IW 105: Interview Dr Carol Patrie Part 1: A CODA Journey from Ice Cream for Sirens to Gallaudet Professor

Daddy! Sirens! ...Where?!

Dr Carol Patrie, well-known author, interpreter, professor and much more, joins the podcast today. This CODA tells us her story from language broker (paid with ice cream) to professor at Gallaudet University where she developed and led the Master's in Interpreting program.

I look forward to each episode in this series.

Transcript

IW 105: Interview Dr Carol Patrie Part 1: A CODA Journey from Sirens for Ice Cream to Gallaudet Professor

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[ROCK INTRO MUSIC STARTS]

00:00:02 Tim

Good morning, good evening, good afternoon. Wherever you are, this is the Interpreter's Workshop podcast. I'm Tim Curry, your host. Here we talk everything sign language interpreting the ins, the outs, the ups, the downs, the sideways of interpreting. If you're a student, a new interpreter, experienced interpreter, this is the place for you. If you want to know more, go tointerpretersworkshop.com.

00:00:28 Tim

Let's start talking... interpreting.

[ROCK INTRO MUSIC ENDS]

00:00:34 Tim

And now the quote of the day by best-selling American author Stephen Covey.

00:00:41 Tim

“Trust is the glue of life. It's the most essential ingredient in effective communication. It's the foundational principle that holds all relationships.”

00:00:54 Tim

In today's episode, we talk with Dr Carol Patrie. We learn from her stories about how to instill trust and confidence in new interpreters, and how her relationship with her parents was glued together by trust.

00:01:13 Tim

So, let's listen to her stories from growing up as a CODA and working at Gallaudet University.

00:01:23 Tim

Trust me when I say, “The next few episodes with Carol are enlightening.”

00:01:31 Tim

Let's get started.

[SHORT TRANSITION MUSIC]

00:01:37 Tim

Our guest today is Dr Carol Patrie from the US. She is a retired professor from Gallaudet University, where she was the program director of the Master of Arts and Interpretation. She is a past president of the Conference of Interpreter Trainers (CIT) in the US.

00:01:54 Tim

She was a founding commissioner on the Commission on Collegiate Interpreter Education.

00:02:00 Tim

She is the well-known author of the Effective Interpreting Series, Interpreting and Professional Settings, and the groundbreaking publication of Finger Spelled Word Recognition Through Rapid Serial Visual Presentation. Her experience is so vast that it would not be unbelievable to have several episodes just for that, but let's get it straight from her instead. Dr Patrie, Carol, welcome to the podcast.

00:02:30 Carol

Thank you, Tim. I'm so happy to be here.

00:02:32 Tim

Well, it's a pleasure to see you again after all these years. Let's start with your professional career at Gallaudet University, the Premier Deaf University of the world. Everyone knows it in our field. What was it like working there?

00:02:47 Carol

I felt that it was an opportunity of a lifetime. I was thrilled to be working there for, for one reason, and that was the also that my parents went to college there and they met each other there. [Tim: hmm] So, they always talked about Gallaudet as being kind of hallowed ground, [Tim: mhmm] and I felt that way, too. I had a lot of respect for the buildings, and I knew a lot of the history, so I was really thrilled to be part of it.

00:03:13 Carol

I also felt so fortunate because in my position there it just seemed to me that things came to me that were wonderful resources that I thought, “Ohh this person can use that, or this person can use that.” So, in some ways I felt like a clearing house [Tim chuckles] because so many things came across my desk that probably were not going across other people's desk. [Tim: mhmm] So, I felt fortunate that I could find and have access to all these resources and pass them along.

00:03:43 Carol

I was thrilled to be able to establish the master's program in interpreting.

00:03:49 Carol

When I got my job there, my first year there, the first two or three years, we actually had an associate’s degree.

00:03:57 Tim

Hmm. And that's a two-year degree?

00:03:59 Carol

Yeah, it was a two-year degree. Mmhmm. [Tim: OK]

00:04:02 Carol

And I… My department chair that had recently taken over that department, and he said, “You know, is this working?” “Ehh, not, not really.” So, he said, “Well, would you like to create a bachelor's degree?” And I, you know, did we put all that together? [Tim: mhmm] But at that time… the faculty Senate, at Gallaudet would not allow ASL to be taken as a foreign language, as a language, to get credit for the language. So…

00:04:30 Tim

[surprised] Wait, wait a minute. Let's go back. Let's be clear. ASL was not able to be taken as a language at Gallaudet University?

00:04:39 Carol

Yes, this was in the early 80s.

00:04:43 Tim

Uh-huh. Wow. That's surprising to me.

00:04:46 Carol

Yes, yes, it was. It was surprising and frustrating. [Tim chuckles] So, we said, well, you know, the next thing to do then if we want a better curriculum is to establish one at the master’s level and we can require that the ASL skills already be in place. [Tim: mhmm]

00:05:02 Carol

And we can still, we can do it in a two-year format at the master’s level and even that was a struggle. I remember presenting it to the faculty Senate and people were like, “Why would you need master’s for interpreting?” [Tim chuckling]  And I remember standing there defending it, I was just sweating, you know.

00:05:24 Tim

Mm-hmm.

00:05:24 Carol

Because it had been so much work to get it to that point. [Tim: sure] But it did pass, and some of the, some of the women in the audience gave me some good pointers that I still use today. They came up to me afterwards and they said, “Don't use ‘about’. Pick a number. [Tim: hmm] Pick a position.” You know? “Don't, don't be at all vague in what you're saying.” So, I thought that was very helpful.

00:05:50 Carol

And that was in May, and the very next August we took in our first students.

00:05:55 Tim

Wow.

00:05:57 Carol

So, we really hustled. [Tim: mhmm] And, and I just felt like I was in the right place at the right time to be able to do this. And there were many questions over many years like, “Why do you need a master’s degree?”

00:06:11 Tim

Mm-hmm.

00:06:12 Carol

So that gave me a sense of the importance of being accountable, like turning out students who could do things a little differently than maybe some of their peers at associate’s degree level.

00:06:26 Tim

Yeah. Yeah. So how did you justify it?

00:06:30 Tim

How did you justify the master’s level?

00:06:32 Carol

I used a lot of material from spoken language interpreting because all of their training requires three languages, and all of their training takes place at the master’s level. [Tim: mmm] And then I also showed the curriculum and how the curriculum would provide deeper knowledge of languages, studying message equivalents, [Tim: mhmm] providing many more opportunities for the students to actually practice interpreting.

00:07:04 Carol

A whole summer of an internship which you know, we couldn't pull those things off at the associate’s level.

00:07:11 Tim

Right. So, the new students were they required to have a bachelor’s degree beforehand?

00:07:17 Carol

Yes, a bachelor’s degree and fluency in ASL and English. We did our own entrance testing.

00:07:24 Tim

I see. OK. Well, this was, these are the early days. So, there wasn't much sign language interpreting research already was there?

00:07:33 Carol

Not that much not in sign language. There, there were some, you know, citations that you could find in spoken language.

00:07:40 Tim

Yeah, and that helped a lot, I guess.

00:07:42 Carol

Yes, it did, yeah.

00:07:44 Tim

So, what was the faculty like? What was their backgrounds?

00:07:47 Carol

When we started it in ’88, there were four people teaching and we had one deaf person and…

00:07:56 Carol

…one or two. I'm not sure exactly who was on and when, [Tim: mhmm] but we had four faculty members at that moment. I think we all had master’s degrees, but within a few years we all had doctorates. So,im: mhmm] So I finished mine in ’89. So shortly after the program was up and running, I completed my doctorate. [Tim: mhmm] And the other faculty members were, you know, running in the same track.

00:08:22 Tim

Yeah. So were the others also experienced with interpreting?

00:08:27 Carol

Yes. [Tim: OK] Yes, they were all certified interpreters, but I'm not sure that the, the deaf person or people had an opportunity [Tim: mhmm] to be certified at that point, but had some practice, you know, working with Deafblind individuals, [Tim: mhmm] maybe what we called relay interpreting for professional settings.

00:08:48 Tim

Yeah, it's really hard. I, I can see trying to start something where there hasn't been something like it before, but even at Gallaudet, it was a struggle.

00:08:57 Carol

It was a struggle, yes. And in the larger field as well, [Tim: yeah] like, “Oh, who do they think they are? Master’s degree. Why is that necessary?”

00:09:01 Tim

[laughing] Yeah.

00:09:06 Carol

You know.

00:09:07 Carol

But the fact that it was a two-year program really worked in our favor because it doesn't take any longer than an associate's degree.

00:09:14 Tim

Mm-hmm.

00:09:15 Carol

They come in with the strong foundation of a bachelor’s [Tim: right] and sign language fluency.

00:09:21 Tim

Yeah, they didn't necessarily need an associates in sign language interpreting at that time.

00:09:27 Carol

No, no, no.

00:09:28 Tim

OK, just the fluency.

00:09:29 Carol

Yeah. And a bachelor’s. In fact, it was better for us if they didn't [Tim: mhmm] have training in interpreting.

00:09:36 Tim

Yeah, it's hard to get rid of bad habits or different habits. [Tim: Yes, yes] Maybe we should give a little background of why we're talking about associates degrees mainly out there rather than bachelor’s degrees.

00:09:48 Tim

At that time, there weren't any bachelor’s degrees. Or were there? …in sign language interpreting?

00:09:52 Carol

None that I recall, no.

00:09:54 Tim

May have to ask Carolyn Ball? Yeah.

00:09:56 Carol

Yes, Caroline Ball would know. There was a program at Northeastern University, which was a bachelor’s in sign language and those students were well prepared to come to Gallaudet and study interpreting.

00:10:11 Tim

Where was that again? I'm sorry.

00:10:13 Carol

Uh, Northeastern University in Boston, [Tim: ahh] in Massachusetts.

00:10:18 Tim

How many did you have in that first cohort?

00:10:21 Carol

First cohort… I think we had three because we, we had such a short lead time. [Tim: Yeah, exactly.] We had three, the most we ever had was eight. So, we were able to give them a lot of individual attention.

00:10:35 Tim

Mm-hmm. Definitely, and of course they have the language surrounding them, there on campus.

00:10:42 Carol

Yes, right. So, they had those students, all of the students in the program had practicum, [Tim: mhmm] which would run concurrently with their semester. And then they also had an internship, which was full-time interpreting during the summer between classes. Or it could have been after they finished their classes.

00:11:01 Tim

And was that at Gallaudet University?

00:11:03 Carol

No, the internship could be placed remotely from Gallaudet. Didn't have to be where, you know, in Washington, DC.

00:11:10 Tim

Sounds like a wonderful program, especially for that time.

00:11:13 Carol

It was. It was really, it was fun. I knew that I was in a, in an unusual position, and I was so grateful for the opportunities that I had there.

00:11:23 Tim

Yeah. How long were you in that program?

00:11:26 Carol

I was there 17 years.

00:11:28 Tim

17 years, so a little bit of time.

[ROCK TRANSITION MUSIC STARTS]

00:11:32 Tim

Hi there. Guess who? Yep, it's me, Tim. Odd, huh? You want to share the passion? Why not support me in sharing the passion through the podcast?

00:11:42 Tim

Click on the links in the show notes to support the show. Thank you. Let's go back.

[ROCK TRANSITION MUSIC ENDS]

00:11:48 Tim

Did you find yourself saying, “I wish we would have done this?” Could you do that on the fly?

00:11:54 Carol

Umm. Not on the fly.

00:11:57 Carol

That I felt like I did have flexibility to, with a small student population like we started with, I felt like I had enough flexibility in time to, you know, meet the students’ needs and to see what was working and what wasn't working. And then if, if the curriculum really did need to be changed, we could do that.

00:12:18 Carol

Most of the people on the curriculum committee were like, “I don't even know what she's doing.” You know? [both laughing] “So let her do it.” You know?

00:12:29 Tim

Wow. But that part sounds nice.

00:12:31 Carol

Yeah. Once we got over the hurdle of establishing a degree… That, that was the hard part.

00:12:37 Tim

Yeah. Did you have collaborations with other universities or associate degree programs throughout the US?

00:12:44 Carol

The only thing I can recall is that I did have some conversations with the people in the translation department at Georgetown University.

00:12:53 Carol

And they, they consulted with me, and I also worked with Roda Roberts from Canada, and Sylvie Lambert from Canada, and Nancy Schweda Nicholson. She was from Delaware.

00:13:11 Carol

So those people were very kind and shared ideas with me, and they all came to CIT [Tim: hmm] to present.

00:13:22 Carol

That was the year I was programmed chair for the Convention. So, you know, within a couple of years, all of those people came to speak at CIT, and this was, you know, back in the early, early days of considering graduate education. [Tim: yeah, yeah]

00:13:38 Tim

And how did the deaf community take to the interpreting program?

00:13:43 Carol

I don't know that I really had an accurate pulse on that, [Tim: mhmm] because I was so busy, you know, teaching the courses.

00:13:52 Carol

In their internships and in their practicum, we got good feedback because it was so unique. People did feel that they, you know, could tell us how things were going. And since that first class was so well qualified when they came in, we didn't have complaints, you know, they were…

00:14:12 Carol

I think people were very generous with our students [Tim: yeah] because I think they respected the students because they had a good grasp of the language before interpreting training.

00:14:24 Tim

Yeah, I think that helps quite a bit. It's one thing I wish is I had had the language before I started any program because it always felt like I was catching up.

00:14:35 Carol

That's the hard thing, because… [that’s] where it's difficult for hearing people to get the language, really. [Tim: mhmm]

00:14:43 Carol

So, it's kind of a catch 22.

00:14:46 Tim

Yeah. So, while you were there, did you have students from outside the US?

00:14:52 Tim

Aye.

00:14:53 Carol

Don't think we had any in the Master’s program. There were a couple from Canada that were in the associate’s program, but I'm, I'm not remembering if there were any students from other countries, it would only have been from Canada. I believe if we had any.

00:15:10 Carol

And the, the, uh…

00:15:12 Carol

Gallaudet charged quite a bit more for students from abroad and if they were hearing students from abroad, it would be very difficult for them to get the support.

00:15:23 Tim

Yeah, yeah.

[SHORT TRANSITION MUSIC]

00:15:28 Tim

What would be the one bit of advice you would tell someone who wanted to start their own interpreting program right now in a country that has no program?

00:15:41 Carol

Great question. I would ask them to consider the endpoint and the beginning point first.

00:15:48 Carol

First, what do you want the students to be able to do when they come out? Do you want them to be able to take entry level jobs?

00:15:58 Carol

Well, … then we have to figure out what's entry level in your area. [Tim: mhmm] 

00:16:04 Carol

What do you want them to be able to do when they come out? Do you want them to be able to be certified or credentialed within a year or upon graduation?

00:16:17 Carol

So, I would start out with the goal. That would be my suggestion, and people who, you know, live in other places would know what, what their students would need to work. [Tim: mhmm] So, I feel like if a student spends all this time getting the credential to the degree, then I'd like them to be able to earn a living or, you know, get placed in employment.

00:16:40 Carol

And then my next step would be OK, now you know what you want them to do, with what the goal is. Then I would look very, very carefully at the foundation.

00:16:51 Carol

I would require fluency in both languages before they start.

00:16:57 Carol

And if that's not available, then I think I would have to put on some language training like as a vestibule [Tim: mmm] or a preparation program for the interpreting program.

00:17:08 Carol

And then I always like to start with intra lingual skills so that once they're in the program or maybe as the gateway to the program, they would take courses that strengthen their ASL, strengthen their English or whatever their spoken language is.

00:17:27 Carol

That idea is how I built the Effective Interpreting Series was to start with intralingual skills and then cognitive processing in each language. [Tim: mhmm] And I what I would like to see is easy A's in all those. I'd like students to be very successful at the bottom level of that pyramid, they shouldn’t be difficult.

00:17:50 Carol

They should be courses that give the students confidence [Tim: mhmm] that they have a good, steady base for going on to more complex skills. And I really value the idea of putting translation next.

00:18:07 Carol

Because that gives students a chance to really study message equivalence [Tim: mhmm] without time pressure. And I think it's becoming more common, but I think a lot of programs due to time pressure, cut the translation out or don't give it much time, but I think that's the hinge that will determine whether or not the student can master consecutive and then simultaneous, because if the person can move their hands in time to the speaker but they don't know if they're hitting the mark, they don't know if they're really preserving the message.

00:18:44 Carol

I think that leads to a lot of problems in the profession.

00:18:50 Carol

Because then the deaf people don't really trust the interpreter to be accurate with the message. And if the interpreter is not sure of themselves, if they're not sure that they are transmitting the message effectively, then I think we get a whole host of other problems, like defensiveness…

00:19:10 Carol

…and criticism and kind of withdrawing into themselves so that they are not willing to accept additional support. So, I think it all starts with…

00:19:23 Carol

Where do you want the students to do at the beginning? And then have very high standards to enter the program, the language proficiency, some academic credentials, whatever is possible for that location, and then building the skills from within two languages to translation then consecutive, and then simultaneous. Those last three gradually increase the time pressure. [Tim: mhmm]

00:19:49 Carol

Not much pressure in translation, a little more pressure in consecutive and less [lots] pressure in simultaneous.

[SHORT TRANSITION MUSIC]

00:20:04 Tim

Tell us a little bit about the effective interpreting series that you wrote, which supports interpreter training.

00:20:11 Carol

One thing that I'd like to mention in terms of the pyramid, if I had a chance to do that over again, I would put more time on what I call bridging, which is a phase that…

00:20:24 Carol

I saw after I put things together. I saw that I needed bridging, which is between consecutive and simultaneous. [Tim: mhmm] And the materials that I have for that now are the same consecutive materials, but they take out the actual pause.

00:20:44 Carol

So, the videos, for example in the ASL bridging the videos are at 40% speed. [Tim: mhmm]

00:20:53 Carol

So, the student practices in consecutive with pauses.

00:20:57 Carol

And then slightly faster in bridging and then the same material again in simultaneous so that they build confidence in creating message equivalence at different speeds.

00:21:12 Tim

Yeah. And the confidence is so key I think because one of the buzzwords now in the field is all about imposter syndrome.

00:21:21 Tim

Not having the confidence, not knowing if I can do it, not feeling if I can do it and sometimes hiding that feeling at the same time that goes back to what you're saying, we need to have confidence in the early stages of our study.

00:21:36 Carol

Yes. And I think one of the things that interpreter educators can do anywhere is to provide exercises and experiences that start where the student is so they can feel successful throughout.

00:21:50 Tim

Mm-hmm.

00:21:51 Carol

And the other thing is…

00:21:53 Carol

To give the students a shared language so they can talk to each other about their work, so they don't feel so isolated. [Tim: mhmm]

00:22:02 Tim

They can actually say what it is they're feeling during the process. [Carol: mhmm]

00:22:07 Carol

That way they can be a resource for each other.

00:22:10 Tim

Exactly.

00:22:11 Carol

Another thing that I like to support which I, I don't know how widely it's used, but I'd like to have the students work together.

00:22:19 Carol

Like maybe have a translation team, [Tim: mhmm] two or three people working together on a translation.

00:22:26 Carol

So, they're a team. [Tim: mhmm]

00:22:29 Carol

As they move to the bridging exercises, they can be, you know, like a…

00:22:34 Carol

…support [Tim: mhmm] for the student as they move into bridging. And then by the time they all get to simultaneous, they can continue to be a support and you know kind of cheer them on, because the instructor won't necessarily have the time to give each student, you know that much support.

00:22:53 Carol

But if you build teams, and then rotate the teams for different exercises, they build a community of practice. [Tim: mhmm]

00:23:01 Carol

And they can be supportive of each other when they begin to work in the profession. [Tim: yeah]

00:23:07 Tim

Which helps with team interpreting.

00:23:09 Carol

And they'll, they'll trust each other.

00:23:12 Tim

Yes.

[SHORT TRANSITION MUSIC]

00:23:16 Tim

I think the fact that you are a CODA. Let's go back. Tell us why it was like growing up with parents that came from Gallaudet University.

00:23:27 Carol

Oooh, great question.

[ROCK TRANSITION MUSIC STARTS]

00:23:31 Tim

It is a good question. Before I get to the answer, let me ask you something. Do you enjoy the experiences being shared by the interpreters around the world and some of the tips and tricks that I give you? Please consider supporting the show in the show notes. There are links one says Support The Show or Buy Me A Coffee.

00:23:51 Tim

If you click on those links, you can support me with a one time donation or an ongoing monthly donation to help me with the technology and the time it takes to create this podcast.

00:24:05 Tim

It is greatly appreciated if you will help me out. Thank you. Now let's see what her answer is.

[ROCK TRANSITION MUSIC ENDS]

00:24:16 Tim

Tell us what it was like growing up with parents that came from Gallaudet University.

00:24:22 Carol

Oh, great question.

00:24:24 Carol

I didn't know that came from Gallaudet University. [both laughing]

00:24:31 Carol

I lived at the School for the Deaf in Rochester, New York. We had a house on the campus. [Tim: mhmm]

00:24:38 Carol

So, I knew something was different about me [Tim: mmm] because I was the only hearing, little girl.

00:24:46 Tim

Oh!

00:24:46 Carol

And I was the youngest of three.

00:24:49 Carol

So, my older brothers got to go and play with the deaf kids, but I was pretty little so that, that was not an option for me. I had to like, stay at the house or play in the yard.

00:25:01 Carol

So, I knew there was something different about me because but I didn't know what it was.

00:25:06 Tim

Yeah.

00:25:07 Carol

I didn't know what it was.

00:25:09 Carol

I remember early experiences, maybe six years old? The insurance man would come to the door with this big actuarial book, you know, great big, big book. [Tim chuckles] And they sit down at the table and go through the numbers. And my parents would ask me, what is he saying? [Tim laughing] I did my best to tell him…

00:25:29 Carol

…tell them what he was saying. [Tim: yeah] And there, there was one incident when my dad needed to renew his driver’s license. He took me with him to the fire station, which is where they were doing it at that point.

00:25:44 Carol

And I said, I told the man my father wants to get a new license and he said, “The Deaf…” the hearing man said, [laughing] “Ohh, deaf people can't drive.” [Tim chuckles]

00:25:58 Carol

And I knew right away we had a problem, even though I was just a little kid at six or seven, [Tim: mhmm, wow] I was just…

00:26:04 Carol

But I knew right away we had a problem.

00:26:07 Carol

And I was not going to say that to my father.

00:26:11 Tim

Hmm.

00:26:12 Carol

So, I filtered out the information.

00:26:15 Carol

And I said, “Oh, do you? Do you have a license.” I said that to dad.

00:26:21 Tim

Yeah, yeah.

00:26:21 Carol

And so, he saw the man laughing. [Tim: mhmm]

00:26:25 Carol

And I said, “The man says, do you have a license?”

00:26:28 Carol

And Dad laughed back and said, “Of course I do. How do you think I got here?”

00:26:33 Tim

Yeah. [laughing]

00:26:34 Carol

So, then they both had a good laugh and dad got his license. So, I was… I was filt-... I was brokering.

00:26:41 Tim

Mm-hmm.

00:26:42 Carol

You know, innately, intuitively, without even knowing it.

00:26:46 Tim

Yeah, yeah.

00:26:47 Carol

And on the way home or anywhere in the car. If I told my father there's a siren coming, I could hear a siren that was very important. He would reward me with ice cream cones, [Tim chuckling] but it was also very important to get it right.

00:27:02 Carol

Like you know, there's, there's a siren coming from over there. [Tim: mhmm]

00:27:07 Tim

Yeah.

00:27:08 Carol

So, they were just super loving parents. I just knew we had a really nice life at the school.

00:27:15 Carol

They worked very, very hard, both parents. I knew they just love me just unconditionally, [Tim: mhmm] but I didn't know that they went to college or anything.

00:27:27 Tim

Yeah.

00:27:28 Carol

At that time later I did. Yeah.

00:27:30 Tim

Yeah.

00:27:32 Tim

Wow, sirens for ice cream. I've never heard that one. Wow. [both laughing]

00:27:38 Carol

Good name for a book, right?

00:27:39 Tim

Yes. Do you think your father knew that you had filtered something out?

00:27:47 Carol

I don't.

00:27:49 Tim

Yeah.

00:27:49 Carol

No, because they, they trusted me completely. [Tim: mhmm]

00:27:54 Carol

As, as an interpreter or as a broker.

00:27:57 Tim

Yeah.

00:27:58 Carol

They trusted me and oh, by the way, this was all in finger spelling.

00:28:02 Tim

Ohh why is that?

[SHORT TRANSITION MUSIC]

[ROCK EXIT MUSIC STARTS]

00:28:09 Tim

Oh, sorry about that. Well, not really. I guess you'll have to wait till next week. Or if you're listening to this later, you just have to download the next episode.

00:28:18 Tim

But wait, not yet. I have more to say. Not much, so just be patient. So, starting your own interpreting training program or working on the one you have. Language actually languages are the most important.

00:28:34 Tim

Having those language skills are foundational to the rest that needs to be taught and trained for interpreting. And then you have a step-by-step system work on those “intra” language skills and then go slowly learning how to analyze the discourse, how to analyze the meaning of that context, starting with translation, moving to consecutive and slowly into simultaneous interpreting.

00:29:04 Tim

This is what builds confidence in the interpreting process. The cognitive skills, the confidence in the cognitive skills. And working in teams working together, the students learn to trust one another, to trust the process, and to trust how to give feedback and how to accept feedback.

00:29:27 Tim

As they learn together, they develop a shared language of how to analyze their work, how to give feedback, and how to discuss it all in a clear way.

00:29:39 Tim

And lastly, how many of you are going to think, “Hmmm, ice cream every time we hear a siren. That's a good idea.”? Yep. Getting an ice cream every time you hear a siren is that the Pavlov interpreter, perhaps?

00:29:57 Tim

Thinking about little Carol, changing and editing, deciding how to broker the conversation with their father. Do we do that as interpreters? Can we? Are there conditions where we would do that? What are they?

00:30:16 Tim

Something for you to think about until the next episode, when you can get the answer to that question. Until then, keep calm. Keep trusting the interpreting. I'll see you next week. Take care now.

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