I teach both simultaneous and consecutive interpreting and it often happens that students in simultaneous – after a brief period of not being able to say a word in the booth – utter sentences that make little to no sense because they leave words out (bc of time pressure) or copy the syntactic structures of the original. They do so convinced that they are “finally really interpreting” and that their interpretation is a clear and comprehensible.
Sometimes it is rather difficult to explain to such students that what they are saying would not be understood by a non-English audience. I tried recording them and playing their recordings back right away but they knew what was being said in the original, so they got the gist – and that seemed to be enough for them. Continue reading
I am using this picture because I like it and because simultaneous interpreting is like riding two trains at once. Deep, wasn’t it? 🙂
Got scared first time you sat in the booth? Were you unable to focus on both making sense of what is being said and producing a meaningful (or sometimes any) utterances at the same time? Well, first of the good news: don’t worry, it gets better. And now the bad: you need to practice. On your own. A lot. And no one can do it for you.
I urge all my students, especially those of simultaneous interpreting, but also those from other interpreting courses (and those who do not take interpreting at all this semester) to read this FAQ article by a practising interpreter and a teacher of interpreting Cyril Flerov. It’s a great read and will really give you a lot of information you need. Enjoy!
And, when in reading mode, also take a look at this great text:
If you want to become a translator or an interpreter, an internship in EU is one of the best things for your carrier. If you’d like to work as a translator or an interpreter for an EU institution one day, such an internship is simply a must – it will open all the doors for you. Continue reading
Assessing simultaneous interpreting may be a difficult task. Interpreting is a performance of sorts and there will always be a little bit of a personal opinion involved. To be as objective as possible, we will use this helpful table by Anne Schjoldager and you will be assessing your classmates (anonymously) together with me.
Feel free to download the table in pdf. We will be using it in our classroom.
Tip: print out the Log Book (last two pages) 2 pages per one. You’ll save paper and have the entire log on one page.
Go through the examples and try to evaluate yourself based on a recording of your interpreting! Note down what you can do better and what is your biggest problem.