Interpreting - Volume 9, Issue 1, 2007

This article applies the notion of formulaic language production, crucial to studies of oral cultures and specifically to the composition of the Homeric poems, to simultaneous interpreting. The definition of the Homeric formula presented by Milman Parry is adjusted to fit the SI context. It is argued that formulaic language production enhances the homogeneity of the SI output and, in an EU context, also that of individual booths, as interpreters tend to borrow formulaic phrases from colleagues. This process, which is seen as part of the overall creation of EU discourse, is connected to the concept of oral textualisation, also borrowed from Homeric studies. The study specifically discusses the Danish booth in the Joint Interpretation Service of the European Commission, and demonstrates the existence of formulas in an experiment in which ten Danish colleagues interpreted the same English and German speeches. The aesthetic and normative definitions of the formula as stereotype in, among others, Seleskovitch is discussed.

When interpreting takes place in a videoconference setting, the intrinsic technological challenges and the very remoteness of the interpreters’ location compound the complexity of the task. Existing research on remote interpreting and the problems it entails focusses on remote conference interpreting, in which the interpreters are physically separated from the conference site while the primary interlocutors are together on site as usual. In an effort to broaden the scope of research in the area of remote interpreting to include other types and to address other questions, in particular that of the interpreters’ adaptability to new working conditions, this paper analyses small-group videoconferences in which the primary interlocutors as well as the interpreters all work from different locations. The findings from an empirical case study (based on recordings of videoconference sessions as well as introspective data) are used to identify and exemplify different types of interpreter adaptation.

This paper focuses on the relationship between professionalism and cultural constructions of selfhood, in particular the differences between group-based and individual-based identity-building processes. The underlying assumption is that the interpreter’s cultural parameters affect his/her view of professional role and professionalism. This assumption raises the question of whether or not s/he is also guided (consciously or unconsciously) by the host country’s understanding of ethics and professionalism and whether these two potentially opposing values tend to converge over time. The paper argues that because community interpreting as a profession is still very heterogenous, the interpreter’s role is often defined by how the institution uses him/her and what its needs are. Consequently, establishing a universal or near-universal code of professional ethics becomes highly problematic; it also impacts on crucial issues such as impartiality. The paper argues that the complex nature of professionalism and of cross-cultural differences in attitude towards professional role and social identity will have to be addressed by the professional community to improve quality and working conditions for clients, users and interpreters.

An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.

In an attempt to offset the negative effects of reduced contact hours, teachers of interpreting are encouraged to take advantage of cost-effective methods, including technology-assisted self-study sessions and offline practice. This paper describes the use of new pedagogical tools and equipment (ultra-modern labs, innovative software packages) to support the teaching of (mostly consecutive) interpreting at the Copenhagen Business School. We report on various interventions that were tried over a period of several years, in the interest of enhancing student performance. Aside from streamlining the teaching process, the new tools have been found to offset the anxiety so typical of interpreting students. The different types of materials — including those available on a dedicated e-learning platform — facilitate self-paced and self-monitored practice, and encourage independent practice among students whose motivation in the conventional setting had been far more limited. Dramatic improvements in the final exam success rates highlight the effectiveness of the new approach.