Straight into the Deep End? A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training
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The document outlines a webinar led by Rachel E. Herring on skill acquisition and goal-setting in interpreter training, hosted by the National Council on Interpreting in Health Care. Participants learn about skill acquisition stages, deliberate practice, and the systematic approach to developing interpreting skills. The webinar emphasizes the importance of setting specific, attainable, and progressive goals for effective training.
Straight into the Deep End? A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training
- 1. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Straight into the Deep End? A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training www.ncihc.org/home-for-trainers Home for Trainers Interpreter Trainers Webinars Work Group An initiative of the Standards and Training Committee Guest Trainer: Rachel E. Herring, M.A. Webinar Work Group Hosts: Linda Golley & Eliana Lobo July 24, 2014
- 2. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE You can access the recording of the live webinar presentation at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 3. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE Housekeeping - This session is being recorded - Certificate of Attendance *must attend full 2 hrs *trainerswebinars@ncihc.org - Audio and technical problems - Questions to organizers - Q & A - Twitter #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 5. Straight into the Deep End? A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training Rachel E. Herring NCIHC Home for Trainers Webinar Series, July 2014
- 6. Objectives: In this webinar, participants will: 1. Learn about basic concepts in skill acquisition and expertise studies as applied to interpreting. 2. Be introduced to a systematic approach to interpreting- skill acquisition and goal-focused practice. 3. Practice adapting material and practice activities to focus on specific skills or subskills of interpreting.
- 7. Skill Acquisition & ExpertisePhotoCredit:UWMedicine,ClareMcLean
- 8. Why study skill acquisition and expertise? • Supports a reasoned, systematic approach to learning • Provides a framework for isolating and focusing on problem areas • Explains (predicts!) common problems—reassures learners • Discussion of expertise and expert performance is not aimed at making comparisons or separating experts from non-experts—the goal is to increase our understanding of the task and refine our pedagogical approaches!
- 9. Novices and Experts... … perceive situations differently … access and use knowledge differently … approach problems differently … are not equally able to monitor and control their performance …two kinds of expertise?
- 10. Stages in Skill Acquisition • How do I do this? What are the steps? In what order must they be performed? (Cognitive) – What does it look like when done well? • I don't have to consciously think about every step in the process. I am able to change my approach in order to improve. (Associative) – What will make my performance better? • I perform smoothly and competently. I complete some parts of the task without conscious effort/awareness. (Autonomous) – What happens when I encounter a novel situation?
- 11. Deliberate Practice Motivation Well-defined tasks Concrete, achievable goals (for this practice session) Feedback from others Analysis & reflection (feedback from self) Cyclical Systematic Not necessarily fun
- 12. A balancing act
- 13. Interpreting as performance: a multifactorial management problem
- 14. Skills Interpreting (one skill?) Active command of (at least) two languages Interpersonal skills Communication skills Decision-making skills Topic preparation skills Critical thinking Concentration Stamina Monitoring/Control
- 16. What exactly do I need to do in order to interpret? Listen for meaning (active listening)—Not just words! (tone, emotion, pragmatic force, context…) Analyze content—identify main ideas, details, logical structure (links) Reformulate—re-cast message in TL with appropriate grammar, syntax, register, pragmatics, nonverbals Produce—convey message with good pace, tone, volume, enunciation.
- 17. Straight into the deep end?
- 18. Or step-by-step? We cannot ask students to do synchronized swimming before we have taught them to tread water!
- 19. Skill Progression in Interpreting (AN approach… not THE approach) • Listening • Analysis (main ideas, details, logical cohesion; purpose, affect) • Reformulation • Production • Analysis (features of interactional discourse, genre/scripts) Also: • Topic preparation (concepts, terminology) • Situational management (decision-making; application of standards of practice/code of ethics) Remember: Skill acquisition is non-linear and iterative.
- 20. A Systematic Approach to Skill Development What is my goal? Precisely what is it that I want the students to be able to do today? (next week? next month?) What subskill(s) need(s) to be developed in order to reach that goal—and in what order? What foundation needs to be laid? Do I need to set some intermediate goals? How can I isolate the skill I want them to work on right now? What can I do to mitigate confounding factors? How does what I am doing today fit with what I did yesterday and what I will do tomorrow?
- 21. Goal-Setting Food for thought: Don’t prescribe blindly! An exercise is only useful insofar as it develops the (sub)skill being targeted. Goals… •Focus attention • Provide a basis against which to judge progress • Reinforce deliberate practice cycle Goals should be… • specific (for TODAY, THIS exercise) • attainable (at the edge of what the learner can do) • measurable (how will we recognize success?) • progressive (what is the next step?)
- 22. Putting it into practice... Sample source material: Cardiac catheterization discharge instructions Given this material and an imaginary group of students/interpreters, what could we do with it?
- 23. Your turn! • Take a moment to think about the characteristics of a group of students/interpreters that YOU might encounter. • Pick a goal for your imaginary students. (What have they been doing? What will they do today? What do they need to be able to do tomorrow?) • Some possible goals: listening, analysis, dealing with unfamiliar terminology, telling a convincing story, producing natural-sounding TL output.... • Using the A1C test information, the template (links in the chat box) and the examples we looked through, plan an exercise that will target the goal you chose. • We'll talk through some more examples in a few minutes.
- 24. Sharing Time
- 26. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE -Next webinar: September 4, 2014 Topic: Giving Effective Feedback Presenter: Jacolyn Harmer, Monterey Institute of International Studies -Session Evaluation -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
- 27. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE WWW.NCIHC.ORG Guest Trainer: Rachel Herring, M.A. www.ncihc.org/home-for-trainers Home for Trainers Interpreter Trainers Webinars Work Group An initiative of the Standards and Training Committee Thank you! July 24, 2014 Straight into the Deep End? A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training
- 28. NATIONALCOUNCILONINTERPRETINGINHEALTHCARE You can access the recording of the live webinar presentation at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers