public service interpreting (PSI). More specifically, we focus on the assertiveness training as a basic tool to improve the interpersonal communication skills of interpreters and to assist them in overcoming the various stress factors that can and do appear in the professional practice of PSI. Firstly, we begin by analysing the factors that may trigger stress for interpreters during interpersonal interactions in PSI. Secondly, we describe an introductory pilot course for public service interpreters aimed at delivering assertiveness training.

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Three perspectives on interpreters and stress: The experts, the novices, and the trainees

Author(s): Heather Adams,Ligia Rosales-Domínguez / Language(s): English Publication Year: 0

That interpreting causes stress is hardly a new idea. Our intention in the present chapter, in the context of literature that looks at stress in foreign language learners and interpreting students, is to look at factors that induce stress in interpreters at different stages of their professional careers and/or training. Hence, we carried out a small-scale study in which we posed a number of questions in this field to expert conference interpreters (with eight or more years’ professional experience as such), “novice” interpreters (with less experience in simultaneous or consecutive interpreting but with a certain level of experience in liaison interpreting), and final-year students of a translation and interpreting degree, who had successfully completed at least one year of interpreting studies. The results obtained give an idea of the main stress-inducers in each group, and can be particularly useful for curricular design and teaching practice at different stages of competence development.

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Explicitation in sight-translating into Hungarian texts

Author(s): Mária Bakti / Language(s): English Publication Year: 0

Explicitation is the process of making explicit in the target text information that is implicit in the source text (Vinay and Darbelnet 1958, qtd. in Klaudy 2007). It is considered as a translation universal (Klaudy 1998), however, it has received limited research attention in interpreting studies to date. It can be stated that in simultaneous interpreting explicitation is closely linked to cohesion and the use of cohesive devices (Gumul 2015).This paper examines explicitation shifts in sight-translated target language texts and comparesthe results with those on explicitation shifts in simultaneously interpreted target language texts.In contrast to simultaneously interpreted target language texts, in sight-translated target language texts explicitation shifts were characterized by adding extra information or explanation, rather than creating or strengthening cohesive ties.

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Where have the connectors gone? The case of Polish-English simultaneous interpreting

Author(s): Andrzej Łyda / Language(s): English Publication Year: 0

In the stage of the Source Language (SL) text comprehension interpreters are particularly vulnerable to conditions in which they are working. As is often the case, such factors as a dense speech, fast delivery and background noise can weaken the monitoring capacity and result in the interpreter’s failure to hear and/or comprehend some elements of the original speech including connectives used to strengthen the coherence of the text. The problem of “missing” connectives in the SL was addressed in Łyda (2006, 2008). This article revisits the question of interpreters’ strategies used for recognizing and reconstructing such missing elements and extends the study to Polish-English simultaneous interpreting.

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Discourse prosody and real-time text interpreting: Making live speech visible

Author(s): Ursula Stachl-Peier,Ulf Norberg / Language(s): English Publication Year: 0

In real time speech-to-text interpreting a trained transcriber using a standard or specially designed keyboard translates spoken contributions into written text which is displayed on a (computer or TV) screen to be read by Deaf/deaf and hard-of-hearing people. Since typing rates are slower than speaking rates, transcribers must develop strategies that allow them to include as much of the spoken content as is possible while at the same time attaining maximum synchronicity between speech and the text on the screen. In spoken discourse, prosodic features are used by speakers to demarcate grammatical units, give particular prominence to words or phrases and indicate emotions.Auditory qualities can also be represented in written text through a range of typographicaldevices; however, their insertion requires additional time and effort. This explorative study looks at transcribers’ use of punctuation to reflect speakers’ employment of the prosodic features of pauses and pitch to demarcate the segmentation of utterances. It also investigates whether stressed words are represented in the written text. The analysis uses extracts from a videorecorded speech-to-text interpreted university seminar and a TV interview with live subtitles.

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Zmienne losy innowacji edukacyjnych na przykładzie CEFR

Author(s): Hanna Komorowska / Language(s): Polish Publication Year: 0

The rapid development of educational assessment in the first half of the 20th century brought attention to the possibility of evaluating language skills. The second half of the 20th century was at the same time a period of innovative revolution in the area of objective testing and a period of considerable disappointment with it. The international fame of The Common European Framework of Reference for Languages (CEFR), known in Poland under the name Europejski System Opisu Kształcenia Językowego (ESOKJ) should, then, invite questions as to why the document – despite the widespread criticism it faces – has become so influential, how to achieve such a spectacular success in this day and age and how durable this success can prove to be. The paper presents an attempt at answering those questions on the basis of the theory of educational innovation as well as of the analysis of the origin and structure of the CEFR.

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Ilustracja jako narzędzie w materiałach testujących znajomość języka angielskiego u dzieci

Author(s): Maria Stec / Language(s): Polish Publication Year: 0

Testing the knowledge of foreign languages and establishing levels of proficiencyhad been a subject of debate in Europe since the 1970s., and the final resolution was enactedin the 1990s. The following article presents preliminary research on illustrations as tools fortesting the knowledge of foreign languages at the elementary level. The aim of the research isto arrive at a comprehensive characteristic of the illustrations used in testing the knowledge ofEnglish in children. The project has been founded upon three research questions: 1) What isthe character of the illustrations used in testing the knowledge of English in children?; 2) What is the subject matter of those illustrations?; 3) What functions do those illustrations perform in testing language abilities in children? The article, which constitutes just a small part of a much broader research project, constitutes an analysis of selected tests used to assess the knowledge of English in children. Data used for the analysis was collected in the course of evaluation, on the basis of universal criteria, visual methodology criteria, and content criteria.The project expects that the results of the research will aid not only the testing process, but also the process of preparing testing materials for that age group.

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Using Interactive Whiteboard Technology for Providing Formative Assessment During Academic Writing Classes

Author(s): Agnieszka Gadomska / Language(s): English Publication Year: 0

It is impossible to point out to another area of academic work which would be to a greater extent influenced by the rapid development of internet technology than research and academic writing. These changes can be seen primarily in the area of searching, evaluation and documentation of sources, the use of new media, genres and software, as well as in the methods and tools used to support reading literacy, critical thinking and learning. Moreover, today's students, brought up in the world of multimedia technologies, expect modern, interactive and flexible methods of teaching in academic work, all of which have an impact not only on the syllabuses of courses on the methodology of academic text, but also on the qualifications of the lecturers themselves. The article will focus in particular on the method of using multimedia whiteboards practiced by the author during classes in the methodology of academic text as a tool in the process of formative assessment. The technologies discussed in the article include: materials prepared by the instructors, Kahoot program, digibook publications, and Moodle - the e-learning platform.

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Le rôle de l’évaluation formative dans la création du matériel didactique en fonction des besoins spécifiques des apprenants : exemple de l’enseignement/apprentissage du français – langue troisième

Author(s): Aleksandra Serwotka / Language(s): French Publication Year: 0

Formative assessment is an important step in the process of teaching/learning a foreign language. It allows the teacher to obtain information about the actual level of language proficiency of students, i.e. their strengths and weaknesses, which in turn allows to optimize the methods and content of teaching. This article discusses the way in which the study of language transfer enabled the author to create web-based teaching materials adapted to the needs of students learning French as a third language (after Polish and English).

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L’évaluation en langues étrangères via la plateforme d’apprentissage Moodle : questions pratiques

Author(s): Beata Gałan / Language(s): French Publication Year: 0

The article is a reflection on the evaluation of language proficiency in the context of distance learning and the use of the Moodle educational platform. The aim of the article is to present some practical issues which are important in the planning of the learning process - distance learning. Therefore, the author tries to analyze the technical possibilities of the platform in terms of language education, especially the tools of competence assessment, their parameters and pedagogical supervision.

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Ocenianie kształtujące na zajęciach z języka obcego we wczesnej edukacji

Author(s): Marta Kotarba / Language(s): Polish Publication Year: 0

Formative assessment is the kind of assessment which prioritizes helping to facilitate the learning process above the assessment of knowledge gained by the student once the learning process has been completed. The article elaborates on the characteristics of formative assessment in the context of facilitating the learning process, and presents selected techniques of formative assessment which can be used in early foreign language education (Kindergarten and Grades 1–3).

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Ocenianie kształtujące na lekcjach języka hiszpańskiego w polskim gimnazjum

Author(s): Agnieszka Kruszyńska / Language(s): Polish Publication Year: 0

For a lot of Polish teachers, formative assessment still constitutes a certain sortof novelty. The aim of the article is to discuss the implementation of this type of assessmentin the Mikołaj Rej Public Secondary School no. 26 in Łódź. The article focuses on the ideaof formative assessment as well as its different forms utilized in Spanish language secondaryschool classes at the III.0 education level. Moreover, the article touches upon IT tools whichfacilitate formative assessment during class. The ideas expressed in the article are universalenough that they can be also utilized in foreign language education in general.

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Ewaluacja a czynniki wpływające na stopień przygotowania się uczniów do różnych form weryfikacji kompetencji językowych

Author(s): Monika Horyśniak / Language(s): Polish Publication Year: 0

Foreign language didactics devotes significant attention to the questions of evaluation, both in theoretical and practical terms. The article, focusing upon the process of learning second foreign languages (French, Spanish, German, Russian, Italian), discusses the results of research conducted on the basis of questionnaires which asked the students of a regular high school and an art high school to evaluate their perception of the different forms of language skills assessment. Among the different language competences, students value first and foremost speaking skills, but they also value listening and reading comprehension. The majority of the students consider the amount of second foreign language classes satisfactory. The analysis of the questionnaire attempts to answer the questions considering the preferred methods of foreign language acquisition and the time devoted to preparation for the assessment of particular language skills. The majority of students indicate quizzes and written tests as their favourite methods of assessment. Surprisingly, conversation is the fifth favourite method of skills assessment. In addition to that, the article also presents the opinions of students, accounting for their subjective evaluation of the degree of difficulty of the particular language skills. Moreover, the article also raises the still-valid question concerning the students’ motivation to learn foreign languages, which also influences the results of evaluation.

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Language Test Validation: Selected Procedures Illustrated with ACERT Examples

Author(s): Barbara Sawicka / Language(s): English Publication Year: 0

The introduction of the National Qualification Framework for Higher Education in 2011 required of language teaching centres in Poland to standardise their final examinations to meet the requirements of the European Framework of Reference for Languages (ECTS). In order to meet the restrictions introduced by the new regulations and to ensure the quality of teaching and verification of language skills, in 2011-2014 the Association of Academic Foreign Language Teaching Centres (SERMO) developed the system of verification of language competences ACERT. This examination system is currently in place at four universities and is recognised by thirty-two SERMO language-learning centres. The aim of this article is to present a model of verification of language competences of ACERT, as well as the importance of notions of accuracy and validation in the process of verification of language skills, and to present selected procedures aimed at testing accuracy and thus influencing the verification process. The discussions is accompanied by selected examples from the study on ACERT validation conducted in 2015.

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Selected Statistical Procedures for Evaluating the Usefulness of Classroom Tests

Author(s): Wojciech Malec / Language(s): English Publication Year: 0

Reliability and accuracy are usually seen as indispensable test features, which have a huge impact on the usability of written foreign language tests. Basing on the results of lexical and grammatical tests, the author of the present article examines ways in which these two features can be assessed in the context of a validation test. Considering that in order to make such an analysis, it is necessary to preserve the results of specific tasks and examples, computer-based (or internet) testing may be helpful.

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Realizacja wymagań dotyczących kształcenia językowego na wyższych uczelniach na podstawie analizy wybranych przykładów

Author(s): Agnieszka M. Sendur / Language(s): Polish Publication Year: 0

The implementation of new regulations concerning language abilities of universitystudents has sparked a discussion regarding the nature of university foreign language classes as well as effective methods of teaching. How, then, do the universities manage the expectations of the lawmakers concerning the level of foreign language fluency at different stages of university education and the knowledge of specialized vocabulary according to the studied discipline? Are (and if so, then how) those language skills verified? The following article attempts to answer those questions, on the basis of a study conducted in the academic years 2014/2015 and 2015/2016, concerning foreign language examinations in three types of universities.

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Elementy coachingu jako narzędzie procesu nauczania i oceniania w dydaktyce języka obcego

Author(s): Bożena Czekańska-Mirek / Language(s): Polish Publication Year: 0

The coaching approach finds its justified use in contemporary foreign languagedidactics. The essence of this approach is encapsulated by the belief that learning a foreignlanguage constitutes an element of self-development and as such should reflect the individualneeds and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses.

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„Dobra robota!”, czyli o informacji zwrotnej i elementach coachingu w pracy z dorosłym uczniem na zajęciach językowych

Author(s): Krystyna Breszka-Jędrzejewska / Language(s): Polish Publication Year: 0

The coaching approach finds its justified use in contemporary foreign languagedidactics. The essence of this approach is encapsulated by the belief that learning a foreignlanguage constitutes an element of self-development and as such should reflect the individualneeds and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses. The aim of the article is to discuss the role and form of feedback and to elaborateon the possibilities of using coaching methods in foreign language teaching. The article focuses on two major issues: what sort of feedback is most effective when it comes to adult students of foreign languages, and how to incorporate coaching tools in the process of giving feedback.Giving properly constructed feedback to students significantly facilitates and aids the learningprocess. However, not all feedback is equally effective. Sometimes feedback is given incorrectly: it is either too critical or too general in its praise. How, then, can teachers contend with the complicated task of giving proper feedback? And how can coaching tools help teachers in giving feedback in order to actually aid the learning process? The following article constitutes an attempt at answering the aforementioned questions.

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