Not Only English! Building the Foundation for Language-specific and Bilingual Interpreter Instruction
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This document discusses strategies for delivering interpreter training that incorporates language-specific and bilingual instruction. It defines key terms and explores reasons for choosing the language of instruction. Various learning activities are described that benefit from language-specific or bilingual approaches, including skills-building exercises, healthcare terminology development, and addressing complex concepts. The document also covers engaging language experts in developing and presenting training and adjusting teaching methods for online versus on-site delivery formats.
Not Only English! Building the Foundation for Language-specific and Bilingual Interpreter Instruction
- 6. Not Only English! Building the Foundation for Language-specific & Bilingual Interpreter Instruction ©2019, Natalya Mytareva & Margarita Bekker Permission to use: This document may be used for any non-commercial (free) educational presentation with the proper attribution.
- 7. Webinar Overview Some definitions 1. Language of instruction 2. Types of learning activities benefitting from language-specific & bilingual instruction 3. Engagement of language-specific experts in preparing and delivering training 4. Adjusting teaching methods and materials for on-site and online delivery 5. Resources 6. Q&A 7
- 11. 1. Language of Instruction English Bilingual Weaker language specific Stronger language specific 11 Choice should be based on the teaching goals and objectives (and their attainability). WHY?
- 12. Reasons for choosing instruction in English Ø To teach concepts of the U.S. healthcare interpreting (ethics, standards, role, etc.) Ø To teach how to advocate for patients (and the profession) appropriately Ø To teach a mixed-languages group of interpreters: Ø Especially, to demonstrate how some challenges(cultural and linguistic) are common for different languages, i.e. to allow for peer-teaching and participatory learning 12
- 13. Reasons for choosing instruction in English Ø To teach concepts and terminology typical for U.S. health care and medicine Ø To teach new U.S. healthcare concepts and terminology Ø To improve listening and reading comprehension of: Ø healthcare topics Ø U.S. colloquialisms Ø U.S. cultural references 13
- 14. Reasons for choosing bilingual instruction Ø To utilize the bilingual nature of interpreting Ø To teach the actual conversion skills (to ensure transfer of learning to real job) Ø To teach specialty complex concepts (related to health care): Ø in an efficient manner (i.e. when it’s important to provide a correct model in both languages) Ø that are too new and require collective agreement on emerging terms 14
- 15. Reasons for choosing language-specific instruction Interpreter’s weaker language: Ø To improve listening and reading comprehension in that language (healthcare topics) Ø To teach general terminology Ø To improve command of colloquial vocabulary Ø To improve public/professional speaking skills in that language 15
- 16. Reasons for choosing language-specific instruction Interpreter’s stronger language: Ø To explain complex concepts (terminology & culture) typical for the weaker language Ø To teach new/emerging terminology & colloquial expressions of that language 16
- 18. Poll #2 In what modality have you delivered training for a mixed- language audience? a) On-site b) Online – webinar c) Online – with live instructor d) Online – self-paced 18
- 19. What to do when a group is mixed? Include different types of activities that benefit each type of student in the group: Ø Alternate different types of activities for the whole group Ø Break out into small groups based on which language is stronger – English or LOTE 19
- 20. 2. Types of learning activities benefitting from language-specific & bilingual instruction Conversion skill-building activities: Ø Paraphrasing (intra- and interlingual) Ø Sight Translation of Authentic Healthcare Documents Ø Improvisational Role Plays Ø Pre-recorded Role Plays (Native Speakers) 20
- 21. 2. Types of learning activities benefitting from language-specific & bilingual instruction Healthcare specialty complex concepts: Ø in an efficient manner (i.e. when it’s important to provide a correct model in both languages) Ø that are too new and require collective agreement on emerging terms Ø Collaborative Glossaries Ø Parallel Text & Video Materials 21
- 22. 2. Types of learning activities benefitting from language-specific & bilingual instruction Complex U.S. concepts (terminology & culture) (if English is a weaker language) 1. Work with “parallel” resources: Ø Educational Materials, including online videos Ø Vetted Websites Ø Disease specific forums 2. Prepared & spontaneous public speech presentations in LOTE (1 min, 3-5 min) 22
- 23. 2. Types of learning activities benefitting from language-specific & bilingual instruction New/emerging terminology & colloquial expressions (more typical for continuing education than beginner-level) Participatory Learning: Ø Comprehension exercises to establish that everyone understand the concept/meaning the same way Ø Group discussion of possible equivalents: Ø Checking online appropriateness of each proposed variant (research skills) Ø Creating sentences with proposed variants & interpreting them into the other language 23
- 24. Types of language-specific materials Ø Text in a language other than English (LOTE) on a specific topic (authentic preferred) Ø Speech in LOTE on a specific topic (spontaneous preferred) Ø Patient’s side of a dialog (audio preferred but script is acceptable for written languages) Ø Bilingual glossary on a topic (based on the actual materials used in the training) Ø Model sight or written translation of an English text into LOTE Ø Model interpretation of an English speech or provider’s side of a dialog into LOTE (audio preferred but script is acceptable for written languages) 24
- 25. 3. Engagement of LOTE experts in preparing and delivering training Converting English training to language- specific Converting English training to bilingual 25 Creating a language- specific or bilingual training
- 27. Types of experts fluent in LOTE Ø Native speakers of LOTE who do not speak good English – for creating audio materials in LOTE (prompts to interpret into English) Ø Recorded speech on a topic/ answer to a question Ø Recorded dialog between two people Ø Live appearance in class for role plays (as patient & family), or speaking on a topic, or as a resource to build a glossary on a complex topic Ø Native speakers of LOTE who speak good English but are not interpreters: Ø All of the above 27
- 28. Types of experts fluent in LOTE Ø Translators of LOTE- for: Ø Selecting texts and videos in LOTE on a specific topic (and translating them into English); Ø Translating English exercises into LOTE; Ø Creating model/correct interpretation scripts in LOTE; Ø Creating model/correct glossaries Ø Interpreters of LOTE as: Ø Instructors Ø Co-instructors Ø LOTE coaches (provide model interpretation and feedback to students; evaluate student’s performance) Ø Cultural experts Ø All of the above-mentioned tasks for native speakers and translators 28 LOTE expert needs to have a good understanding of adult teaching principles and curriculum design, i.e. more than an interpreter or speaker of a language
- 29. Engaging LOTE experts Ø Clearly explain their role and your expectations Ø Ideally, just work together creating an element of the training or the full training Ø Guide at every step of the preparation – explain your whats, whys, and hows Ø Have a dressed rehearsal (at least the first time you work with that expert) Ø Provide support during the delivery (they should know you have plan B and C) Ø Provide feedback – and if you plan to work with them again – adjust your expectations, your role and preparation in the future 29
- 30. 4. Adjusting teaching methods and materials for on-site and online delivery Strengths Weaknesses Ø Instructor can monitor that students are doing what they are supposed to do & directly interact with any/every student Ø Easier to teach a mixed group – split into small groups/pairs/solo, with or without a LOTE expert Ø Can truly do participatory learning in different formats Ø Can utilize peer evaluation Ø Relatively “easy” to prepare Ø Relatively easy to adjust on the fly Ø May not be able to find a LOTE expert (at all or for some LOTEs) Ø Assignments have to be completed within a relatively short time (unless it’s a college- type training with homework) Ø Cannot easily quiz all group or language-specific assignments within a short timeframe Ø Limited number of students 30 On-site delivery:
- 31. Strengths Weaknesses Ø Large audience across the country – can be efficient for language- specific and bilingual instruction Ø More opportunities to find a LOTE expert Ø Share audio & video Ø Demonstrate live online research Ø Audience engagement: Ø polls of the whole audience in 1 min Ø provide model responses (audio or scripts) Ø interact via questions in chat Ø Multiple-choice quiz Ø Instructor cannot fully monitor that students are doing what they are supposed to do (compensate with polls) Ø Limitations on utilizing language- specific activities in a mixed audience (you can only display one screen at a time and play one video/audio at a time) Ø Additional preparation by instructor Ø Technology failure Ø Students’ poor technology literacy 31 Online delivery: Webinar
- 32. Strengths Weaknesses Ø Instructor can monitor that students are doing what they are supposed to do & directly interact with any/every student Ø Sufficient audience across the country – can be efficient for language-specific and bilingual instruction. Ø Same benefits as in webinar Ø International Students. Synchronous and Asynchronous work Ø Limitations on utilizing language- specific activities in a mixed audience (you can only display one screen at a time and play one video/audio at a time) Ø Additional preparation by instructor Ø Technology failure 32 Online delivery: Remote Instructor-led
- 33. Strengths Weaknesses Ø Large audience across the country – good for any language instruction Ø Same benefits as in webinar Ø Opportunity for in-depth self- study (Require completion of an assignment that requires meaningful/ significant time (=homework) before moving to the next step, e.g. online research, self-recording and self-eval) Ø Opportunity to utilize online collaboration Ø Limited interaction with instructor Ø Significant preparation by instructor that requires extensive knowledge of LMS Ø Students’ poor technology literacy 33 Online delivery: On-demand, self-paced, without live instructor Sub-type – recorded webinars with a quiz
- 34. 5. Resources Ø LOTEs with no or limited reference materials: Ø Engaging monolingual LOTE experts in creating materials Ø Participatory learning formats Ø Glossary building Ø Assessment of LOTE students without a LOTE expert Ø It’s crucial to teach self-monitoring (ability to catch your own mistakes) to all students Ø For LOTE students, formal self-evaluation with the instructor’s debriefing may be the only assessment tool (albeit, time-consuming) (Think as a manager – will you hire this student to be your interpreter?) Example: U of Westmister Form for SI: https://www.emcinterpreting.org/emci_drupal_data/ SI%20Assessment%20Sheet%20Adams.pdf 34
- 36. Registry of Accredited CE Programs http://CEAPcchi.org
- 37. CCHI’s Online Training Portal http://cchiinterpreters.org
- 38. Our contact info: Margarita: margarita.s.bekker@gmail.com Natalya: nmytareva@cchicertification.org
- 39. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE • Upcoming webinars • Webinar evaluation form • Follow up via email: TrainersWebinars@ncihc.org Home for Trainers Interpreter Trainers Webinars Work Group An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers Announcements Webinar sponsored by