General Knowledge
One part of preparation for conference interpreting work is maintaining one’s general knowledge. This is the kind of knowledge that comes slowly, but naturally over one’s lifetime. It includes general topics that range from the laws of science and economics to current events (Gillies, 2019). Importantly, it can differ between different cultures and countries — for example, historical events and figures can carry different importance and connotations. To improve one’s general knowledge, he or she must keep an open mind and continually learn a variety of subjects. Specialized and semi-specialized literature aimed at experts and amateurs in a particular field, textbooks, and magazines are all sources of general knowledge.
Topic Preparation
The second stage of preparation is preparing for the specific topic. Since interpreters tend to work with a single subject for an extended period of time, choosing a topic for several speeches or sessions is preferable. Topic preparation generally begins with getting a broad overview; Wikipedia is a good source of it because it offers easy access to related material and articles in other languages (Gillies, 2019). It is also important to examine different viewpoints on the subject, the arguments for and against it, or different countries’ views on it (Gillies, 2019). Looking into authentic speeches on the topic can help find the appropriate language and arguments for it. Finally, the media is a good source of relevant and up-to-date developments in the subject. Preparing vocab lists or glossaries is not necessary; they should be compact.
Activation
Language activation means having relevant terms and expressions come to mind quickly when interpreting. This is especially important in consecutive interpreting, where one cannot use extensive notes or other assistance. It is also important not to focus only on new and unfamiliar terms, but repeat old ones, as well. Repetition helps drive language towards the active center, making it easier to recall.
A practice strategy for language activation is reading a source text on the subject, writing down unknown terms and their translations. Then, one has to self-test his or her understanding of this new terminology using flashcards or a similar method. Finally, one should practice sight translation from any of the texts used in this exercise.
Brainstorming
Brainstorming can be viewed as a useful activation exercise. It allows one to practice recall and repeat, activating language and contextual information. However, one should not rely on brainstorming to learn new terminology and ideas, as they will not be activated (Gillies, 2019). Because of its focus on recall and repeat, brainstorming sessions should focus on reaction, translating terms and asking questions of one another. This is best done in context, therefore, explaining concepts and asking others for explanations contribute greatly to language activation. One should also avoid taking notes during a brainstorming session, as this slows down activation. Instead, notes should be taken at the end.
Exam Preparation: Format
The format of interpreting school exams and accreditation tests vary little from one place to another. The main goal is interpreting a 5-7 minute-long speech after a brief preparation period. The topic of the speech is announced before the preparation period and is something fairly general, non-technical and likely familiar to the examinee. The speech is self-contained and not a part of broader discussion. The goal is to provide immediate interpretation after the speaker finishes.
Exam Preparation: Suggestions
In preparing for the exam, the author suggests practicing immediately before the exam to warm up, but not so much as to wear oneself out. During the exam’s preparation period, after the subject has been announced, one should focus on the context and issues surrounding the topic, not obscure terminology that is unlikely to appear. The speech’s tone and register are important, therefore, one should pay attention and try to imitate it. Its ending generally carries a critical meaning, and may be noted in longhand. One’s questions at the end of the speech should be specific: it is acceptable to ask to repeat a name, but not a significant part of the speech. Finally, the consecutive itself should be 20% shorter than the original, if the language combination allows it.
Group Practice
Group practice is another key form of practicing. The author suggests practicing in groups of 2-5 people, ideally 3-4. A “real” listener, one who does not speak the source language, can be a significant help by giving feedback on the consecutive. If one is not available, one of the students can leave while the initial speech is being given. Mirroring interpreters’ real-life work, a group should choose a topic to practice on for multiple sessions. Preparation is important, as it makes the session more useful for every participant. A practice session also combines well with a brainstorming session. Finally, fact-checking and looking up terminology online should be avoided during a session.
Timing and Feedback
Practice sessions tend to be the most effective at 60 to 120 minutes long, depending on the number of participants. They should focus on interpreting and feedback, but avoid long discussions. To improve the quality of the feedback, the group should divide tasks, each listener focusing on a different aspect of the interpreter’s speech. Then, listeners should compare the three major points each has noted to see if they agree.
In providing feedback to the interpreter, one should start by asking him or her to explain or repeat a part of the speech that was not clear. If that does not help, one should provide prompts that will guide him or her to correct the speech. Finally, the incorrectly-interpreted part of the original speech can be repeated and interpreted again.
When giving feedback, one should focus on general technique issues rather than specific content issues. This especially concerns issues that the interpreter has set as his or her goals. Feedback should be positive and constructive, which means seeking out and providing solutions rather than simply pointing out errors. Two listeners should not repeat the same points or add points simply to say something — it is better to stay focused. The group should not get distracted by extended discussions or arguments over terminology or the finer points of the subject; these things can be looked up outside of the practice session. Finally, writing down one’s feedback in a logbook can be a useful tool in observing one’s progress.
Finding and Preparing Speeches
At this stage in the course, students should practice with speeches written by them, since directly interpreting authentic speeches may be too difficult. One approach to take when writing these practice speeches is creating a simplified version of an authentic one from one’s notes. Additionally, one should start looking for authentic speeches with which to practice and from which to take notes. Common and available sources include the broad categories of ceremonial speeches, press conferences, lecture and keynote speeches, and interviews, such as those on the television.
Reference
Gillies, A. (2019). Consecutive interpreting: A short course. Routledge.