Tag Archives: Interpretación

Calidad en Traducción e Interpretación

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Traductores e intérpretes de español e inglés en California

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Traductores e intérpretes de español e inglés en California

Conoce cuáles son los requisitos para trabajar como intérprete en California y prepárate para hallar un empleo que requiere de tus habilidades al conocer dos idiomas.

Los interesados en traducir o interpretar del inglés al español, y viceversa, pueden tomar clases para perfeccionar ambos idiomas, como las ofrecidas en la universidad estatal CalState Los Angeles, o en CalState Fullerton, entre muchas otras.

Para más información, puedes visitar el sitio de la Corte de California al , o al proveedor de exámenes www.Prometric.com/California.

Libros GRATIS de Traducción, Interpretación y Filología

 

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315 libros GRATIS de Traducción, Interpretación y Filología

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Interpretación en contextos de violencia de género

Pozo Triviño, M. d. and C. Toledano Buendía [e-Book] Interpretación en contextos de violencia de género. Vigo, Universidad de Vigo, 2015.

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El día 1 de noviembre de 2012 echaba a andar oficialmente el proyecto piloto europeo Speak Out for Support (SOS-VICS) para la formación de intérpretes con especialización en el trabajo con mujeres víctimas de violencia de género. Cofinanciado por el Programa Justicia Penal de la Unión Europea y las nueve universidades socias, el proyecto nacía con la vocación de apuntalar uno de los derechos fundamentales de las víctimas extranjeras de delitos, recogido en el artículo 7 de la Directiva 2012/29/UE: el derecho a la asistencia lingüística de aquellas víctimas que no hablen la lengua o las lenguas del país en el que residen. Al amparo de este marco normativo y motivado por la necesaria labor que se le había encomendado, SOS-VICS inició una trayectoria que ha durado dos años, en los que un equipo multidisciplinar de investigadores excelentes procedentes de toda la geografía española trabajó para conseguir dos objetivos principales: crear materiales de formación para intérpretes especializadas/os en la atención a víctimas y supervivientes de violencia de género, y contribuir a la sensibilización de todas las personas implicadas en la asistencia a víctimas sobre la necesidad de trabajar con intérpretes profesionales que cuenten con cualificación y especialización en violencia de género.

Interpretation: Techniques and Exercises

Nolan, J. (2005). [e-Book] Interpretation: Techniques and Exercises. Clevedon, Multilingual Maters, 2005.

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Over recent decades the explosive growth of globalization and regional integration has fueled parallel growth in multi-lingual conferences. Although conference interpreting has come of age as a profession, interpreter training programs have had varied success, pointing to the need for an instructional manual which covers the subject comprehensively. This book seeks to fill that need by providing a structured syllabus and an overview of interpretation accompanied by exercises, developed for the classroom, in the main aspects of the art. It is meant to serve as a practical guide for interpreters and as a complement to interpreter training programs, particularly those for students preparing for conference interpreting in international governmental and business settings.It is assumed students have mastered their active and passive working languages and the fundamentals of translation. Those exercises which deal with lexicon focus on expanding the student’s range of expression in order to build vocabulary to the level needed for conference interpreting. The texts used in the exercises have been selected both to illustrate various aspects of translation and interpretation and to introduce the student to the wide range of topics and perspectives that arise in the international fora where conference interpreters work.

210 Libros gratis para traductores, intérpretes y filólogos

Libros GRATIS InfoTrad
Diciembre 2014

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210 Libros gratis para traductores, intérpretes y filólogos

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Índice de Referencia Europeo para la calidad de las revistas en Humanidades (ERIH)

ERIHPlus

ERIH es el índice de referencia creado y desarrollado por los investigadores europeos, tanto para sus propios fines y con el fin de presentar sus logros de investigación en curso de manera sistemática con el resto del mundo.

Tras una reunión en Budapest para discutir el problema de la escasa visibilidad de la investigación en humanidades Europea. Se acordó que ello que debido ala insuficiencia de los actuales índices bibliográficos / bibliométricos, que todos tenían sede en EE.UU., con un énfasis en las ciencias experimentales y exactas y sus metodologías, y con un marcado sesgo hacia el Inglés-idioma, crear un índice de referencia que representara toda la gama de alta calidad de la investigación publicada en Europa en las humanidades

Recientemente La Fundación Europea de la Ciencia (ESF) ha firmado un memorando de entendimiento con los investigadores noruegos en Ciencias Sociales Data Services (NSD) para transferir el mantenimiento y las operaciones del índice europeo de referencia para las Humanidades (ERIH) a NSD. a través del portal ERIHPlus

ERIH establece las siguientes categorías de impacto de las revistas que son votadas por expertos europeos en todos los ámbitos de humanidades. Se trataría más que un índice de calidad basado en las citas, en un índice de criterios de calidad basados en la opinión de expertos que establecen cuatro categorías:

Nacional (NAT): Influencia tiene como objetivo principal es la comunidad académica nacional.

Internacional (INT): contiene publicaciones europeas y no europeas-con una importancia científica reconocida internacionalmente

2 subcategorías

 INT1 Sub-Categoría: publicaciones internacionales con gran visibilidad e influencia citadas regularmente en todo el mundo.
– INT2 Sub-Categoría: publicaciones internacionales con una importante visibilidad e influencia

Categoría W : revistas que han publicado su primer número tres años o menos antes de la fecha límite para la retroalimentación de un grupo determinado “.

Reti: Portal sobre Indicadores de calidad de las revistas de traducción e interpretación

Reti es un proyecto del Departamento de Traducción e Interpretación y el personal de la Biblioteca de Humanidades de la Universidad Autónoma de Barcelona, que recoge la lista de revistas científicas en el área del conocimiento de Traducción e Interpretación con los indicadores de calidad de los diferentes recursos evaluados por los organismos de acreditación: AQU, ANECA y CNEAI. Además de información complementaria, que incluye enlaces a varios catálogos bibliográficos, requisitos para la publicación de artículos de acuerdo con el editor y los permisos para el auto-archivo en un repositorio institucional y científico de cara a ganar visibilidad.

El sistema dispone de un buscador  que permite ver los criterios para 323 revistas de Traducción e Interpretación. Permite ver el listado de revistas, tanto actuales y también aquellas que dejaron de publicarse.

Se puede obtener más información sobre la revista haciendo clic sobre el título, lo que permitirá ver el registro completo. Además de poder buscar por ISSN, título y país

Enseñanza de la Traducción e Interpretación

 

 

Bogucki, Ł. [e-Book] Teaching Translation and Interpreting: Challenges and Practices Cambridge, Cambridge Scholars Publishing, 2010.

 

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Translator and interpreter training has recently received ample attention, manifested in numerous articles, books and conference papers. However, many central issues still appear controversial. Should translation and interpreting be taught within the curricula of language studies or independently? What is translator competence made up of? Which of its elements can be developed through practice and which require coaching? What kind of translators and interpreters, if any, are “born, not made”? In an attempt to address these and other questions as well as to exchange experience and expertise regarding translation curricula in Poland and abroad, the Department of Translation Theory and Practice, part of the Chair of English Language and Applied Linguistics at Lodz University, has organised two conferences under the title “Teaching Translation and Interpreting”; the first was held in April 2008, the second almost exactly a year later.

Formación Profesional del Intérprete

Formación Profesional del Intérprete
 I nfoTrad 16 de enero de 2013


“Traductores e intérpretes, el nexo entre las lenguas.” European Commission. Tanslation Service vol., n. (2001).  pp.: http://europa.eu.int/comm/dgs/translation/bookshelf/traduc_int_es.pdf

Cualidades, formación profesional y otros aspectos en torno a la profesión de los Traductores e Interpretes.

Aixelá, Javier Franco “BITRA: An International On-Line Bibliography of Interpreting and Translation Studies.” Babel: Revue internationale de la traduction/International Journal of Translation vol. 49, n. 2 (2003).  pp.: http://ejournals.ebsco.com/direct.asp?ArticleID=7EMKP91WF546N3XKFVXT

The article explains the structure, aims and rationale of BITRA (Bibliography of Interpreting and Translation). It is a monthly-updated on-line database which already (September, 2003) comprises more than 20,500 documents and which aspires to cover all the literature on interpreting and translation taking advantage of information technology. BITRA is: 1) International: It accepts works from any country and written in any language, and although English is the lingua franca, there are several working languages (Spanish, Catalan, English, French, German, Italian and Dutch are already in use) so that as many users as possible can search in their mother tongues. 2) Annotated: Apart from the mere bibliographical information, there are metatextual fields aimed at offering an abstract, commenting on special traits of the text or reproducing the table of contents. 3) Interactive: There is a system for suggestions and contributions that allows users to propose changes in the existing data or the inclusion of new documents. 4) Flexible: Apart from its interactive possibilities, BITRA allows searches to be performed using any criterion or combination of criteria, from author, language or type of document to the subjects the documents deal with. 5) Open and free: In keeping with its academic nature, BITRA is easy to search and open to everybody without any sort of subscription or payment.

Alonso Araguás, Icíar and Jesús Baigorri Jalón “Enseñar la interpretación en los servicios públicos: una experiencia docente.” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 1 (2008).  pp. 1-25. http://dialnet.unirioja.es/servlet/extart?codigo=2986710

The current demand of public service translators and interpreters and the proliferation of ad hoc solutions in our socio-political context were decisive factors in the initiative taken by the research group Alfaqueque of the University of Salamanca to develop multimedia training materials in this area. At the same time, the group has carried out other training initiatives, in both regular and occasional courses, in order to offer a theoretical-practical framework to students and immigrants who had never acted as public service interpreters and also to sporadic volunteer interpreters. The article describes the academic and pedagogical context of this project and the social partners who enable us to approach training to our social reality ant to immigrants’ integration. We describe our teaching tools and the way we use at different training stages our teaching units based on practical cases. Lastly, we highlight the strong and the weak points of this programme and the difficulties experienced to involve public administrations in the field and we make a few comments about the future.

Aneca (2004). [e-Book]  Titulo de Grado de Traducción e Interpretación: Libro Balnco. Madrid, Agencia Nacional de Evaluación de la Calidad y Acreditación. Texto completo: http://www.aneca.es/var/media/150288/libroblanco_traduc_def.pdf

Se trata de un proyecto bien estructurado, bien documentado y con una planificación del título, por lo que respecta a competencias, perfiles y distribución de créditos coherente, si bien se plantean dos posibilidades bastante diferentes. Hay que destacar la exhaustividad de las informaciones presentadas y la presencia de gráficos y valoraciones de los mismos que ayudan significativamente a interpretar los datos. Se valora especialmente la inclusión de una amplia Introducción en la que se revisa la tradición universitaria de estos estudios en España y se justifica la pertinencia del título y su relación con otros títulos del actual catálogo. Asimismo, la inclusión de tabas, gráficos y anexos es muy adecuada. Por lo que respecta al aspecto de contenidos, se valora muy positivamente la inclusión de un apartado de valoración de ventajas e inconvenientes de la implantación del título con 180 o 240 créditos, ya que da idea de la profundidad con que se ha abordado por parte de la comisión el aspecto de la duración de los estudios en relación con las competencias y perfiles. La titulación que proponen responde, en principio, a los parámetros exigidos por Europa. Por tanto, pensamos que cumple con los objetivos de la convocatoria. Estudio presentado por los centros españoles que imparten la actual Licenciatura en Traducción e Interpretación, en el marco de la segunda convocatoria de ayudas para el diseño de planes de estudios y títulos de grado de la Agencia Nacional de Evaluación de la Calidad y Acreditación (programa de convergencia europea)

Arencibia Rodríguez, Lourdes “El diseño del aula/taller: una pieza clave en la dinámica del aprendizaje del intérprete de conferencias.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/Arencibia.doc

El trabajo parte de la noción admitida de aula/taller como actividad central de la formación práctica del intérprete de conferencias concebida para complementar y verificar los conceptos teóricos que el alumno adquiere en la disciplina de Traductología. Propone un diseño metodológico para la realización en colectivo de un programa orientado de interpretaciones graduadas por niveles de dificultad, de contenido multitemático encaminado a familiarizar al tallerista con las modalidades y técnicas de la interpretación de conferencias y concebido de forma altamente participativa con un alto valor pragmático.

Argís Molina, Sofia “Recursos de información en Internet sobre traducción.” Boletín de la Asociación Andaluza de Bibliotecarios vol. 17, n. 66 (2002).  pp.: http://www.aab.es/pdfs/baab66/66a1.pdf

Se recoge una relación de recursos de información sobre traducción que se encuentran en Internet. Su fin es el de procurar obtener una relación de recursos que sirvan de iniciación -para aquéllos que por primera vez se adentran en el tema de la traducción-, o de complemento y apoyo -a los ya iniciados en este medio y materia-. La organización de estos recursos responde a una lógica temporal: formación del traductor, desarrollo de su profesión (universidades que imparten los estudios de Traducción e Interpretación y que realizan selecciones de recursos; herramientas informáticas: bases de datos terminológicos y traducción automática), y por último, la materialización de su actividad (las traducciones) y cómo conseguirlas (directorios y servicios de traducción)..

Argüeso, Antonio “L’enseignement de la traduction et de l’interprétation en Espagne.” Meta vol. 50, n. 1 (2005).  pp.: http://www.erudit.org/revue/meta/2005/v50/n1/010670ar.pdf

Cet article fait le point sur les développements récents des études de traduction et d’interprétation en Espagne. L’analyse du nouveau cursus s’accompagne d’un passage en revue des publications scientifiques et des organisations professionnelles espagnoles en matière de traduction et d’interprétation.

Arumi Ribas, Marta “Una propuesta pedagógica aplicada a la enseñanza y aprendizaje de la interpretación consecutiva.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/Arumi.DOC

La intención de esta comunicación es presentar un estudio cualitativo que se propone la observación y el análisis de la integración de una propuesta pedagógica en una asignatura de introducción a la interpretación consecutiva. La investigación se ha realizado en el marco de una concepción del aprendizaje que cuenta con resultados empíricos contrastados en otros ámbitos afines, como la enseñanza y aprendizaje de segundas lenguas. Me propongo apuntar los resultados de tal investigación, además de considerar las implicaciones directas que puede tener para la didáctica de la interpretación consecutiva.

Baigorri Jalón, Jesús “Guerras, extremos, intérpretes.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.histal.umontreal.ca/pdfs/Guerras%20extremos%20intérpretes.pdf

No hace mucho hemos asistido, igual que el resto del mundo, a lo que la CNN nos ha querido mostrar sobre el fenómeno bélico en Afganistán. Es quizás el más reciente, pero ni mucho menos el único, en el que se ha puesto de manifiesto la necesidad de mediadores lingüísticos para facilitar la comunicación entre la ‘opinión pública’ y los lugareños de regiones más o menos remotas. Nadie podía pensar hace unos años que se iban a necesitar intérpretes afganos, lo mismo que nadie podía prever una situación similar con el albanés en Kosovo o el serbocroata en la ex Yugoslavia. Las guerras y los ‘extremos’ (haciendo un ‘guiño’ a Eric Hobsbawm y su The Age of Extremes, que es su manera de denominar al siglo XX) son fuente de demanda de intérpretes y a la vez crean las condiciones directas e indirectas para el aprendizaje de los idiomas, para su perfeccionamiento o para su explotación y práctica, según los casos.

Balacescu, Ioana “La didactique de la traduction à l’heure allemande.” Meta vol. 50, n. 1 (2005).  pp.: http://www.erudit.org/revue/meta/2005/v50/n1/010673ar.pdf

C’est en Allemagne que la discussion traductologique a été la plus intense. C’est là aussi qu’elle a été centrée primordialement sur l’élaboration d’une didactique. On peut y distinguer deux grands courants : l’approche analytique et l’approche intuitive. La première entretient des liens étroits avec une linguistique qui a évolué du structuralisme au cognitivisme. La seconde se situe dans la tradition des philosophes allemands, comme Wittgenstein, Heidegger et Gadamer, dont elle se réclame dans son herméneutique.

Beeby, Allison “Course Profile : Licenciatura en traducción e interpretación.” The Translator vol. 2, n. 1 (1996).  pp. 113-126. http://www.stjerome.co.uk/periodicals/viewfile.php?id=152&type=pdf

The Facultat de Traducción i d’Interpretación (FTI) of the Universitat Autónoma de Barcelona, originally established in 1972 as the Escuela Universitaria de Traductores e Interpretes, was the first centre in Spain to provide training for professional translators and interpreters at university level. The Spanish university system and the Spanish society at large have changed dramatically over the past twenty years. This profile outlines the Faculty’s attempt to adapt its programme to the needs of the bilingual society of Catalonia, within the immediate context of the Spanish state and the larger context of the European community.

Benis, Michael “Rates charged by interpreters and translators working using the Internet/Compuserve in 1997.” Lantra-L vol., n. (1997).  pp.: http://www.geocities.com/Athens/7110/rates.htm

The survey was carried out between January 1997 and April 1997. All respondents were on the Internet and/or CompuServe, mainly contacted via the Lantra mailing list for interpreters and translators on the Internet and the FLEFO Forum on CompuServe. A total of 337 people replied to the questionnaire. Of these answers, 39 were not used because they were supplied in an incorrect format, preventing accurate collection. The number of language combinations with a sufficient number of respondents to enable statistically significant results to be obtained was quite limited.

Bidoli, Cynthia Jane Kellett “International perspectives on sign language interpreter education.” Interpreting vol. 12, n. (2010).  pp. 273-279. http://www.ingentaconnect.com/content/jbp/intp/2010/00000012/00000002/art00010
http://dx.doi.org/10.1075/intp.12.2.10kel

Jemina Napier (Ed.). International perspectives on sign language interpreter education. Washington, DC: Gallaudet University Press, 2009. 312 pp. ISBN 1 56368 411 X, 978 1 56368 411 1. Reviewed by Cynthia Jane Kellett Bidoli

Bili , Viktorija , Anja  Holderbaum, et al. “The Conceptual Mapping Model in Consecutive Interpreting Teaching.” T21N vol. 3, n. (2012).  pp.: http://www.t21n.com/homepage/articles/T21N-2010-07-Jin.pdf

This paper focuses on some essential difficulties that are encountered when interpreting simultaneously from Japanese into German and provides some technical approaches to assist the interpreter. After highlighting typical characteristics of the source language, the study analyses whether and how common interpreting strategies can be applied to this specific language combination.

Blasco Mayor, María J. “El reto de formar intérpretes en el siglo XXI.” The Translation Journal vol. 9, n. 1 (2005).  pp.: http://accurapid.com/journal/31interprete2.htm

Los grandes avances tecnológicos se están haciendo sentir en todos los ámbitos sociales, y también en el entorno educativo. La formación de intérpretes en este siglo comienza una nueva andadura en el progreso tecnológico, andadura lenta pero firme; ya se anuncian cursos de interpretación ‘a distancia’, on-line (Carr & Steyn 2000), algo que parecía técnicamente inviable hace tan sólo menos de una década. Si quieren estar a la altura, los centros que forman intérpretes tendrán ante sí el desafío de incorporar las nuevas tecnologías a la formación que ofrecen, pero no sólo eso: sus docentes deberán a su vez realizar un doble esfuerzo en relación a su formación técnica y metodológica; y acudir a disciplinas como la tecnología educativa para dotar de fundamentos sólidos a su práctica docente.

Boéri, Julie “Translation/Interpreting Politics and Praxis The Impact of Political Principles on Babels’ Interpreting Practice.” The translator vol. 18, n. 2 (2012).  pp. 269-290. https://www.stjerome.co.uk/tsa/abstract/14608/

Focusing on Babels, an international network of volunteer translators and interpreters, this article provides an in-depth examination of the politics of organizing interpreting in the context of the Social Forum and the Alter-Globalization Movement, and discusses the extent to which interpreting is constitutive of the complex political process sparked by such initiatives. Babels’ specifically activist, critical and self-reflective project of volunteer interpreting is examined as emerging and evolving out of a series of internal and external pressures. These pressures involve implementing the principles of horizontality, deliberation, participation and prefiguration that Babels calls for in the organizational process of the Social Forum, and delivering interpreting efficiently on the day of the event, while not undermining the professional market of conference interpreting. The article recommends approaching translation and interpreting from both a top-down and a bottom-up perspective – from principles to practice and from practice to principles – in order to better account for the ways in which translation and interpreting shape and are shaped by the geo-political and socio-economic contexts in which they are embedded

Bogucki, ukasz (2010). [e-Book]  Teaching Translation and Interpreting: Challenges and Practices. Cambridge, Cambridge Scholars Publishing. Texto completo: http://www.c-s-p.org/flyers/978-1-4438-2500-9-sample.pdf

Translator and interpreter training has recently received ample attention, manifested in numerous articles, books and conference papers. However, many central issues still appear controversial. Should translation and interpreting be taught within the curricula of language studies or independently? What is translator competence made up of? Which of its elements can be developed through practice and which require coaching? What kind of translators and interpreters, if any, are “born, not made”? In an attempt to address these and other questions as well as to exchange experience and expertise regarding translation curricula in Poland and abroad, the Department of Translation Theory and Practice, part of the Chair of English Language and Applied Linguistics at Lodz University, has organised two conferences under the title “Teaching Translation and Interpreting”; the first was held in April 2008, the second almost exactly a year later. The present volume is an outcome of these two events. It is meant as a response to the developments in translation didactics which result from the recognition of the role of the  translator/interpreter and the consolidating status of Translation Studies. The rationale behind the publication is manifold. First, there is evidently a need among translation scholars and translators to exchange information on the process of becoming a translator – issues like the optimum profile of a translation adept, the most efficient methods for guiding students who wish to pursue the career or balancing formal education with practical training. What is more, the volume hopes to offer an opportunity to discuss the design of translation and interpreting teaching tracks as they actually function in different institutions within Poland and across Europe. The contributions talk about the challenges and solutions in a translation and interpreting classroom by combining theory and practice, hence allowing for implementation of the different methods in real-life situations. As the authors come from a number of institutions and countries, the volume offers varied perspectives on analogous issues to arrive at a comprehensive up-to-date account but also to discuss outlooks for the future.

Bourke, John F. and Rosemary Lucadou-Wells “Intepreters, translators and legal practitioners: a perspective of working together for refugee and asylum-seeking clients in Australia.” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 2 (2009).  pp. 1-10. http://dialnet.unirioja.es/servlet/extart?codigo=3104791

At this moment in the twenty-first century, displaced human beings are increasingly seeking refuge in safe-haven foreign countries. For lawyers assisting refugee clients, communication is a fundamental issue. Frequently the lawyer and refugee client do not share a common verbal language. Consequently, lawyers rely heavily upon the specific expertise of interpreters and translators to ascertain essential information from the client. Administrative decisions by government bodies and courts in Australia demonstrate that a team approach by lawyers, interpreters and translators is required for the optimum preparation of a refugee client’s case.

Burbat, Ruth and Julia Möller Runge “La enseñanza/ aprendizaje de la segunda lengua extranjera en la formación del traductor/ intérprete.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/BurbatMoller.doc

En esta ponencia se presentan los resultados obtenidos en los últimos dos años dentro del grupo de investigación HUM 644 y del proyecto de innovación docente subvencionado por la Universidad de Granada, cuya labor principal se centra en buscar formas y procedimientos más eficaces en la enseñanza de una segunda lengua extranjera.

Cabré Castellvi, María Teresa, Rosa Estopà, et al. “La programació de terminologia en els estudis de Traducció i Interpretació.” Jornadas Internacionales de Terminología vol. 4, n. (1997).  pp.: http://www.unilat.org/dtil/IVjornadas/cabre_estopa.htm

El propòsit d’aquesta comunicació és la presentació dels continguts generals de la matèria de terminologia i de l’orientació amb què s’ensenya. Prèviament, pretenem fer una presentació del marc de docència d’aquesta matèria: els estudis de Traducció i Interpretació de la Universitat Pompeu Fabra.

Carmen Valero Garcés, Raquel Lázaro Gutiérrez B. V. “La enseñanza de la interpretación jurídica online. experiencias docentes en un programa oficial de postgrado.” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 2 (2009).  pp. 76-85. http://www.redit.uma.es/Archiv/v1_2009/mono_Valero_redit2.pdf

Since the academic course 2006-2007 the University of Alcalá, Madrid, offers a Master on Intercultural Comunication, Public Service Interpreting and Translating taught in five language pairs (Spanish and Arabic, French, English, Polish and Romanian). Within its syllabus two activities on line were designed in order to complement two subjects: Healthcare Interpreting and Legal and Administrative Interpreting. The purpose of this article is to describe, on the one hand, some technical issues related to the design and practice of these activities such as students’ degree of participation and satisfaction, problems that occurred and solutions that were taken to solve them and, on the other hand, to analyse issues related to the teaching and learning of specialized vocabulary, the use of strategies to translate terminology from one language into another and the evaluation methods of the teaching staff. Eventually, we will try to draw conclusions about the applicability of our experience in the teaching of interpreting.

Carrasco Eguino, Diego “La preparación de discursos para las prácticas de interpretación.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/Carrasco.doc

Las prácticas de interpretación, ya sea en consecutiva o en simultánea, plantean el problema de escoger los discursos adecuados. Es evidente que los textos destinados a la comunicación escrita, meramente descriptivos, de carácter frecuentemente literario, no se ajustan a la mayoría de las situaciones reales en las que el intérprete de conferencias debe intervenir. Por otro lado, es preciso graduar aquellos elementos que intervienen en la emisión formal del discurso, elementos que tantas dificultades crean entre los estudiantes -velocidad de enunciación, nivel de lengua, modismos y giros idiomáticos-, con el fin de lograr que no se encuentren ante un muro aparentemente infranqueable.

Cerdeiras Uria, Mercedes “El Servicio de Atención a Personas Sordas en la Biblioteca: la experiencia de Forum Metropolitano.” Educación y Biblioteca vol. 15, n. 138 (2003).  pp.: http://gredos.usal.es/jspui/handle/10366/102624

El Servicio de Atención a Personas Sordas en la Biblioteca: la experiencia de Forum Metropolitano

Ceres, W. and Ingrid Rsig “The jeunes de langues in the eighteenth century: Spains first diplomatic interpreters on the European model.” Interpreting vol. 14, n. 2 (2012).  pp. 127-144. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000002/art00001
http://dx.doi.org/10.1075/intp.14.2.01cac

This article explores the history in Europe of the training of interpreters specialized in diplomacy, which began in the Renaissance Venetian Republic, when this European power started to train the so-called giovani di lingua in its embassy in Constantinople. The Venetian model was imitated and developed by other European powers, especially by France and the Austrian monarchy, trying to strengthen their relations with the Ottoman Empire by training their own jeunes de langues and Sprachknaben, respectively. In Spain the equivalent figure, the joven de lenguas, emerged later, in the last third of the 18th century, and there is evidence of several proposals to create a Spanish school to train these youngsters. The profile of the selected jóvenes who would serve at the Spanish embassies and consulates in foreign regions is also analyzed. Finally, the Spanish example is compared with the pioneering European models, especially with the Venetian, the French and the Austrian ones.

Chiang, Yung-Nan “Foreign Language Anxiety in Taiwanese Student Interpreters.” Meta vol. 54, n. 3 (2009).  pp. 605-621. http://id.erudit.org/iderudit/038318ar

Bien que le rôle déterminant de l’anxiété ait été démontré autant en situation d’interpération que dans le cadre de l’acquisition d’une langue seconde (L2), pratiquement aucun dialogue n’a été établi entre ces deux domaines. Afin de combler ce vide, la présente étude analyse l’anxiété liée à l’usage d’une langue étrangère (LE) chez des étudiants en interprétariat de Taïwan au cours de leurs premières années universitaires. La mesure de l’anxiété est fondée sur l’échelle d’anxiété en classe de langue étrangère mise au point par Horwitz, Horwitz (1986). Les résultats ont révélé : a) que malgré leur aptitude pour les langues, qui était attendue, ces étudiants éprouvaient une anxiété liée à l’usage d’une LE ; b) que la prévalence de cette anxiété était lègèrement moins importante que chez des apprenants asiatiques en L2, aussi importante que chez des apprenants américains en L2 et beaucoup plus importante que chez les apprenants européens en L2 ; c) que leur anxiété était légèrement moins intense que chez la plupart des étudiants d’appartenances culturelles diverses, toutes langues cibles confondues, à l’exception des étudiants américains de l’arabe et du russe. Enfin, la présente étude discute des implications pédagogiques de ces résultats et propose des orientations de recherches futures.Although anxiety has been found to be a key variable in both interpretation performance and second language (L2) acquisition, there has been virtually no dialogue between these two fields. In order to bridge this gap, this study investigated Taiwanese undergraduate student interpreters’ foreign language (FL) anxiety using Horwitz, Horwitz ‘s (1986) . Results showed that (1) Taiwanese student interpreters did have FL anxiety despite the language facility expected from them; (2) the scope of their FL anxiety was slightly less prevalent than regular Asian L2 learners, as widespread as American L2 learners, and more far-reaching than European L2 learners; and (3) the level of their FL anxiety was slightly less severe than in most of the university students from several cultural groups with various L2s, except for American college students of Arabic and Russian. Implications for pedagogy and future research are suggested.

Colado Cruces, Susana “Más sobre la enseñanza de la Traducción e Interpretación en España.” La linterna del traductor vol., n. 4 (2002).  pp.: http://traduccion.rediris.es/4/susana.htm

En el número 2 de La linterna del traductor salía publicado un extenso artículo de Manuel Mata Pastor, “cuando no hay pan”, en el que se analiza la situación de la enseñanza de traducción e interpretación en España diez años después de que se implantase la licenciatura. Este periodo parece lo suficientemente amplio como para mirar hacia atrás con una cierta perspectiva, comprobar a dónde hemos llegado desde el punto de partida. Así, aún constatando cambios cuantitativos, no siempre podemos comprobar que se correspondan con saltos cualitativos.

Collados Aís, Angela “Efectos de la entonación monótona sobre la recuperación de la información en receptores de interpretación simultánea.” Trans. Revista de Traductología vol., n. 5 (2001).  pp. 103-110. http://www.trans.uma.es/Trans_5/t5_103-110_AAis.pdf

El artículo parte de la importancia que la comunicación no verbal tiene sobre la interpretación, en concreto se estudian los efectos que la entonación monótona pueda tener sobre la recuperación de la información en la interpretación simultánea. El análisis se basa en un estudio experimental realizado por la autora. Como material se utilizaron tres vídeos en los que se manipuló la entonación de la interpretación y que contenían tanto la exposición o ponencia original como las interpretaciones superpuestas. Los sujetos, 42 profesores de las Facultades de Derecho y Ciencias Políticas y Sociología de la Universidad de Granada, así como 15 intérpretes profesionales, fueron repartidos en tres subgrupos. Todos los sujetos vieron y contestaron a sendos cuestionarios sobre los vídeos. Los resultados confirman los efectos negativos de la entonación monótona sobre la recuperación de la información

Davidson, Peter and Judy Wakabayashi “Course Profile MA Japanese Interpreting & Translation (MAJIT).” The Translator vol. 3, n. 1 (1997).  pp. 109-124. http://www.stjerome.co.uk/periodicals/viewfile.php?id=496&type=pdf

In 1981, when the Department of Japanese & Chinese Studies (as it then was) instituted its postgraduate degree in conference interpreting and translation between Japanese and English., there were no tertiary institutions in Japan or anywhere else in the world teaching such a course. Australia has a national government body that sets the standards for interpreters and translators practising within the country and that develops the means by which practitioners can become accredited. The existence of such national standards has certain implications for the way in which interpreting and translation may be taught, as does the fact that Japanese differs in certain respects from the range of languages on which the European tradition of translation and interpreting is based. The MA in Japanese Interpreting and Translation and its ongoing development are profiled against this background.

Dimitrova, Birgitta Englund “Interpreting studies and beyond: A tribute to Miriam Shlesinger; Efforts and models in interpreting and translation research: A tribute to Daniel Gile.” Interpreting vol. 12, n. (2010).  pp. 249-258. http://www.ingentaconnect.com/content/jbp/intp/2010/00000012/00000002/art00006
http://dx.doi.org/10.1075/intp.12.2.06eng

Franz Pöchhacker, Arnt Lykke Jakobsen and Inger Mees (Eds.). Interpreting studies and beyond: A tribute to Miriam Shlesinger. Copenhagen: Samfundslitteratur, 2007. 312 pp. ISBN 978 87 593 1349 7 [Copenhagen Studies in Language 35]. Gyde Hansen, Andrew Chesterman and Heidrun Gerzymisch- Arbogast (Eds.). Efforts and models in interpreting and translation research: A tribute to Daniel Gile. Amsterdam/Philadelphia: John Benjamins, 2008. ISBN 978 90 272 1689 2 [Benjamins Translation Library 80]. Reviewed by Birgitta Englund Dimitrova

Dwyer, Tessa. “Fansub Dreaming on ViKi “Don’t Just Watch But Help When You Are Free”.” The translator vol. 18, n. 2 (2012).  pp. 217-243 https://www.stjerome.co.uk/books/b/160/

Fan subtitling, or ‘fansubbing’, is a heterogeneous and rapidly growing field of amateur translation exhibiting a number of traits that have so far been overlooked by scholars of audiovisual translation. Current research on fansubbing is broadened by examining this phenomenon beyond the strictures of anime subculture alone, drawing on the counter example of Internet start-up company ViKi and exploring the gaps in mainstream subtitling that fansubbing both exposes and fills. The team of volunteer translators working for ViKi re-animates notions of global diversity by capitalizing on the affordances of new technologies and collective intelligence to break down the national and linguistic hierarchies that dominate contemporary media and professional audiovisual translation. Despite a largely conservative ‘look and feel’ and signs of increasing commercialization, ViKi’s fansubbing model makes an important contribution to the internationalization of audiovisual translation practices, bringing programs from small-language communities to diverse audiences across the globe. The paper further considers the extent to which the legalization of ViKi’s fansubbing activity empowers fans to bring about real change in the media marketplace.

Ersozlu, Elif “Training of Interpreters: Some Suggestions on Sight Translation Teaching.” The Translation Journal vol. 9, n. 4 (2005).  pp.: http://accurapid.com/journal/34sighttrans.htm

Sight translation has been considered as a part of simultaneous and consecutive interpretation. However, due to recent developments in the fields of business, finance, international trade, science and technology and due to changing market demands, sight translation has gained an extra place beyond consecutive and simultaneous interpretation. This paper aims at laying a groundwork for teaching sight translation, based on concepts and strategies of skill training.

Feuerle, Lois M. “Mira Kadric. Dialog als Prinzip. Fur eine emanzipatorische Praxis und Didaktik des Dolmetschens.” Interpreting vol. 14, n. 2 (2012).  pp. 271-273. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000002/art00008
http://dx.doi.org/10.1075/intp.14.2.08feu

Mira Kadri . Dialog als Prinzip. Für eine emanzipatorische Praxis und Didaktik des Dolmetschens. Tübingen: Narr, 2011. 184 pp. ISBN 978-3-8233-6561-7 [Translationswissenschaft 6].Reviewed by Lois M. Feuerle The use of reality-based role-plays to provide a basis or road map to help interpreters address problematical professional and ethical issues is not new; however, using the Theater of the Oppressed as the frame of reference to structure and execute these exercises is indeed a fresh approach. In this work Mira Kadri places this new approach to interpreter training in a historical perspective with roots reaching back to the works of the early pedagogical reformers Johann Heinrich Pestalozzi, Jean-Jacques Rousseau and Johann Friedrich Herbart. In Martin Buber’s philosophy of dialogue Kadri traces an interdisciplinary route that leads her to the Brazilian thinkers and activists, Paulo Freire, author of the Pedagogy of the Oppressed, and Augusto Boal, theater practitioner and creator of the Theater of the Oppressed

Fleury, François and Madelein Cuha “Behind Every Word, There Are More Words That Evoke the Worst.” Critical Link vol. 3, n. (2001).  pp.: http://www.criticallink.org/proceedings/16.pdf

For the past five years, the ‘Appartenances’ association in Lausanne has been training people from various foreign communities in Switzerland as well as people working with them. The training is focused on interpreters, cultural mediators, mental health advocates and other health professionals. Last year, 600 new requests for assistance were received by the association. ‘Appartenances’ uses psychodynamic and ethno-psychoanalytic approaches. Recently we have been particularly interested in the question of interpretation of words and their translation which is subject to interpretation on the part of the interpreter. In this case, we will focus on certain words that are used and which foster a fluidity in language and its comprehension, occasionally to the detriment of exactitude in representing what is taking place. This places a greater emphasis on the meaning than on the representations. Working a posteriori has allowed us to give a new dimension to a so-called mechanical translation.

Francisco Javier, V. M. “¿Qué formación en traducción jurídica reciben los intérpretes jurados en la universidad?” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 2 (2009).  pp.: http://www.redit.uma.es/Archiv/v1_2009/mono_vigier_redit2.pdf

La legislación vigente, al establecer la posibilidad de que los licenciados en Traducción e Interpretación puedan conseguir el título de Intérprete Jurado sin tener que superar los correspondientes exámenes del Ministerio de Asuntos Exteriores, convierte a las facultades que imparten dicha Licenciatura en responsables, directa o indirectamente, de la preparación de estos egresados con vistas a su ejercicio profesional en el ámbito de la traducción jurada. Con el objetivo de describir y analizar la formación universitaria en traducción jurídica que reciben estos licenciados, en este artículo se presentan los resultados del análisis de los programas de las asignaturas que componen la formación que los egresados han de acreditar para obtener dicha exención de examen, prestando especial atención a los campos temáticos cubiertos por las mismas.

García De Quesada, Mercedes and Silvia Montero Martínez “Optimización de la adquisición y documentación terminográficas del intérprete: el comportamiento terminográfico en el proceso interpretativo.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/GarciaMontero.doc

Durante los últimos cuatro años se ha venido estudiando la metodología de documentación utilizada por los estudiantes de las asignaturas de Interpretación durante las prácticas ofertadas en la Facultad de Traducción e Interpretación de la Universidad de Valladolid. El objetivo final era contar con datos empíricos que nos permitieran proponer soluciones plausibles a las necesidades cognitivas y terminográficas con las que se enfrenta el alumnado a la hora de llevar a cabo interpretaciones con un cierto grado de especialización. Partiendo de estas observaciones, se ha podido esbozar un paradigma cognitivo que cubre desde el comienzo del encargo de interpretación, pasando por la documentación y adquisición terminográfica, la producción oral y terminando por la evaluación por parte del cliente y el público.

Gile, Daniel “L’évaluation de la qualité de l’interprétation en cours de formation.” Meta vol. 46, n. 2 (2001).  pp.: http://www.erudit.org/revue/meta/2001/v46/n2/002890ar.pdf

L’évaluation de la qualité de I’interprétation en cours de formation differe de I’évaluation professionnelle essentiellement en raison de sa fonction d’orientation et de la part importante qu’elle accorde au processus d’interprétation, par opposition au seul discours d’arrivée. Il est pro posé de faire appel a une évaluation orientée processus en début de formation, en raison de ses avantages psychologiques aussi bien que pour son efficacité dans I’orientation des étudiants. 1I faudra toutefois passer progressivement a une évaluation orientée produit afin de rendre plus puissante I’action de I’enseignant sur le parachevement du produit et pour préparer les étudiants aux tests d’aptitude de fin de parcours. L:éventuelle différence entre les normes des enseignants et celles du marché ne pose pas de probleme fondamental tant qu’elle porte sur le niveau requis, plus élevé en formation, et non pas sur les normes et stratégies de I’interprete.

González, Eduardo “Essential Activities in Translator-Interpreter Training.” The Translation Journal vol. 12, n. 2 (2008).  pp.: http://accurapid.com/journal/44training.htm

The extremely fast pace of life, business and communications in our present world demands, more than ever before, the training of professionals in the field of translation and interpretation who are capable of successfully tackling a true mosaic of challenges in their linguistic and cultural endeavors, both in the field of written translation and in the field of interpreting or oral translation. It is not enough anymore to train a specialist by translating literary excerpts or hardly useful, outdated texts. It is of the essence to train specialists who can accurately translate and interpret in the fields of science and technology, health care, business, immigration, courts, media and other areas of great demand in today’s fast-paced world. This article strives to illustrate what can be done in this respect, especially when it comes to training exercises and the creation of new translation-interpretation texts.

Harding, Sue-Ann “Making a Difference? Independent Online Media Translations of the 2004 Beslan Hostage Disaster.” The translator vol. 18, n. 2 (2012).  pp. 311-338. https://www.stjerome.co.uk/tsa/abstract/14611/

With increasingly fewer independent media outlets operating in the Russia Federation over the past decade, the Internet is one of the rare remaining sites where alternatives to mainstream news and opinion can be voiced. In spite of repeated government interference and, in some cases, prosecution, fringe media websites connected to non-governmental organizations, grassroots civic movements and separatist factions have developed into persistent, if marginalized, media alternatives. This paper examines the online reportage and translations generated in response to the 2004 hostage-taking in Beslan published by ‘non-professionals’ on two websites, using a case study approach and drawing on socio-narrative theory. It discusses the elements and characteristics of these fringe narratives that distinguish them as significant alternatives to the mainstream, contrasting the Beslan narratives constructed by the two independent sites with those elaborated by a large, mainstream Russian news agency. It then considers the translations of this material into English to determine the extent to which the specific features that characterize the alternative narratives are also present in translation. The study finds that the restricted use of translation on these websites led to the reinforcement of simplistic, reductionist narratives and weakened or eliminated the more complex and multivalent alternative ones that had been present in the Russian originals. It concludes by considering how ‘non-professional’ translators might avoid a similar outcome.

Hermida, Ana “Universidades con estudios de traducción e interpretación en España y Portugal.” La linterna del traductor vol., n. 8 (2004).  pp.: http://traduccion.rediris.es/cdb/traduweb.htm

Este trabajo pretende ser una guía de universidades españolas y portuguesas que ofrecen algún tipo de estudios de traducción e interpretación. Estos datos se basan, principalmente, en la información que figura en los sitios web de estas instituciones. Si encuentra algún error u omisión, por favor, póngase en contacto con la autora a través de la página web que figura en la firma al final de este artículo.

Hermida Ruibal, Ana “Estudios de traducción e interpretación en las universidades españolas y portuguesas: TraduWeb en El Cuaderno de Bitácora.” Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación vol. 1, n. (2003).  pp.: http://www.ugr.es/~dpto_ti/act/congresoICAIETI/res/archivos/Hermida.doc

El recurso que queremos dar a conocer consiste en la lista de universidades españolas y portuguesas que cuentan con algún tipo de estudios de traducción e interpretación. Esta lista fue publicada en el n.º 2 de la revista virtual La linterna del traductor (Hermida, 2002: 44-51). Sin embargo, debido al carácter efímero de las páginas web -sus contenidos y direcciones pueden cambiar de repente- y con el fin de poder modificar rápidamente esta lista para que cuente con un contenido siempre actualizado, se ha creído más conveniente incluirla en la sección permanente de esta revista, denominada ‘Cuaderno de Bitácora’ (http://traduccion.rediris.es/cdb/cdb.htm), en donde también se pueden consultar otros recursos para traductores, clasificados por temas y comentados, como publicaciones periódicas y artículos, direcciones útiles, bases de datos y glosarios, listas de distribución, páginas de traductores y de agencias, recursos laborales para el traductor y una agenda de cursos y congresos. A partir del n.º 4 de La linterna del traductor, que se prevé que se publique sobre principios de diciembre de 2002, la dirección de este recurso será la siguiente: http://traduccion.rediris.es/cdb/traduweb.htm.

Hertog, Erik “Multilingualism and educational interpreting: Innovation and delivery.” Interpreting vol. 12, n. (2010).  pp. 263-267. http://www.ingentaconnect.com/content/jbp/intp/2010/00000012/00000002/art00008
http://dx.doi.org/10.1075/intp.12.2.08her

Marlene Verhoef and Theodorus du Plessis (Eds.). Multilingualism and. educational interpreting: Innovation and delivery. Pretoria: Van Schaik Publishers, 2008. 215 pp. ISBN 978 0 627 02777 2 [Studies in Language. Policy in South Africa 7]. Reviewed by Erik Hertog

Hokkanen, Sari “Simultaneous Church Interpreting as Service. The Translator: Non-Professionals.” The translator vol. 18, n. 2 (2012).  pp. 217-243 https://www.stjerome.co.uk/tsa/abstract/14609/

Although volunteer interpreting in church settings is common throughout the world, there is scant research on this topic in translation and interpreting studies. This article provides a starting point for discussion of this issue through an examination of non-professional, volunteer simultaneous interpreting in a Pentecostal church in Tampere, Finland. The approach to church interpreting at the Pentecostal church is mapped onto Pöchhacker’s (2004) scheme of the dimensions and domains of interpreting theory in order to compare its features to those identified by Pöchhacker. The paper also discusses the volunteer simultaneous interpreting organized at this church in relation to two distinct notions: service and volunteer work. A detailed examination of these two concepts is undertaken in relation to interpreting activity in this specific context. The paper concludes that interpreting is understood within Pentecostalism as service not only to its members but also to God, and that this has important consequences for the type of interpreter training and practice required by church interpreters and valued by the Tampere Pentecostal Church.

Horváth, Ildikó “Autonomous learning: What makes it work in postgraduate interpreter training?” Across Languages and Cultures vol. 8, n. 1 (2007).  pp. 103-122. http://www.akademiai.com/openurl.asp?genre=article&id=doi:10.1556/Acr.8.2007.1.6

Autonomous learning is a complex and multi-faceted construct. It can be defined as the learners’ capacity to self-direct their own learning, which means taking responsibility for the decisions concerning the different aspects of the learning process. However, there is more to autonomous learning than its purely management aspect. Autonomous learning, first of all, means critical thinking, planning and evaluating learning, and reflection, a conscious effort on the part of the learner to continuously monitor the learning process from beginning to end. This is the cognitive side of autonomous learning. This paper reports on the findings of an empirical investigation conducted at the Interpreter and Translator Training Centre (ITTC) of ELTE University, Budapest, Hungary. ITTC offers post-graduate translator and interpreting training. The current research focuses on the role of autonomous learning in interpreter training in particular. The study explores the research question whether interpreter training at ITTC develops the students’ capacity to carry out autonomous learning. It also intends to ascertain what makes autonomous learning work in the context of postgraduate interpreter training.

Inggs, Judith “Current Developments in Court Interpreter Training in South Africa.” Proteus vol. 7, n. 4 (1998).  pp.: http://www.najit.org/proteus/back_issues/inggs.htm

Court interpreters in South Africa play a crucial, everyday role in the judicial system. For obvious historical reasons, the only two official languages in the country for many years were English and Afrikaans. These two languages were therefore also the official languages of the courts. As the majority of the South African population has neither English nor Afrikaans as a first language, court interpreters were, and still are, needed in all courts on an almost continuous basis. Previously, the provision of court interpreters for all of the other languages of South Africa (another nine have been adopted as official languages) was seen as an unfortunate necessity. Since 1994 linguistic rights have been enshrined in the constitution and not only are court interpreters a necessity, but it is now recognised that their provision is a vital means of ensuring the linguistic and legal rights of the whole population.

Jacobsen, Bente “The significance of interpreting modes for questionanswer dialogues in court interpreting.” Interpreting vol. 14, n. 2 (2012).  pp. 217-241. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000002/art00005
http://dx.doi.org/10.1075/intp.14.2.05jac

Studies of court interpreting have so far neglected interpreters’ choice of mode for interpreting question-answer dialogues, though their choice of mode may impact the way questions and answers are reproduced and received by end receivers. Typically, the (short) consecutive mode, regarded as the more complete mode, is recommended for interpreting these dialogues, because it facilitates the inclusion of features such as hesitations, discourse markers, repetitions etc. which play a significant role in identifying speaker meaning. Moreover, in courts without interpreting equipment, answers interpreted in the simultaneous (whispered) mode will be inaudible to end receivers. Nevertheless, as demonstrated in this article, which is based on a survey among court interpreters in Denmark, some interpreters ignore official recommendations and choose strategies for interpreting questions and answers which potentially hinder the flow of information between the original speaker and listener and the accurate and complete translation of original utterances. Furthermore, Danish courts seem to accept the court interpreters’ behaviour, despite its potential consequences for trial outcomes. The article discusses the reasons for this passivity and its wider implications.

Jiménez Ivars, Amparo and Daniel Pinazo Calatayud “Aptitudes necesarias en la formación de intérpretes. Un estudio exploratorio.” Quaderns vol. 8, n. (2002).  pp.: http://ddd.uab.es/search.py?&cc=quaderns&f=issue&p=11385790n8&rg=100&sf=fpage&so=a&as=0&sc=0&ln=ca

El trabajo analiza las competencias que tienen una mayor influencia sobre el rendimiento en interpretación en la modalidad de traducción a la vista. Con un diseño experimental de carácter exploratorio se pone a prueba el efecto de tres componentes de la competencia para la interpretación (control de la ansiedad, memoria a corto plazo y rapidez de reflejos orales) sobre el rendimiento, a partir de una muestra de 22 sujetos. Los resultados obtenidos indican que sólo la rapidez de reflejos orales influye en el rendimiento. El análisis de comparación por grupos, muestra, por otra parte, que los sujetos cuyo índice de competencia en los tres componentes es bajo, tienen un rendimiento significativamente menor que los sujetos con índices medios o altos. Se discuten las implicaciones para la identificación de los componentes relevantes en la interpretación que pueden predecir el éxito en el rendimiento.

Klotchkov, Claudio “Apuntes sobre la fisonomía profesional de intérpretes.” Hermeneus: Revista de la Facultad de Traducción e Interpretación de Soria vol., n. 2 (2000).  pp.: http://recyt.fecyt.es/index.php/HS/issue/view/585/showToc

Se cree, y con toda razón, que la competencia interpretativa abarca determinados conocimientos y determinadas habilidades individuales de la personalidad del intérprete. La interpretación no vale para cualquiera sino para personas con elevadas vocación y plasticidad comunicativas, lindantes con la dinámica del arte escénico. ¿Cuáles son las supuestas condiciones que un intérprete debe reunir? ¿Qué estrategias y tácticas del perfeccionamiento conductual ha de desplegar para estar a la altura de su cometido y rendir al máximo? Éstas y algunas otras cuestiones (mentalidad, imagen social, protocolo, equipamiento, proyección extraprofesional, etc.) adquieren presencia inevitable en la labor y en la didáctica de la interpretación

Ko, Leong “Teaching Interpreting by Distance Mode: An Empirical Study.” Meta vol. 53, n. 4 (2008).  pp. 814-840. http://id.erudit.org/iderudit/019649ar

Cet article se fonde sur une étude empirique de l’enseignement à distance de l’interprétation de liaison, plus précisément l’interprétation de dialogue, l’interprétation consécutive et la traduction à vue. Pour cette recherche, nous avons recruté deux groupes d’étudiants : un groupe expérimental, qui devait être formé à distance, et un groupe contrôle, formé selon le mode face à face. Le stage de formation était d’une durée de 39 heures, c’est-à-dire de 13 semaines à raison de 3 heures de contact par semaine. La formation a suivi le principe selon lequel aucun contact face à face avec les étudiants à distance ne devait se produire pendant le stage, y compris à l’examen. Les principaux médias employés dans le cadre de la recherche étaient les téléconférences non visuelles, le téléphone et l’Internet. Les compétences des étudiants en interprétation, dont le transfert linguistique et les compétences paralinguistiques, ont été évaluées par des épreuves variées, y compris une épreuve indépendante de niveau national. Les résultats de cette recherche indiquent que les étudiants formés à distance sont capables d’atteindre un niveau de compétences et d’habiletés, pour l’interprétation, égal ou comparable à celui qui a été atteint par les étudiants formés selon le mode face à face. Cette recherche a des implications pédagogiques pour de futurs projets dans le domaine du téléenseignement de l’interprétation.This paper is based on an empirical study of teaching liaison interpreting – specifically, dialogue interpreting, consecutive interpreting and sight translation – by distance mode. In this research, two groups of students were recruited – the experimental group to be taught by distance mode and a control group trained face-to-face. The training program lasted for 13 weeks or 39 hours, with three contact hours per week. The training followed the principle that no face-to-face contact with distance students was made during the training process, including the final examination. The major media used in the research included sound-only teleconferencing, telephone and the Internet. Students’ interpreting skills including language transfer and paralinguistic skills were assessed in different tests including an independent national test. The results of the research indicate that students trained by distance mode can achieve a level similar or comparable to those trained in the face-to-face manner in terms of interpreting ability and skills. The research has generated pedagogical implications for future attempts to teach interpreting by distance mode.

Kreutzer, Martin and Wilhelm Neunzig “¿Traductores especializados o especialistas en traducción? Reflexiones en torno a la futura formación de traductores e intérpretes en el ámbito europeo.” Congrés Internacional sobre Traducció vol., n. 2 (1994).  pp.: http://ddd.uab.es/pub/traduccio/Actes4.pdf

Todos sabemos que uno de los objetivos de la universidad es formar a profesionales, es decir, transmitir a los estudiantes los conocimientos y procedi-mientos propios de la materia con el fin de que los apliquen ­al acabar la carrera­ en el ejercicio de su profesión, sea como profesionales independientes o como empleados de empresas públicas o privadas. Este, sin embargo, es sólo uno de los aspectos de la formación universitaria, ya que el personal docente de las universidades se suele reclutar entre los titulados universitarios y éste, a su vez, constituye la base de la investigación niversitaria. En otras palabras, la formación de futuros licenciados debe adaptarse a los tres aspectos profesionales mencionados, o sea, debe producir profesionales para el mercado, para la enseñanza universitaria y no universitaria y también investigadores que sean capaces de descubrir nuevos métodos y procedimientos en su respectiva área y las áreas afines.

Langman, Juliet “Marjorie Faultisch Orellana. Translating Childhoods. Immigrant Youth, Language and Culture.” The translator vol. 18, n. 2 (2012).  pp. 388-392. https://www.stjerome.co.uk/tsa/abstract/14618/

Review of The Cult of the Amateur. How Blogs, MySpace, YouTube and the Rest of Today’s User Generated Media are Killing Our Culture and Economy. Andrew Keen. London & Boston: Nicholas Brealey, 2007; revised edition, 2008.

Lasorsa, Antonella “Interprete professionista o professionista interprete?” The Translation Journal vol. 9, n. 1 (2005).  pp.: http://accurapid.com/journal/31interprete.htm

During a physiotherapy session given by two French teachers and attended by a group of Italian therapists, interpretation was carried out by a professional interpreter in the morning and by a bilingual therapist in the afternoon. The author evaluates the two interpretation performances on the basis of a questionnaire filled out by the participants. In particular, the author tries to determine which of the two factors better contributes to interlingual communication in teaching: a perfect mastery of the subject discussed or the ability to translate and hold the attention of the audience.

Leong, Ko “Interpretation: Techniques and Exercises.” Babel: Revue internationale de la traduction/International Journal of Translation vol. 56, n. 2 (2010).  pp. 194-196. http://www.ingentaconnect.com/content/jbp/bab/2010/00000056/00000002/art00008

This is a book for learners of conference interpreting. Its aim is to fill the need for training conference interpreters “by providing a structured syllabus and an overview of interpretation accompanied by exercises” and “to serve as a practical guide for interpreters and as a compliment to interpreter training programs, particularly those for students preparing for conference interpreting in international governmental and business settings” (p. 1). The author provides a systematic discussion of various issues relating to conference interpreting as well as different types of exercises for developing and enhancing interpreting techniques. He also emphasizes the importance of written exercises and translation in improving interpreting skills.

Lequy, Anne and Nina Sander “Neuer binationaler Master-Studiengang “Juristisches Übersetzen und Dolmetschen”.” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 3 (2009).  pp. 52-62. http://dialnet.unirioja.es/servlet/extart?codigo=3150222

The purpose of this article is to introduce the new binational master s programme Legal translating and interpreting . In cooperation with the Université de Bretagne-Sud in Lorient/France, the Hochschule Magdeburg-Stendal (FH) University of Applied Sciences Magdeburg-Stendal, Germany will admit the first 16 students to the master s degree programme next year. National courts and international institutions complain about a significant lack of professionally trained legal interpreters. The master’s programme Legal translating and interpreting aims to remedy this lack and actively prepare students for careers as translators of legal texts, editors/proofreaders of legal texts as well as legal interpreters. Jurists, students holding a degree in applied linguistics, technical translators und (legal) interpreters as well as other from related fields of study may apply for the master’s degree programme. Specific courses offered in the first term will ensure a common state of knowledge among all students. Due to the great demand for translators and interpreters for languages of limited diffusion we plan to open this Master s degree programme for the above mentioned group of students as soon as possible.

Leung, Ester S. M. “Rights to be Heard and the Rights to be Interpreted.” Babel: Revue internationale de la traduction/International Journal of Translation vol. 49, n. 4 (2003).  pp.: http://ejournals.ebsco.com/direct.asp?ArticleID=YR8DCFJ1CR32GUUHC8EM

The principle that during police interviews people who do not speak English should have access to interpreters has long been established in legal practice in the UK. However, very little is known about the extent to which or how this principle is actually applied. The aim of this study was to provide a close look at current legal interpreting practices in different types of legal encounter in the UK. What was actually going on in these events; what were the specific problems associated with interpreting in legal settings; and what were the problems associated with interpreting between Cantonese and English? What can the close study of interpreters as they interpret tell us about the process of interpretation in legal settings? An ethnographic approach was adopted to collect and analyze the data. I observed and audio-recorded four interpreting events which involved Chinese interpreters.

Liu, Minhua and Yu-Hsien Chiu “Assessing source material difficulty for consecutive interpreting: Quantifiable measures and holistic judgment.” Interpreting vol. 11, n. 2 (2009).  pp. 244-266. http://www.ingentaconnect.com/content/jbp/intp/2009/00000011/00000002/art00007

Motivated by the need for better control of standards of a certification examination for interpreters in Taiwan, this exploratory study aimed at identifying indicators that may be used to predict source material difficulty for consecutive interpreting. A combination of quantifiable measures ­ readability level, information density and new concept density ­ was used to examine different aspects of three English source materials. Expert judgment was also used as a more holistic method of judging source material difficulty. The results of these analyses were compared with two groups of student interpreters’ performance on consecutive interpreting of the source materials into Mandarin Chinese. The participants’ assessment of speech difficulty after the interpreting task was also compared with the other measures and the expert judgment. The quantifiable measures all failed statistically in predicting source material difficulty, possibly due to the very small sample size of the materials or to the fact that the materials were very similar in the aspects assessed by these measures. A trend emerged to suggest that information density and sentence length may be potentially useful indicators for predicting source material difficulty. It was also shown that source material difficulty affected the performance of lower-skilled interpreters more than that of higher-skilled interpreters.

Manuel Jerez, Jesús De “Cómo formar intérpretes contando con los estudiantes.” Puentes: hacia nuevas investigaciones en la mediación intercultural vol., n. 3 (2002).  pp.: http://www.ugr.es/~greti/revista_puente_pdf.htm

La introducción de material audiovisual digitalizado procedente de grabaciones de acontecimientos intetlingües reales desde fases tempranas de la formación especializada de intérpretes, facilitada por las nuevas tecnologías, es posible, pero no está exenta de riesgos. Para controlarlos el autor de este estudio propone un enfoque que complemente la evaluación del nivel de dificultad que puede realizar el profesor combinando criterios objetivos cuantifl-cables y otros más aproximativos o subjetivos con la percepción de los estudiantes de tres parámetros fundamentales para mantener su motivación: la dificultad, la utilidad y el interés de distintos ejercicios individuales o tipos de ejercicios. Para llevarlo a la práctica se sugiere aplicar la metodología de la investigación en la acción incorporando tanto análisis cuantitativos como cualitativos.

Martin, Anne “La enseñanza de la interpretación de conferencias.” Aproximaciones a la traducción vol., n. (2000).  pp.: http://cvc.cervantes.es/obref/aproximaciones/martin.htm

La didáctica de la interpretación es evidentemente un tema de considerable envergadura y sobre el que existen numerosas publicaciones. Por ser éste el único trabajo del volumen que se refiere a la interpretación, no nos proponemos profundizar en una única faceta de la misma, sino abarcar una amplia gama de aspectos, aunque sea someramente. De acuerdo con este propósito, trataremos en primer lugar algunos aspectos generales sobre los inicios de la enseñanza de la interpretación y su organización académica, para luego pasar a considerar algunas cuestiones de metodología. Finalmente, en términos más concretos, esbozaremos algunos de los ejercicios prácticos que se suelen emplear en la enseñanza de la interpretación tanto consecutiva como simultánea.

Mcdonough Dolmaya, Julie “Analyzing the Crowdsourcing Model and Its Impact on Public Perceptions of Translation. .” The translator vol. 18, n. 2 (2012).  pp. 167-191. https://www.stjerome.co.uk/tsa/abstract/14604/

This paper draws on the results of an online survey of Wikipedia volunteer translators to explore, from a sociological perspective, how participants in crowdsourced translation initiatives perceive translation. This perception is examined from a number of perspectives, including the participants’ profiles, motivations and idiosyncrasies vis-à-vis those of individuals involved in other collaborative social phenomena. Firstly, respondents are grouped on the basis of their training background, their current professional status and their former occupation to compare how translation is perceived by volunteers who do and those who do not work in the translation industry. To further understand the range of respondents’ perceptions of translation, the crowdsourced translation initiatives they participate in are divided into three types: product-driven (localization/translation of free/open-source software projects), cause-driven (not-for-profit initiatives with an activist focus), and outsourcing-driven (initiatives launched by for-profit companies). A comparison between the results of this survey and two others focusing on the motivations and profiles of free/open-source software developers seeks to identify distinctive features of participatory translation practices. The final part of this article discusses how participants in a crowdsourced translation initiative view translation and how the latter is depicted by the organizations behind such collaborative projects.

Messina, Alessandro “Lingue e interpretazione: riflessioni sull’insegnamento/apprendimento linguistico nella formazione degli interpreti di conferenza.” InTRAlinea : Rivista de traduttologia vol. 4, n. (2001).  pp.: http://www.intralinea.it/vol4/messina.htm

Fra le varie competenze che un interprete deve possedere la competenza essenziale è indubbiamente quella linguistica. La competenza linguistica va ovviamente intesa in senso lato: non si tratta soltanto della conoscenza degli aspetti formali del codice linguistico, ma anche degli aspetti pragmatici, sociolinguistici, culturali. Tale competenza linguistica, comunque, non è sufficiente: all’interprete si richiedono anche capacità di public speaking, il che implica fluenza, precisione e chiarezza di esposizione, impostazione della voce, correttezza deontologica.

Milton, John and Lucia Helena De Sena Franca “The Selection and Training of Interpreters in the Community at the Catholic University, São Paulo.” Critical Link vol. 3, n. (2001).  pp.: http://www.criticallink.org/proceedings/15.pdf

As in most developing countries, the profession of a community interpreter as such does not exist in Brazil. Sworn translators may be called to act in legal situations, or representatives of the community of friends or family ‘who speak the language’ unofficially play the role of the community interpreter. Rather than speaking of community interpreters as such, we perhaps should think of interpreters involved in the community, their work and training not being restricted to simultaneous booth work. Nowhere should this be more so than the Catholic University São Paulo (PUC), one of the homes of Brazilian Liberation Theology, which has a strong tradition of working for and with poorer communities. This paper examines how elements of community interpreting are present in the PUC Interpretation course, the first university course in Brazil specifically designed to train interpreters, set up in March 1999.

Monzó, Esther “E-lectra: A Bibliography for the Study and Practice of Legal, Court and Official Translation and Interpreting.” Meta vol. 55, n. 2 (2010).  pp. 355-373. http://id.erudit.org/iderudit/044245ar

Le développement scientifique oblige les chercheurs à communiquer efficacement les résultats de leurs travaux. L’augmentation du nombre de revues et de publications académiques dans le monde entier accable les spécialistes et les contraint à se maintenir au courant d’une littérature de plus en plus dispersée. De plus, les professionnels de la traduction juridique doivent trouver et sélectionner la documentation et le matériel de référence spécialisés que le marché n’adresse pas aux traducteurs et interprètes mais aux spécialistes du droit. est une base de données bibliographiques électronique qui a pour but d’aider les étudiants et les spécialistes en traduction juridique à repérer les fonds de littérature et de documentation, et d’aider les chercheurs à présenter leurs travaux en leur apportant un réservoir de formats et de styles incorporés dans un système facile à utiliser pour citer des références dans leurs travaux et les adapter aux conventions des différentes revues dans le domaine des études de traduction.

Muñoz, Ricardo “Not a ‘Monkey Business’. The Translator: Non-Professionals Translating and Interpreting. Participatory and Engaged Perspectives.” The translator vol. 18, n. 2 (2012).  pp. 363-371 https://www.stjerome.co.uk/tsa/abstract/14612/

Review of The Cult of the Amateur. How Blogs, MySpace, YouTube and the Rest of Today’s User Generated Media are Killing Our Culture and Economy. Andrew Keen. London & Boston: Nicholas Brealey, 2007; revised edition, 2008.

Napier, Jemina “Training sign language interpreters in Australia: An innovative approach.” Babel: Revue internationale de la traduction/International Journal of Translation vol. 51, n. 3 (2005).  pp.: http://ejournals.ebsco.com/direct.asp?ArticleID=4D50B357946F85182067

An accreditation system for the qualification of Australian Sign Language (Auslan)/ English1 interpreters has been available in Australia for approximately twenty years, under the auspices of the National Authority for the Accreditation of Translators and Interpreters (NAATI). Blewett (1987) stated that “Australia leads the world in the provision of community interpreting and translating services and in the regulation and training of interpreters and translators for that provision” (cited in Roberts-Smith, Frey & Bessell-Browne 1990: 3). After long negotiations, NAATI accepted Auslan as one of 26 official languages in Australia in which interpreters can be tested (Flynn 1985, 1990). Accordingly, Auslan is indirectly recognised as a community language, along with languages of other minority groups in Australia,such as Aborigines and Torres Strait Islanders; as well as languages of other migrant communities, such as Bosnian, Cantonese, Greek, Hindi, Italian, or Vietnamese languages. This makes Australia one of the few countries in the world that accredits spoken and signed language interpreters through the same system (Bridge 1991), which may lead us to think that Blewett’s (1987) comments were somehow justified ­ at least in relation to the system of testing and accreditation. Accreditation is offered through three different routes: (a) completion of a NAATI approved course; (b) sitting a one-off accreditation examination in the specific language of the translator or interpreter; or (c) assessment of specialized interpreter/ translator qualifications obtained from overseas (Bell 1997).

Neather, Robert. “‘Non-Expert’ Translators in a Professional Community. Identity, Anxiety and Perceptions of Translator Expertise in the Chinese Museum Community. .” The translator vol. 18, n. 2 (2012).  pp. 217-243 https://www.stjerome.co.uk/tsa/abstract/14607/

This paper focuses on issues of translator expertise, professionalism and identity in and around a community of practice (Wenger 1998) not normally associated with translation: the ‘museum community’. In Guangzhou, Hong Kong and Macau, where exhibitionary practice is predominantly bi/trilingual, the museum community is a nexus of translational activity that brings together a whole variety of stakeholders with differing forms of professional competence (Bhatia 2004). Adopting an ethnographic approach and drawing on interviews with curators and translation-related staff across museums in the region, the paper focuses on interactions between the museum and translation communities in these three cities, as a means of interrogating our assumptions about expertise and professionalism. The discussion is organized around two key issues: community practices, focusing on the stakeholders in the translation process; and community identities, focusing on perceptions of expertise in the museum community, ‘boundary practices’, and genre ownership. The findings suggest that no one community has the full set of competences needed for fully effective museum translation, and that much museum translation involves an anxious negotiation of differing expertise deficits.

Nord, Christiane “All New on the European Front? : What the Bologna Process Means for Translator Training in Germany.” Meta vol. 50, n. 1 (2005).  pp.: http://www.erudit.org/revue/meta/2005/v50/n1/010669ar.pdf

After giving a brief survey of traditional translator training in Germany, the paper will discuss the changes introduced by the Bologna process. All German universities are reorganizing their translator training programmes, replacing the four-year Diplom degree by modular courses leading to a Bachelor’s and/or Master’s degree. Since legal regulations permit a variety of combinations with regard to duration, each German university is planning its own model. The main bone of contention in this process is the question of whether specialized translation should be taught at undergraduate or postgraduate level.

Norstr, Eva M, et al. “Working conditions of community interpreters in Sweden: Opportunities and shortcomings.” Interpreting vol. 14, n. 2 (2012).  pp. 242-260. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000002/art00006
http://dx.doi.org/10.1075/intp.14.2.06nor

The aim of this article is to describe and analyse the working conditions of interpreters and interpreting services in Sweden. An understanding of interpreters’ working conditions is a key to such factors as the management of resources, the reading and implementation of legislation, the organisation of interpreting services and the performance of interpreters in different situations. An understanding of interpreters’ working conditions is also important in understanding how multiculturalism and multilingualism are viewed on a national scale in Sweden. This review of the working conditions of interpreters is based on material from two joint research projects, which appear to indicate that interpreters as a group have much to say and often reflect on their work and working conditions. The interpreters participating in this study often demonstrated a strong commitment to professionalism. At the same time, however, many of the reflections recorded for this study were about things that undermine professionalism: bad working conditions, low pay, the feeling of being “as replaceable as potatoes“, and the feeling that the social status of interpreters is low. In analysing the consequences of working conditions we have found a tension between professionalism and deprofessionalisation. This tension has consequences for the rule of law and integration.

Olohan, Maeve “Volunteer Translation and Altruism in the Context of a Nineteenth-Century Scientific Journal.” The translator vol. 18, n. 2 (2012).  pp. 193-215. https://www.stjerome.co.uk/tsa/abstract/14605/

This paper constitutes a first attempt to theorize volunteer translation using behavioural economic models of altruism. It applies the notions of pure and impure altruism to the study of a nineteenth-century journal of scientific translations, Scientific Memoirs. Volunteer translating and editing activities were instrumental in ensuring the commercial survival of that periodical over a 15-year period. A range of motivations may be posited for the volunteer work carried out, from the purely altruistic wish to expand scientific knowledge to motivations which could be linked to a sense of satisfaction (warm glow) or enhancement of personal, professional or social standing. Differences can be observed in the utility likely to have been derived from their volunteer activities by men of science and women translators, and an insight is offered into how volunteer contributions were encouraged and managed by the journal’s editor, Richard Taylor. By drawing on research on altruism and volunteering undertaken by disciplines other than translation studies, the paper offers a fruitful starting point for further research on volunteer translation and interpreting in both present-day and historical settings.

Peng, Gracie “Using Rhetorical Structure Theory (RST) to describe the development of coherence in interpreting trainees.” Interpreting vol. 11, n. 2 (2009).  pp. 216-243. http://www.ingentaconnect.com/content/jbp/intp/2009/00000011/00000002/art00006

Making global sense has long been seen as one of the most important criteria for judging the success of a given interpretation. For consecutive in particular, special emphasis is placed on the coherence and structure of the rendition. This study addresses the question of how to investigate coherence in interpreting and observe its development in trainees. We propose Rhetorical Structure Theory (RST), as a framework for exploring how coherence is realised in interpretations produced by professional as well as trainee interpreters. A corpus of 66 consecutive interpretations, by eight novice and three professional interpreters, of three Chinese and three English speeches, was transcribed, segmented into functional units, and mapped into a tree-like RST description. The analyses and results reveal that novices tend to focus on local cohesion while professionals tend to emphasise the global structure of the discourse. This difference can usefully be addressed in training.

Pérez-González, Luis and ebnem Susam-Saraeva “Non-professionals Translating and Interpreting. Participatory and Engaged Perspectives.” The translator vol. 18, n. 2 (2012).  pp. 149-165. https://www.stjerome.co.uk/tsa/abstract/14603/

Translation studies finds itself today at a stage where its traditional focus on translator and interpreter training and on the advancement of the status of translators and interpreters as professionals is no longer sufficient to address the complexity of real-life situations of translating and interpreting. As increasing numbers of non-professionals translate and interpret in a wider range of contexts and in more diversified forms, their work  emerges not only as an alternative to established professional practice, but also as a distinctive phenomenon, which the discipline has yet to recognize as a noteworthy area of study. This article looks into the relatively uncharted territory of non-professional translation and interpreting, drawing mainly on Arjun Appadurai’s conceptualization of global transactions, and offers a number of insights into what these new developments might mean for the discipline at large.

Pripps-Huertas, Marianne “Even If I Open Pandora’s Box.” Translorial-Online vol., n. (2000).  pp.: http://www.ncta.org/displaycommon.cfm?an=1&subarticlenbr=16

I’ve often asked myself why I’m so bothered by the apparent apathy that I perceive occurs between translators and interpreters. In my mind, those two professions are inextricably linked. At NCTA general meetings interpreters and translators mingle freely, but when issues pertaining to either one are on the table, the other generally does not attend or pay attention. Yet many of us are practicing both professions more and more, and the increase in NCTA membership reflects this fact. Even ATA is establishing an interpreting division. Why, then, is it that I feel this ‘separation?’ Is this chasm good or is it counterproductive to our interests as an industry? Is it just me…?

Radlex “Translation Versus Interpretation.” Translorial-Online vol., n. (2000).  pp.: http://www.ncta.org/displaycommon.cfm?an=1&subarticlenbr=17

The concepts of translating and interpreting are often confused, particularly by the public at large, whereas professionals make a careful distinction between the two. Professionally, written material is translated from one language to another in written form. Spoken communications are interpreted orally, either simultaneously or consecutively. But that is only part of the picture. The lines between the two modes become blurred when we think of the court interpreter who normally listens to Language A and then translates what he hears into Language B, orally. But, what is the interpreter doing when he is handed a written document in one language to read aloud in another language (technically called ‘sight translation’)?

Rainof, Alexander “B.A. in Translation and Interpretation at Cal State Long Beach.” Proteus vol. 8, n. 3-4 (1999).  pp.: http://www.najit.org/proteus/v8n3-4/rainof_v8n3-4.htm

The development of B.A. and M.A. degrees in Translation and Interpretation at California State University, Long Beach (CSULB) is a historic event which will affect our present standing and professional future and should be shared with the entire translation and interpretation community. The project started when Richard Weatherby, former two-term President of the California Court Interpreters Association, visited the Long Beach campus in the fall of 1998. At that time I was a newly appointed Professor in the Romance, German, Russian Languages and Literatures Department at CSULB, and I mentioned to him that I was interested in developing a program at the university leading to a B.A. and M.A. in Translation and Interpretation. Mr. Weatherby was delighted and told me that, by a felicitous coincidence, the Judicial Council and the President of CCIA, Carlos Cerecedo, believed that a B.A. degree program in translation and interpretation, possibly followed by an M.A., should be created at a California university.

Rainof, Alexander “Charlotte’s Corner: Web on the Web Part V.” Proteus vol. 8, n. 2 (1999).  pp.: http://www.najit.org/proteus/v8n2/rainofv2n8.htm

Charlotte, a pedagogue at heart if ever there was one, has been ecstatic for over a year now with the superb Web site that Court TV has on the internet, located at http://www.courttv.com/. As demonstrated in the brief overview below of previous installments, this Web site alone can be used to orchestrate a comprehensive, cross-language, step-by-step methodology in forensic translation and interpretation, culminating in a thematic approach.

Renau-Michavila, Marta “Del discurso al cuerpo: La técnica Alexander en interpretación.” The Translation Journal vol. 12, n. 2 (2008).  pp.: http://accurapid.com/journal/44alexander.htm

Los estudios sobre interpretación en el mundo académico son relativamente recientes. El impulso dentro del ámbito universitario occidental surgió a mediados del siglo XX y, desde entonces, son diversos los enfoques que se han planteado, tanto en la didáctica como en la investigación (Iglesias Fernández, 2007). La propuesta que presento se enmarca en la línea de formación de intérpretes y pretende trabajar con un elemento que todavía no ha recibido la necesaria atención del mundo académico, pese a su repercusión: el uso del cuerpo en la interpretación.

Renau-Michavila, Marta “Del discurso al cuerpo: la técnica alexander en interpretación “ Translation Journal vol. 12, n. 2 (2008).  pp.: http://repositori.uji.es/xmlui/bitstream/handle/10234/18514/28889.pdf?sequence=1

Los estudios sobre interpretación en el mundo académico son relativamente recientes. El impulso dentro del ámbito universitario occidental surgió a mediados del siglo XX y, desde entonces, son diversos los enfoques que se han planteado, tanto en la didáctica como en la investigación (Iglesias Fernández, 2007). La propuesta que presento se enmarca en la línea de formación de intérpretes y pretende trabajar con un elemento que todavía no ha recibido la necesaria atención del mundo académico, pese a su repercusión: el uso del cuerpo en la interpretación. El presente artículo presenta de forma introductoria una propuesta didáctica implantada ya en la Universitat Jaume I de Castellón, gracias a un proyecto de mejora educativa que dirijo, y que lleva por título “Coordinación de la adquisición de la subcompetencia psicofisiológica en interpretación: asignaturas con un alto índice de ansiedad”1. Este proyecto se dirige a mejorar el proceso de aprendizaje-enseñanza de la interpretación y reducir el nivel de ansiedad del estudiantado. Para ello, se trabaja con la técnica Alexander, que ha dado frutos provechosos en otras prácticas profesionales, y que presentaremos sucintamente en un epígrafe posterior.

Rodríguez Medina, María Jesús “Reflexiones en torno a la traducción y la interpretación: entrevista a Zinaida Lvovs kaya.” Trans. Revista de Traductología vol., n. 4 (2000).  pp.: http://www.trans.uma.es/trans_04.html

La profesora Zínaida Lvovskaya es una figura indiscutible en el mundo de la traducción y la interpretación, en el que ha desarrollado su larga trayectoria académica y profesional. En estas páginas, reproducimos la conversación que mantuvimos con ella en Las Palmas de Gran Canaria, ciudad donde reside actualmente. Sus numerosas publicaciones y más de cuarenta años de experiencia tanto en la profesión de traductora e intérprete (ruso-español), como en la docencia universitaria de estas disciplinas, avalan las opiniones y las reflexiones de esta especialista sobre distintos aspectos relacionados con la teoría, la práctica y la didáctica de la traducción y la situación actual de los traductores e intérpretes en España. Zínaida Lvovskaya nos revela también las nuevas líneas de investigación que se plantean actualmente en este campo.

Roy, Cynthia “The Critical Link: Innovative Theory and Practice for Educating Interpreters.” Critical Link vol. 2, n. (2001).  pp.: http://www.criticallink.org/journalscl2/3.pdf

Acknowledging that interpreters are an active part of and influence conversational discourse, changes our ways of thinking about what interpreters are doing as they expedite the exchange in a face-to-face conversation. With this changing perspective on how interpreters actually accomplish their task will come changes in educational practice. This article suggests that what is significant in the process of learning to interpret is understanding the nature of social situations, knowing how language is used, and becoming familiar with discourse processes. Because these processes and the interpreter’s role are ineluctably bound to language and patterns of discourse, discourse analysis not only offers a new research framework, but also a new understanding of what aspects are important in the process of teaching interpreting.

Russell, Amy “New University Course in Translation and Interpretation.” Translorial-Online vol., n. (1998).  pp.: http://www.ncta.org/displaycommon.cfm?an=1&subarticlenbr=25

The purpose of the new T&I certificate program is two-fold: First, it seeks to train professionals for entry into the field of translation and interpretation. Second, it aims to set up standards of proficiency in various specialties within the field of T&I. The hope is to introduce a credential system covering both translation and interpretation.

Schick, Brenda “EIPA Guidelines of Professional Conduct for Educational Interpreters.” EIPA Professional Guidelines vol., n. (2007).  pp.: http://www.classroominterpreting.org/Interpreters/proguidelines/EIPA_guidelines.pdf

This document describes obligations for educational interpreters employed in school settings. While the Code of Professional Conduct developed by the Registry of Interpreters for the Deaf (www.rid.org) and the National Association of the Deaf is a very useful document for interpreters who work with adults, interpreters who work in schools are members of an educational system. Educational interpreters are working with children with developmental needs and with constraints and requirements imposed by educational practice and law. Because of this, it is appropriate to define guidelines for professional conduct for interpreters who work in educational settings.

Schouten, Barbara, Jonathan Ross, et al. “Informal Interpreters in Medical Settings A Comparative Socio-cultural Study of the Netherlands and Turkey.” The translator vol. 18, n. 2 (2012).  pp. 311-338. https://www.stjerome.co.uk/tsa/abstract/14610/

Between 2008 and 2010, academics in five European countries collaborated on an EU-funded project, Training Intercultural and Bilingual Competences in Health and Social Care (TRICC). Among TRICC’s aims was to deepen understanding of informal interpreting through eliciting the perspectives of interpreters themselves. To identify commonalities and differences in the experiences, attitudes and practices of informal interpreters in distinct settings, the Dutch and Turkish partners interviewed 15 young migrant adults in the Netherlands and 15 Kurdish speakers in Istanbul respectively, asking them about emotional and technical aspects of interpreting, and about their expectations and roles, communicative challenges and actions. Thematic analysis of the 30 interviews corroborated the findings of previous research – namely, that informal interpreters are highly visible, use diverse communicative strategies, adopt various roles, and occasionally speak as primary interlocutors. Noticeable differences between the two sets of interpreters included their attitudes towards interpreting and their preferences for informal versus professional interpreting, both of which can be better understood in the light of the cultural backgrounds of the interpreters and the institutional and political frameworks within which they interpret. This comparative study appears to support Angelelli’s (2004a) claim that interpreted events are heavily influenced by socio-political and cultural contexts.

Shaw, Sherry, Nadja Grbic, et al. “Applying language skills to interpretation: Student perspectives from signed and spoken language programs.” Interpreting vol. 6, n. 1 (2004).  pp.: http://www.benjamins.com/jbp/series/INTP/6-1/art/0005a.pdf

Interpretar Education Programs (lEPs) frequently encounter a dilemma when attempting to assist students who have completed a second-language learning sequence in their transition to interpreter education. Typically, students exhibit difficulties making this transition when they perceive their language base is inadequate to successfully complete the interpreting sequence in their program. This investigation was designed to (a) explore factors that contribute to or inhibit readiness to apply language skills to interpretation, and (b) identify similarities and differences between students’ perspectives of this transition in the context of signed language and spoken language interpretation programs. The Interpreter Education Program (American Sign Language/English) at the University of Arkansas at Little Rock, USA conducted this study in collaboration with the Institute of Theo-retical and Applied Translation Studies at the Karl-Franzens-University of Graz, Austria (which offers eleven languages). Observations from both programs provide insight for interpreter educators as they strive to improve programs and enhance student retention and program completion rates.

Sherwood-Gabrielson, Pam , Veronica  Newington, et al. (2008). [e-Book]  Consecutive Interpreting:An Instructor’s Manual : A 45-hour generic interpreting course for bilingual speakers. Builds on the Program in Translation and Interpreting’s Introduction to Interpreting: An Instructor’s Manual. Minnesota, Program in Translation and Interpreting, University of Minnesota. Texto completo: http://www.wciconline.com/Consecutive_InterpretingBD_draft_12-08.pdf

This manual is the result of a process that began in 1991 when the first version of this course was offered at the University of Minnesota. In developing and teaching this course, we have relied upon the expertise of many colleagues. We would like to acknowledge the contributions of all  the individuals who have worked with us, both directly and indirectly. The original purpose of this manual was to provide instructors with a framework for teaching the Consecutive Interpreting course at the University of Minnesota. However, as interest in interpreter training grows throughout the country, it also serves as a tool for those who plan to initiate interpreter training elsewhere or to supplement their existing courses.

Shyr, Ming “Opening Remarks.” Critical Link vol. 3, n. (2001).  pp.: http://www.criticallink.org/proceedings/17.pdf

Generally, our voices speak the words of others. Today I am happy to be given the occasion to have my own voice heard, my own voice and my feelings as an interpreter. The complexity of community interpretation is always challenging. This is particularly so when one must take into account radically different cultures and highly dissimilar values and social systems. For example, must one attempt to, and how can one, transmit the ambiguity of Asian speech when interpreting towards a Western language that is much more direct without betraying the spirit of the meaning when one language uses a high degree of ambiguity and the other more direct? Interpreters are the links that transform cultural differences into solidarity. They are also the bridges that allow communities to come together and communicate harmoniously.

Susam-Sarajeva, ebnem and Luis Pérez-González “Non-Professionals Translating and Interpreting. Participatory and Engaged Perspectives.” The translator vol. 18, n. 2 (2012).  pp. Todas. https://www.stjerome.co.uk/tsa/issue/2557/

Non-professional translation/interpreting has so far been of peripheral interest to scholars, who often express concern over the quality of ‘amateur output’ and the intrusion of ‘unregulated outsiders’ into the precarious translation industry. As it diversifies and moves towards the core of economic and cultural activities, however, non-professional translation and interpreting is increasingly bound to challenge our understanding of professional identities and the current organization of labour in the translation and interpreting industries. This special issue of The Translator explores the field with a view to learning from the individuals and networks who take on such ‘non-professional’ translation and interpreting activities. It showcases the work of researchers who look into the phenomenon within a wide variety of settings: from museums to churches, crowdsourcing and media sites to Wikipedia, and scientific journals to the Social Forum. Drawing on a wide range of disciplines and models, the contributions to this volume enhance the visibility of non-professionals engaged in translating and interpreting and challenge a range of widely-held assumptions within the discipline and the profession.

Taylor, Christopher “Degree in Conference Interpreting/Translation.” The Translator vol. 3, n. 2 (1997).  pp. 247-260 http://www.stjerome.co.uk/periodicals/viewfile.php?id=125&type=pdf

From its beginnings as an offshoot of the Faculty of Economics of the University of Trieste in the 1950s, the Scuola Superiore di Lingue Moderne per Interpreti e Traduttori has developed over the years into a fully-fledged university faculty offering first degree courses in translation and interpreting in a variety of language combinations. Trieste occupies a strategic geographical position at the crossroads of Western and Eastern Europe and is thus ideally placed for the development of courses designed to foster international relations. In addition to the range of European Union languages on offer, and given the ethnic and multilingual nature of its community, the School offers translation and interpreting courses in Slovenian, Serb/Croat and Russian. First degree courses in translation and interpreting are largely profiled here against the needs of the European community and the local linguistic reality. The discussion also touches on aspects of research into translation and interpreting including the difficulties of designing aptitude tests for students wishing to specialize in interpreting, and of assessing the results of such tests.

Timarova, Sarka and Heidi Salaets “Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude.” Interpreting vol. 13, n. 1 (2011).  pp. 31-52. http://www.ingentaconnect.com/content/jbp/intp/2011/00000013/00000001/art00003

Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students’ self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences

Torres Del Rey, Jesús ” Memoria ID-0014. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2008-2009.” Gredos : Repositorio Documental de la Universidad de Salamanca vol., n. (2009).  pp.: http://hdl.handle.net/10366/72005

El objetivo final de formación, que creemos que se ha conseguido en gran medida, esla comprensión por parte de los alumnos de la necesidad de adoptar una actitud activay de autonomía en la reflexión y la acción ante los retos de aprendizaje y de trabajoprofesional mediante la adopción de herramientas de gestión tecnológica de latraducción como parte integral de su labor de mediación interlingüística e intercultural, así como la necesidad del trabajo en equipo y la idoneidad de maximizar la gestión de los esfuerzos interpersonales en estas situaciones.

Torres Díaz, María Gracia “Aptitudes innatas o aprendidas en la interpretación de Conferencias.” Trans. Revista de Traductología vol., n. 4 (2000).  pp.: http://www.trans.uma.es/trans_04.html

Este artículo presenta en primer lugar, un recorrido sintético por las investigaciones realizadas sobre el polémico tema de las aptitudes del candidato a un curso de interpretación de conferencias; en segundo lugar, este trabajo nos demuestra a través de un estudio empírico realizado con 30 alumnos, que es posible mejorar ciertas aptitudes como la memoria, o la técnica de hablar en público por medio de un curso introductorio específicamente orientado hacía el aprendizaje de esta disciplina.

Torres Díaz, María Gracia “El trabajo en equipo y el aprendizaje cooperativo en la formación de intérprete en la modalidad de simultánea.” Trans. Revista de Traductología vol., n. 7 (2003).  pp.: http://www.trans.uma.es/trans_07.html

Este artículo intenta reflejar la importancia del aprendizaje cooperativo del alumno durante su formación en la modalidad de simultánea y recoge y presenta los resultados obtenidos de un proyecto didáctico experimental de aprendizaje cooperativo llevado a cabo en un curso académico de la asignatura Técnicas de Interpretación Simultánea, sección inglés, de la Universidad de Málaga.

Tse, Chung Alan “Is the Simultaneous Mode Feasible and Desirable in Court Interpreting? The Hong Kong Experience and Experiment.” Critical Link vol. 2, n. (2001).  pp.: http://www.criticallink.org/journalscl2/7.pdf

Under the existing arrangement in the present judicial system of Hong Kong, interpretation in the courtroom is conducted in the consecutive mode for witness examinations and judgements. Simultaneous interpreting, in the whispered mode, is usually limited to counsels’ submissions. In order to increase time and cost effectiveness, the Hong Kong judiciary proposed the implementation of the simultaneous mode to all interpretation required in court proceedings. Two rounds of mock trials were mounted in order to evaluate the efficacy of simultaneous interpreting and its impact on the administration of justice. This paper discusses the Hong Kong experiment which led to the judiciary’s decision to abandon plans to expand the use simultaneous interpretation services and facilities. The author summarizes the evaluation of the interpreters’ performance in the mock trials, and gives an overview of the problems documented. He concludes by suggesting a possible justification for the judiciary’s decision to retain the simultaneous mode in the interpretation of counsels’ submissions.

Viaggio, Sergio “La calamitosa preparación de intérpretes de conferencia en España.” La linterna del traductor vol., n. 5 (2002).  pp.: http://traduccion.rediris.es/5/6articulos.htm

Leía yo el artículo de Susana Cruces Colado en el número 4 y volvía a taladrarme el seso mi sempiterna angustia: Pasas el examen para sacar la licencia de conductor y puedes sacar el coche a la autopista, sacas diploma de dentista y puedes sacar tu primera muela, te recibes de abogado y puedes defender a un acusado. En cambio, te gradúas de traductor/intérprete (así, de las dos cosas, que, como se sabe, son más o menos lo mismo, ¿verdad?) y ni sueñes con meterte en una cabina que, si no huyes despavorido tú solito, te van a sacar carpiendo. ¿Qué pasa con la inmensa mayoría de las escuelas de traducción e interpretación españolas que no confieren títulos de veras habilitantes?

Vidal, Mirta “New Study on Fatigue Confirms Need for Working in Teams.” Proteus vol. 6, n. 1 (1997).  pp.: http://www.najit.org/proteus/back_issues/vidal2.htm

The practice of having simultaneous interpreters work in teams of two during lengthy assignments, although standard procedure in all other forums requiring interpretation, has never been universally accepted by the courts. In most state and many federal courts, it is simply not done. Attempts by interpreters to institute the policy have met with resistance from judges who consider it wasteful and administrators who cite budgetary constraints. But a study recently conducted at the University of Geneva has contributed important new information on the subject: its findings provide further scientific evidence to support the position that accuracy is directly related to the length of time that a person interprets.

Vidal, Mirta “Telephone Interpreting: Technological Advance or Due Process Impediment?” Proteus vol. 7, n. 3 (1998).  pp.: http://www.najit.org/proteus/back_issues/vidal3.htm

Although it has become commonplace to argue that telephone interpretation of court proceedings is a complex issue involving many different factors and considerations, I believe there are really only two schools of thought: some favor telephone interpretation because it is expedient and cheap, and others distrust it because they consider the telephone an inadequate medium for communication in a legal setting. What I propose to do here is lay out the various arguments pro and con, analyze the available data, albeit scarce, and offer some conclusions in order to initiate a discussion in which I hope all will participate, to help NAJIT articulate a clear and unequivocal position on what I think is one of the most important questions to challenge this profession since its inception two decades ago

Vigier Moreno, Francisco Javier “¿Qué formación en traducción jurídica reciben los intérpretes jurados en la universidad?” redit: Revista electrónica de didáctica de la traducción y la interpretación vol., n. 2 (2009).  pp. 109-128. http://dialnet.unirioja.es/servlet/extart?codigo=3104807

According to current Spanish legislation, Translation and Interpreting graduates may qualify as sworn interpreters without taking the exams set by the Spanish Ministry of Foreign Affairs. This makes Translation and Interpreting schools directly or indirectly responsible for the quality of their studentsâ training as far as the professional activity of sworn translation is concerned. In an attempt to describe and analyse the legal translator training they receive at Spanish universities, this paper presents the major results of the analysis of the syllabuses of the subjects implied, with a special focus on the subject areas covered by this training.

Villeneuve, Suzanne “Closing Remarks.” Critical Link vol. 3, n. (2001).  pp.: http://www.criticallink.org/proceedings/18.pdf

Community interpreters are the first to be concerned about the development of their profession. They should be present and be partners in decisions that affect their field, whether it be in the development of training programmes or of standards for practice. Critical Link 3 has been an excellent opportunity for us to share our ideas, theories and experience…Throughout the conference, it has been evident that the need for appropriate professional training for community interpreters is now fully recognised. The next step will be the acknowledgement of community interpreters as professionals. As professionals they can then come together to create a united professional body and gain recognition, better working conditions and the ability to make living in the community interpretation field.

Wolfson, Leandro “The Contact Between Text, Mind, and One’s Own Word in a Translation Workshop.” The Translation Journal vol. 9, n. 4 (2005).  pp.: http://accurapid.com/journal/34workshop.htm

In the past few years, a productivist pragmatism which presents itself as an unquestionable and universally valid doctrine seems to be subjecting human exchanges to the empire of its economical laws. All pursuits are reduced to their lucrative and income-producing aspects. From a purely professional perspective, translation has now come to be thought of as a way of earning a living, while the historical role it had within human evolution as a means of communication through the word is forgotten. I’m far from proposing that the practical aspects of the profession be neglected, but in my opinion if the transcendent humanistic character of our work is not taken into account in the first place and mere profitability is sought, the very essence of our profession is distorted.

Xu, Jianzhong “Training Translators in China.” Meta vol. 50, n. 1 (2005).  pp.: http://www.erudit.org/revue/meta/2005/v50/n1/010671ar.pdf

Translation training in China has a long history, but it is only in the last two decades that translation training has been developing increasingly fast. This article firstly reviews the history of translation training in China, then examines its present practice such as training program, training materials, training methods, interpretation training, advanced translation training, and Translator Accreditation Tests, and finally makes suggestions for improvement of training translators in China.

Zhan, Cheng “Mediation through personal pronoun shifts in dialogue interpreting of political meetings.” Interpreting vol. 14, n. 2 (2012).  pp. 192-216. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000002/art00004
http://dx.doi.org/10.1075/intp.14.2.04zha

This paper examines the mediation role of government staff interpreters in China. Based on data collected from six political meetings involving senior officials of Guangdong Province, with interpreting performed by staff interpreters in the Protocol Department of the Foreign Affairs Office of the People’s Government of Guangdong, the paper analyzes cases of personal pronoun shifts in the rendition of the interpreters. Results show that personal pronoun shifts occur in all of the interpreted dialogues, and can be divided into: (1) personal pronoun shifts with the same footing, including shifts between first person and third person pronouns and shifts between second person and third person pronouns, (2) personal pronoun shifts with a different footing, for purposes of avoiding misunderstanding or impoliteness, coping with frequent changes of speaking subjects, and correcting an error in the rendition. The paper argues that government staff interpreters of dialogues, with all the constraints posed by the political settings, do not always conform with the norms and rules, but perform a mediation role in communication.

Zhong, Weihe “Memory Training in Interpreting.” The Translation Journal vol. 7, n. 3 (2003).  pp.: http://accurapid.com/journal/25interpret.htm

This paper discusses memory training in interpreting. According Gile’s Effort Model (a Processing Capacity Account), short-term memory is an essential part in the process of interpreting. This paper analyzes the major characteristics of Short-term Memory (STM) and their implications for interpreters’ memory training. The author believes that interpreting is an STM-centered activity, which includes encoding of information from the Source Language, storing of information, retrieval of information, and decoding of information into the target language. The training of STM skills is the first step in training a professional interpreter. Tactics for memory training for interpreters like retelling, categorization, generalization, comparison, shadowing exercises, mnemonics, etc. are presented in this paper.

Zimanyi, Krisztina “Revisión del libro:  Rachele Antonini (ed.). Child Language Brokering. Trends and Patterns in Current Research.” The translator vol. 18, n. 2 (2012).  pp. 382-388. https://www.stjerome.co.uk/tsa/abstract/14617/

Review of The Cult of the Amateur. How Blogs, MySpace, YouTube and the Rest of Today’s User Generated Media are Killing Our Culture and Economy. Andrew Keen. London & Boston: Nicholas Brealey, 2007; revised edition, 2008.