2022

SIMULTANEOUS INTERPRETING

Universitas Nahdlatul Ulama Blitar

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 TABLE OF CONTENS
PREFACE

COURSE DESCRIPTION AND SEMESTER LEARNING PLAN

INSTRUCTION FOR USE

Unit One: What is Simultaneous Interpreting? .......................................................................2

Unit Two: Sight Translation .................................................................................................. 9

Unit Three: Whispered Interpreting ..................................................................................... 14

Unit Four: Initiation - Shadowing ........................................................................................ 20

Unit Five: From Consecutive to Simultaneous (1) .............................................................. 27

Unit Six: From Consecutive to Simultaneous (2) ................................................................ 35

Unit Seven: Interpreting Simple Speeches .......................................................................... 38

Unit Eight: Interpreting Medium Level Speeches (General Topics) ................................... 46

Unit Nine: Interpreting Economy and Trade Topics ........................................................... 49

Unit Ten: Interpreting Politic Topics ................................................................................... 60

Unit Eleven : Remote Simultaneous Interpreting ................................................................ 66

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 UNIT ONE

WHAT IS SIMULTANEOUS INTERPRETING?

Instructional Goal and Objectives

Instructional goal
• The students are able to understand the theoretical frameworks about interpreting, the
sight translation, whispered interpreting and simultaneous interpreting

Specific Instructional Objectives

• Students are able to understand the theoretical frameworks about the sight translation
and simultaneous interpreting
• Students are able to do sight translation

Learning Material and Exercises

Interpreting and Its Category

According to Globalization and Localization Association (GALA) 1 interpreting is the
facilitation of spoken or signed language communication between users of different
languages. The formal ISO (International Standards Organization) definition for interpreting
is:
Rendering a spoken or signed message into another spoken or signed language, preserving
the register and meaning of the source language content. (Note: This definition is derived
from ISO, 2014, p. 1.)

Interpreting can be divided into several categories depending on its basic of classification.
Based on the setting, place where the activity takes place, interpreting can be classified into
several types, for example:
• Community interpreting (e.g., healthcare, social services),
• Court interpreting,
• Conference interpreting, and
• Media interpreting,
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https://www.gala-global.org/what-interpreting

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 In the language industry, interpreting is classified based on its working modes. There are
three primary modes of interpreting: consecutive, simultaneous and sight
translation.

BBased on the working mode,

a. Consecutive interpreting interpreting can be grouped into:
Consecutive interpreting refers to
• Consecutive interpreting (CI)
mode of interpreting where • Sight translation
interpreter listens to the source- • Simultaneous interpreting (SI)
language speaker and speaks after the o SI from the booth with
transmission equipment
speaker has finished talking.
o Whispered SI
In short consecutive (or dialogue)
interpreting, the interpreter renders short segments at a time,
from a phrase or clause to a few sentences. If the speaker is prepared (or
prefers) to pause his or her speech frequently, never going on for more than 2-3 sentences
or about 30 seconds. Short consecutive is used to interpret both dialogues and
monologues. In short consecutive, the interpreter usually takes only a few notes, if
necessary because they do not have to remember a lot of information. Short consecutive is
probably the most widely used mode of interpreting as it is interactive, relatively natural,
and the least technically demanding of the modes, though not necessarily the least tiring.
Well-experienced or skilled professional interpreters sometimes perform consecutive
interpreting to facilitate communication at the highest level where the highest standards of
performance become the requirement, for instance communication between heads of state
or in court for witness testimony.
Full (or long, or ‘true’) consecutive interpreting is performed in speeches of which length
is several minutes. Note-taking system that the interpreter has practiced for a long time
comes in handy in full consecutive interpreting. This service, usually expected of
professional conference interpreters, allows speakers to develop several steps in a complex
argument with illustrations, facts and figures, without being interrupted.
Physically present and visible to anyone attending a meeting or event, more burden might
be put under consecutive interpreter’s shoulders. Therefore, consecutive interpreter should
be able to express his or her ideas in a clear and effective manner.
To be able to transfer the message the speakers would like to express, consecutive
interpreter should master the following skills, namely:

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 a) Language/ Translation Skills
Language/ translation skills refers to accuracy, appropriate choice of diction, grammar
and background knowledge (various topics related to the speech)
b) Note-taking Skills
Note-taking skill refers to ability to use symbols and various strategies to record
information on a piece of paper and recall the information immediately. An example
of note-taking skill is summarizing.
c) Delivery (reformulation) skill.
Delivery involves a) voice clarity, appropriate eye-contact, good self-control, smooth
flow of speech, b) appropriate style/register, and affect, and c) appropriate nonverbal
features (intonation, hedges, and pauses).

b. Sight translation
Sight translation is the oral rendition of a written text. In a meeting, seminar or campaign
speeches, the speakers may wish to present a written text such as financial report, press
release, and chart or even have an entire written speech prepared for oral delivery. In these
cases, the interpreters are expected to produce verbal translation of these written texts in a
short time. They should provide interpretation once the speakers have finished reading the
texts m or even after a brief silent reading. Sight translation is a good practice in
preparation to SI and SI-text.

c. Simultaneous interpreting
Simultaneous interpreting (SI) refers to an activity where the interpreter listens to speech
delivered in the source-language and renders the message into the target-language while
the speaker is continuing his or her speech. Interpreters render speeches in real time, with
a lag (decalage) of just a few seconds. Simultaneous interpreting can be performed
soundproof booths where microphones, headphones and a multi-channel SI installation are
necessary. This is called SI from the booth with transmission equipment. This SI is now
the dominant mode in mainstream international conference interpreting.

d. Whispered Interpreting or ‘Chuchotage’.

Whispered interpreting is similar to simultaneous interpreting but the former is performed
without sophisticated SI equipment. In whispered interpreting, the interpreter is sitting

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 down or standing very close to one or more than one speaker at the same time and whisper
the interpretation.
Whispered interpreting becomes an option when either consecutive interpreting or
simultaneous interpreting is impossible to conduct. In several meetings, it may not be
possible to conduct consecutive interpretation as it is taking a significant amount of time
and therefore, slows down the meeting. In some other meetings, simultaneous interpreting
equipment may not be available, is taking too much space, or there may not be enough
booth for all simultaneous interpreters.
Despite of its role in the language industry, whispered interpreting has several
shortcomings. Noise, voice-ear interference, distractions, fatigue, and typically lack of a
partner to help are some of the constraints in whispered interpreting. Thus, whispered
interpreting is considered less optimum than the other types of interpreting.

Figure 1. Process of simultaneous interpreting (Setton and Dawron, 2016)

Based on the above picture, we understand that an interpreter should first understand the
speaker in context – who is speaking to whom, where, when and why – analyzing,
deverbalizing and (silently) anticipating as much as possible (1). Context (general and local
knowledge mobilized from long-term memory [LTM] plus current perceptions) combines
with linguistic decoding to generate meaningful representations in working memory.
This much is common to all interpreting modes, but the forced linearity of SI mandates
reformulating techniques (4), such as chunking, ‘starting differently’, or voiced anticipation,

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to produce a faithful yet idiomatic version. These in turn depend on heightened TL language
skills (3): flexible syntax and lexicon and rich pragmatic packaging. At higher speed and
density of input, some additional tactics will be needed, such as compression and even
gisting.
We have to reformulate to restore the meaning idiomatically, but this still does not quite get
us to the finished, listener-oriented product. There is more to mediation (5), with or without
a language change: cultural and cognitive gaps between speaker and audience, or diplomatic
constraints, may call for additional shaping of the product, weighing the relative risks and
benefits between a strategy aimed at optimizing communication (explanation, commentary,
domestication vs. foreignization, toning down or saving face, etc., vs. more literal, ‘safer’
and constrained interpreting.
(6) Self-monitoring: With all this going on we should remember to keep an ear open to check
our own output or self-monitor (6), discreetly adjusting or repairing where necessary, based
on what we hear ourselves saying, or on new information or context coming in, or audience
reaction, where available (all as in normal speech), or even on additional external input in
the form of help from a booth mate.

Thus, several factors that contribute to successful SI are:

1. SL (Source Language) language comprehension,
2. General knowledge and topic preparation,
3. Active TL (Target Language) availability,
4. Speed and adequacy of (re)formulation,
5. Self-monitoring.

Simultaneous interpreting requires both short-term and long-term memory. Having finished
one simultaneous interpreting project, interpreters will store information from the project in
their short-term memory. With continuous practice, the information will be stored in the
interpreter's long-term memory. Interpreters can activate their long-term memory in the
future project in order to ease the memory burden and produce smooth interpretation.
In order to produce smooth interpretation, an interpreter should master the following skills,
namely:
• Language/translation
It involves skills related to accuracy, choice of vocabulary, and structure. Besides
language competence, of both TL and SL, interpreter should have a good
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 understanding of various translation strategies in order to produce not only an
accurate, but also natural interpretation.
• Background knowledge
Background knowledge helps interpreter tuning in to the speaker’s speech. Being
familiar with various different topics allows interpreter to anticipate in which
direction the speech is going to. As an addition, background knowledge also helps an
interpreter deliver accurate meaning as each sector has its specific terminology that
many times cannot be interpreted literally.
• Delivery
This involves articulation, clear voice, self-control, flow, and nonverbal features (for
example gestures). In addition to conveying meaning from SL to TL, interpreter
should be able to catch and transfer tone and intent of original message into target
language.
• Style/register, affect
• Multi-tasking
Interpreting requires ability to listen, speak and sometimes write some notes at the
same time.
• Teamwork
Teamwork is needed since it is not unusual that two interpreters work together in a
booth.
• IT-related skills
With the rapid growth of technology, being techno-savvy is another skill interpreter
should have. In many occasions, interpreters should work with sophisticated
equipment that can facilitate their work. Advances in interpreting technologies also
contribute to development of remote translation. They are facilitating more and more
virtual and remote interpretation scenarios, making interpretation achievable in new
settings and scenarios.

As a conclusion, to produce an accurate and seamless interpretation, interpreter should master

the following skills:
1. Fidelity: Completeness & Accuracy (no over/under translation, distortion of meaning)
2. Vocabulary (effective and consistent word choice & usage)

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3. Structure/Naturalness (smooth flow, appropriate style & register, clarity of voice, self-
control)
4. Background knowledge (excellent understanding of subject matter)

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 UNIT TWO

SIGHT TRANSLATION

Instructional Goal and Objectives

Instructional Goal

• The students are able to do sight translation in term of dealing with long sentence
structures (from English into Indonesian and vice versa)

Specific Instructional Objectives

• Students are able to understand the theoretical frameworks about the sight translation
and simultaneous interpreting
• Students are able to do sight translation

Learning Material and Exercises

Sight translation is the oral rendition of a written text from source language into target
language. This mode of translation is performed in the moment which means interpreter is
expected to provide interpretation of particular written text (for example press release,
financial report, research findings and flow chart) while the text is shown to the audience.
Therefore, sight translation requires ability to understand written text in source language
(reading skill) and produce its oral rendition in target language (speaking or speech
production skills). As an addition, quick thinking and mental agility are two factors
interpreters should consider in sight translation. Many times, interpreters have very limited
amount of time between understand text they are assigned to and produce interpretation of the
text.

Another factor interpreter should be aware of in performing sight translation is different

characteristics between written and spoken language. Table 1 summarizes the distinctive
characteristics between written and spoken language.

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 Table 1. Differences between Written and Spoken Language (Langdon, 2017)

Written language Spoken language

Written communication is Oral communication is
STATIC DYNAMIC:
• One-way • Two-way
• More formal • Fleeting
• Embedded clauses • Visual cues
• Intended as future reference • Tone, inflection, emphasis
• Titles, subtitles and other • Accent and diction
formatting cues carry meaning • Interaction & feedback
• Punctuation, fonts • Shorter sentences, simpler
structure

Sight translation consists of several steps, namely:

1. Scan text for subject matter and style
The first thing interpreter should do in sight translation is to scan text to identify
its subject matters and style. It enables the interpreter to find out main ideas,
keywords and other relevant information on the text. Interpreter should also be
able to draw conclusion from the text given time constraint to deliver the message
it contains to the audience.
2. Describe document to the audience if speaker has not done so
Prior to explaining content of the text, interpreter should provide brief information
about the text, for example title of the text, its function, author and source (where the
text is obtained from). This will provide overview on what the text is about to the
audience enhancing their understanding of the text.
3. Sight translate sentence by sentence focusing on one unit of meaning at a time and
scanning ahead to next unit while maintaining steady pace
Interpreter should have a good time management as he or she should deliver
accurate and complete interpretation of text he or she assigned to in a short time.
Interpreters should quickly divide sentences on the text into meaningful chunk
and/or reformulate them. These enable interpreter to sight translate and scan
ahead to the following unit at the same time.
4. Monitor audience for visual feedback
While rendering the text verbally into, interpreters should glance at the audiences
occasionally to see their reaction.

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Parsing/chunking
Chunk is groups of words that can be found together in language, for instance
fixed collocations (words that always go together) or words that go together due
to certain grammatical structures. Thus, chunking refers to a process of taking
individual pieces of information and group them into larger, meaningful units.
Parsing or chunking is central to interpreters as it allows them to predict
meaning and be able to process language in real time.
Compare the texts in the table below. The chunked text is easier to translate as
readers can manage to understand the meaning bit by bit. Each chunk is a unit
of meaning.

Text 1
Text not chunked Chunked text
First of all, what do people mean when First of all,
they use the term "euthanasia". what do people mean
when they use the term "euthanasia".
The term was originally used to indicate
that death was easy and painless. The term was originally used to indicate
that death was easy and painless.

But in later times it was translated by But in later times

most people as "mercy killing" and this it was translated by most people
has sparked a major controversy in the as "mercy killing"
and this has sparked a major controversy
medical and legal world internationally in the medical and legal world
and locally, of course. internationally and locally,
of course.

To begin with, a similar text can be chosen for same-language chunking

paraphrase. Read the following text. The segmentation has been done for you.

It is now over 12 years / since Hong Kong entered the new constitutional order / as
part of China / under the principle of “one country, two systems”. During this period, /
judicial independence has been universally recognized / and accepted to be of pivotal
importance to Hong Kong. / The constitutional guarantees / for an independent
Judiciary / have been fully implemented.

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Table 2. Chunking example

Input (not chunked) Chunked Input Chunked Output

It is now over 12 years It is now over 12 years Lebih dari 12 tahun
since Hong Kong
entered the new since Hong Kong entered the Hong Kong menggunakan
constitutional order as new constitutional order konstitusi baru
part of China under
as part of China Sebagai bagian dari Cina
the principle of “one
country, two systems”. under the principle of “one Menerapkan prinsip “satu negara,
During this period, country, two systems”. dua sistem”.
judicial independence
has been universally During this period, Dalam masa ini
recognized and
accepted to be of judicial independence has Independensi pengadilan diakui
pivotal importance to been universally recognized secara universal
Hong Kong. The
constitutional and accepted to be of pivotal Dan dianggap penting bagi Hong
guarantees for an importance to Hong Kong. Kong
independent Judiciary.
The constitutional guarantees Konstitusi ini menjamin

for an independent Judiciary Pengadilan yang mandiri

EXERCISE 1

1. Read the paragraphs below aloud as naturally and ‘didactically’ as possible

while the others listen.
2. Study the paragraph for about 30 seconds, circle or underline the
transcodables, i.e. words that will be left unchanged in the paraphrase, such
as proper names and important technical terms. The first one (words) is
underlined for an example.
3. Paraphrase the paragraph in the same language by speaking it out while
reading the paragraph by heart.
4. Get comment from your friend about the quality of the paraphrasing and ask
for improvement suggestion.

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Text 2

A human baby produces its first real words at about eighteen months of age. By
the age of two, it has become quite vocal and has a vocabulary of some fifty
words. Over the next year it learns new words daily, and by the age of three it
can use about 1000 words. It is now stringing words together in short sentences
of two or three words, calling your attention to objects, requesting this and that.
Its command of grammar is already nearly as competent as an adult’s, though it
will make amusing yet plainly logical mistakes, saying ‘eated’ instead of ‘ate’,
‘mouses’ instead of ‘mice’, and so on. Then the floodgates open. By the age of
six, the average child has learned to use and understand around 13,000 words;
by eighteen, it will have a working vocabulary of around 60,000 words. […]
This is an extraordinary achievement. It is no wonder that the machinery
which makes this possible is so expensive to maintain. Although your brain
accounts for no more than 2 per cent of your body weight, it consumes 20% of
all the energy you eat.

EXERCISE 2
In the following exercise, you will practice how to do sight translation. Still
using the same text, now retell the content of the source text.

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 UNIT THREE

INITIATION - SHADOWING

Instructional Goal and Objectives

Instructional Goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objective

• Students are able to do shadowing in the same languages (Indonesian – Indonesian

and English – English) and different languages (English < > Indonesian)

Learning Material and Exercises

Another pivotal skill for simultaneous interpreting is shadowing. Shadowing means to repeat
what the speakers said in the same language, from example English>English. In other words,
shadowing is the repetition of a speech in the same language a couple of seconds after the
speaker

Shadowing helps preparing students for simultaneous interpreting. It trains their brain to
listen and speak while keep listening to the speakers at the same time without the added
obstacle of converting what you hear into a new language. It also helps students to get
familiar with terminology, which you can embed into your brain through repetition.

Exercise 1: shadowing

This exercise requires interpreters to repeat what the speaker says in the same language word
per word. In general, interpreter is a word or two behind the speaker. This delay may be
increased (for example into four or five words behind the speaker) as the interpreter becomes
more comfortable. Shadowing is often used in preparation for simultaneous interpreting since
the interpreter is required to listen and talk at the same time. In addition, shadowing is
beneficial for memory development as it forces the interpreter to store and recall small groups

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of sounds, words and chunks of information in a relatively short period of time. Furthermore,
shadowing requires high concentration given the fact that the speaker continues to speak
while the interpreter is recalling a previous segment, forcing the interpreter to listen and
speak at the same time.

For this exercise, the texts used should be relatively small, but may increase gradually in size.
If you work alone, record a text or use a speech from the television or radio. If you work in a
group, one may read the text while the other repeats it.

EXERCISES
A good way to start is by shadowing a 20-min-long, structured speech, such as TED Talks.
Try to avoid newscasts or radio shows as they tend to lack continuity between segments.

Brain exercise. Listen to a 30-second speech while writing out a series of numbers (doing
another structured task). Try to repeat what you heard, using a recorder to monitor yourself,
and see how much you retained and lost. This is will train your brain to somehow concentrate
on both tasks without sacrificing quality.

As you practice, you can slowly lengthen your decalage to help with your memory skills.
Once you feel comfortable, you can start interpreting the speeches.

Exercise 2: shadowing with a twist

Similar to the previous exercise, this exercise requires you to repeat the speakers in the same
language. However, in this exercise the repetition takes place after a short pause for 2 to 6
hours creating a gap between the speaker’s utterances and you repeating them. This aspect
makes this exercise very similar to consecutive interpreting. This method eliminates
constraints related to the act of listening and speaking at the time, allowing the interpreter to
focus specifically on memory.

For this exercise, the same texts may be used, but these should be previously divided into
small segments.

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Exercise 3: Freer shadowing with a twist

Once you have been able to repeat longer texts smoothly, you can start doing this exercise.
Objective of the third exercise is to assess interpreter’s acoustic and meaning memory as the
interpreter is required to not only repeat the speaker’s utterance but reformulate the utterance
using other words in the same meaning whenever possible.

This method is not suitable for legal sector as it is considered the first step into a free
translation. However, as a memory exercise it does not present any problems.

Smart Shadowing

Smart shadowing is also referred to as paraphrasing. Paraphrasing means to express the

meaning of verbal or written text using different words, especially to achieve greater clarity.
This exercise you are required to listen to what the speaker say and paraphrase it as much as
possible in real time. Methods of paraphrasing you can use are for instance substituting
words or phrases and using different sentence structures. Unlike ‘dumb’ shadowing, this is
far from trivial.

This exercise requires longer time than the previous ones as you may not be able to
reformulate the speaker’s utterances in your first few trials. At first, try to substitute one or
two words in every sentence and increase it into a 20–30% reformulation rate. Increase the
reformulation rate gradually each time. Once you have achieved a 70% reformulation rate or
higher, you are essentially doing real SI, albeit still in the same language. With a robust,
flexible command of both source and target language, you should be able to achieve this on a
variety of material within a few weeks of practice.

Here are some examples of increasingly thorough online English-to-English paraphrases

of a straightforward, undemanding speech:

Teacher: Ladies and Gentlemen, Good Morning.

First, I would like to thank the Press Commission for arranging this seminar
and bringing me here to chair it. In particular, I would like to thank Mr.
Fernando, who has taught me a great deal over the past couple of months about
freedom of expression in India, and who has gone far beyond the call of duty
to make this event a success. This is my first visit to India and I am enjoying it

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 very much indeed – although one early encounter with Indian bureaucracy has
persuaded me that everything, I have ever heard about it is true!

Student (basic): First I want to thank … the Press Commission for arranging this seminar
and for inviting me here to be Chairman. Especially…. I would like to
thank Mr. Fernando… who has taught me a lot…. in the last two months
…about freedom of expression in India… and he has worked very very
hard …to make this event successful. …. This is my first time visiting
India.. and I like it very much… but one encounter with bureaucracy …
has convinced me that the stories I heard are all true.

Student (30%): Let me first thank the Press Commission for organizing this seminar and
for inviting me here to be Chairman. Especially…. I want to say a big
thank you to Mr. Fernando… who has taught me a lot…. about freedom
of expression in India in the last few weeks … and has worked so
diligently …to make this event a success …. This the first time I have
been in India, it is a very nice country … but one meeting with local
bureaucrats … has convinced me that the rumours are all true.

Student (70%): Thank you to the Press Commission, which has organized this event, and
thanks for inviting me as Chair. Let me thank M. Fernando especially, I
have learned a lot from him over several weeks about the freedom of
expression in this country. And he’s gone out of his way to make sure
this will be a good seminar. I’ve never been to India before, it’s a great
country – but I have already run into some red tape, so I know it isn’t
just a myth.

EXERCISES

Your teacher will give a lot of exercises using videos. Do shadowing for each video as
instructed in the laboratory.

1. Diary

a. What is the difficulties you faced?

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 b. Can you shadow with the intonation closely?

https://www.youtube.com/watch?v=vGHd7rnIUzk&list=PLt0CRqdMl6pqbpX4YyS-
RMWTsu5r7p_dJ

2. Bilateral relation

(https://www.youtube.com/watch?v=83yjAA3BhVI&t=23s)

3. Indonesian speech

https://www.youtube.com/watch?v=IQHRTZJKTEc

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4. Bung Tomo’s Speech

https://www.youtube.com/watch?v=aEvPBfM7OSQ

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 UNIT FOUR

WHISPERED INTERPRETING

Instructional Goal and Objectives

Instructional Goal

• The students are able to do simultaneous interpreting (from English into Indonesian)
for simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objectives

• Students are able to understand the theoretical frameworks about the whispered
interpreting
• Students are able to do whispered interpreting

Learning Material and Exercises

What is Whispered Interpreting?

Whispered interpreting, known as chuchotage, is a mode of simultaneous interpreting in

which the interpreter sits down or stands very close to the speakers and whispers to avoid
distracting the speaker and other event participants.

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Advantages of Whispered Interpreting

Whispered interpreting is effective and efficient. It is effective since no equipment is needed

to perform whispered interpreting. ‘Classic’ simultaneous interpreting requires a set of
equipment and additional space to set the interpreting booth. Event planner may be unable to
provide simultaneous interpreting equipment or may not have time to have the equipment,
including the booth set up. Whispered interpreting is efficient since it is rendered in real time,
and as the result does not extend duration of the event. Furthermore, this mode of interpreting
may become an effective solution when technical issues, for example when interpreting
equipment cannot be installed for any reason and doing so extends the duration of the event
by at least twice as long as it would normally last happened.

Disadvantages of Whispered Interpreting

Whispered interpreting has several shortcomings. First, whispered interpreting works for
limited number of clients only. It is not appropriate when interpreting is required for multiple
people as interpreters should speak in a low volume. Since its objective is to provide
interpretation without causing any distraction to either the speaker or other participants,
whispered interpreting can be provided to at most two people under condition that both
understand the target language. Secondly, whispered interpreting cannot accommodate
interpretation into multiple languages at the same time as it is performed without any
equipment. Theoretically, multiple interpreters can be hired to provide interpreting to all
event participants requiring a translation, but this would cause too much disturbance for the
speaker and other participants. Third, whispered interpreting works in limited setting only. It
is not suitable when participants are expected or wish to join the discussion.

Whispered or ‘Classic’ Simultaneous Interpreting?

Whispered interpreting and ‘classic’ simultaneous interpreting is similar in terms that both
involve rendering of the translation in real time allowing the event to proceed at its normal
course. However, ‘classic’ simultaneous interpreting requires a set of equipment while
whispered interpreting does not.

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Even though both modes of interpreting share the same basic principle, which is providing
interpretation in real time, there are several conditions under which one is more suitable than
the other. As an example, ‘classic’ simultaneous interpreting accommodates interpretation of
various languages at the same time while whispered interpretation does not. The following
table helps you deciding between the two types of simultaneous interpreting match your need.

Table 1 Whispered or ‘Classic’ Simultaneous Interpreting

Whispered ‘Classic’ Simultaneous

Interpreting Interpreting
You wish to provide interpretation of multiple ✓
languages at the same time
You wish to provide interpretation to more ✓
than two participants at the same time
Participants will be engaged in discussion ✓
You do not have any resource to set ✓
simultaneous interpreting equipment
You want to anticipate any technical issues ✓
that may occur, for example SI equipment is
not working

EXERCISE
Name: Demonstration of Whispered Simultaneous and Simultaneous Interpreting with
Portable Equipment
Objective: to identify the similarities and differences between whispered simultaneous
interpreting and interpreting with portable equipment.

Instructions, part 1
1. Your instructor will ask for volunteers to help in two demonstration role plays;
2. One instructor will sit next to and slightly behind a volunteer patient.;

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 3. The other instructor will sit across from the patient and next to the other volunteers,
who are playing other providers.
4. The other instructor will read the following script.
5. The instructor next to the patient will do whispered simultaneous interpreting of
what the other instructor is reading.
Listen and watch carefully.

Script for whispered simultaneous demonstration

Good afternoon. Thank you for coming. You’re here today because your tests show that
you’re at risk for developing diabetes. I’m going to be explaining diabetes to you and giving
you information that I hope will help you make some lifestyles changes so you can avoid
developing the full disease. Now, this is really important. If you make these changes now,
you could avoid getting diabetes. If you don’t make these changes, you may end up with a
chronic disease that you’ll have to manage for the rest of your life. And even though people
who have diabetes can live healthy lives, diabetes is still a chronic disease that can lead to
serious health problems.

Instructions, part 2

1. After the first demonstration, each participant will get a portable receiver and
headset.
2. Turn on your receiver and put on your headset.
3. One instructor will continue to read the information about diabetes.
4. The instructor will position him/herself in an unobtrusive place in the classroom and
will interpret the diabetes information through a portable transmitter.
5. Listen to the simultaneous interpreting with your equipment and watch the scene.
6. After the second demonstration is complete, in pairs or small groups discuss the two
demonstrations. How were they the same? How were they different?
7. Decide which demonstration you liked best, and why.

For clearer picture of whispered interpreting, watch the video on:

https://www.youtube.com/watch?v=TtZLkD6x7fc

23
Instructions, part 3

Now do the whispered interpreting for the same setting, but with the longer text as follows.

Good afternoon. Thank you for coming. You’re here today because your tests show that
you’re at risk for developing diabetes. I’m going to be explaining diabetes to you and
giving you information that I hope will help you make some lifestyles changes so you
can avoid developing the full disease. Now, this is really important. If you make these
changes now, you could avoid getting diabetes. If you don’t make these changes, you
may end up with a chronic disease that you’ll have to manage for the rest of your life.
And even though people who have diabetes can live healthy lives, diabetes is still a
chronic disease that can lead to serious health problems.

Now, did you know that diabetes is the seventh leading cause of death in the United
States? That’s pretty alarming. And recent studies have shown that many Americans
who are overweight or obese are ignoring diabetes as a health risk.

It’s important to know that there are two major types of diabetes, type 1 and type 2.
Type 1 diabetes is when the body cannot produce the hormone called insulin. It is most
often diagnosed in children and young adults. People with type 1 diabetes have to take
daily injections of insulin.

Type 2 diabetes is when the body is not able to make enough insulin, or it can’t use the
insulin the way it’s supposed to. Type 2 diabetes is the most common type of diabetes.
About 90 percent of diabetes cases are type 2.

Instructions, part 4
Do a whispered interpreting for the following part of SBY’s speech.

SPEECH BY
HIS EXCELLENCY DR. SUSILO BAMBANG YUDHOYONO
PRESIDENT OF THE REPUBLIC OF INDONESIA
AT THE GREAT HALL, PARLIAMENT HOUSE
CANBERRA, 4 APRIL 2005

Thank you, The Honourable John Howard, Prime Minister,

Thank you, The Honourable Paul Calvert, President of the Senate,
Thank You, The Honourable David Hawker MP, Speaker of the House of Representatives,
Thank you, The Honourable Kim Beazley, Leader of the Opposition.

24
Thank you all for your warm welcome.

I am happy to be here, but I come with a heavy heart. I am utterly devastated by the
helicopter crash in Nias which killed 9 and injured 2 of Australia's finest. Please accept, on
behalf of the People and the Government of Indonesia, our deep condolences and profound
sadness for this awful tragedy.

They died in glory: the glory of the ultimate sacrifice, the glory of a selfless act to help the
suffering of those in need. There is no greater honor than that. And for that, the Indonesian
Government will bestow upon the 11 Australians medals of honour-the Satya Lencana
Kebaktian Sosial for their outstanding service and sacrifice.

It is a great honour for me to be here with all of you today. I am humbled by the presence of
hundreds of distinguished Australian friends who fill this room. I do not know what you have
been told, but Russel Crowe is NOT coming to this lunch.

My name is Susilo Bambang Yudhoyono.

I am the only child of parents who lived in a small village in Pacitan, East Java. After
graduating from high school, I happily followed my father's footsteps into a military career.
And for some reason, history intervened with my life and made me the sixth President of
Indonesia.

History also made me the first Indonesian President to visit Australia since 2001. I have a
long way to go to catch up with my good friend Prime Minister John Howard, who has
visited Indonesia 11 times.

By the way, according to our top-secret intelligence report, today, is a very big day for Prime
Minister Howard. I hear today is the 37th Wedding Anniversary of John and Jannette
Howard, so my wife and I would like to wish them both a very happy anniversary.

I come here today to bring you the warm greetings and message of friendship from the good
people of Indonesia to the good people of Australia.

TSUNAMI

I also bring Indonesia's message of heartfelt thanks and gratitude, especially from the people
of Aceh and North Sumatra, for the generous contribution and acts of compassion and
solidarity shown by the people and Government of Australia immediately after the tsunami.

I salute the soldiers of the Australian Defense Forces and the Australian relief workers, who
worked tirelessly side by side with the Indonesian military, during the emergency relief
operations.

25
Every Australian in this room, and in the living rooms across Australia, who saw our
hardship, felt our pain and acted upon it, has every reason to be proud for what you and your
country have done for the tsunami victims.

It is humanity and solidarity at its best.

Today, the people of Aceh and North Sumatra are starting to pick up the pieces of their
shattered lives.

Many of the dead have been buried. The survivors and the sick are being looked after.
Children are starting to go to school. People are again flocking to mosques for prayers.
Families are being reunited. And the provincial Government is coming back to life.

It is true what they say: the greatest rage of nature is no match for the unbreakable will of the
human spirit. The spirit to survive. The spirit to live, to love, to give, to overcome.

And let it be remembered that when we in Indonesia were down and out, and when we needed
help most, you came and you stood by us.

It will require massive efforts for the Acehnese to get back on their feet. Ultimately, what will
save the Acehnese is not just what was done in the first week of the disaster, but more
importantly, what is done to help them rebuild their lives in the years to come.

[…]

26
 UNIT FIVE

FROM CONSECUTIVE TO SIMULTANEOUS (1)

Instructional Goal and Objectives

Instructional Goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objective

• Students are able to simultaneous interpreting in a text with pauses with slow speed
and faster speed. (English < > Indonesian)

Learning Material and Exercises

In the previous semester, we have discussed and also practiced consecutive interpreting and
this semester, we are discussing simultaneous interpreting (SI). To facilitate smooth
transition between the two, we will do an exercise called spoon-feeding.

Spoon-feeding is the bridge from these preparatory exercises to doing actual SI on fluent
trainer speeches. It is done under very controlled input conditions, with a built-in feedback
loop: the instructor adjusts input based on what s/he is hearing from the student (Setton,
1994). In other words, the teacher will adjust his/her speed of giving input.

The input materials used for this exercise are instructor-generated trainer speeches, delivered
with pauses. Students interpret simultaneously. The instructor (teacher) serves as speaker.
For this exercise, the instructor reads an easy speech in the students’ B language for
interpretation into A, one chunk at a time, with a slight pause after each sense unit within the
sentence and again between sentences.

27
EXERCISE

This exercise is a continuation of the segmentation (chunking) exercises, but now it is paced,
and you have to keep up. The instructor is listening to you, making sure you have started
each chunk, but will not wait for you to finish it before delivering the next one, so your
voices will overlap. The input will gradually speed up and pauses will become fewer and
shorter over time.

1. Do the interpreting of this chunked speech below.

Teacher Students
Good afternoon, everybody. [pause]
I’d like to spend a few minutes [pause]
talking about a rather controversial issue
[pause]
which has been much aired in the press
lately [pause]
and this is the idea that the RMB should be
[pause]
allowed to rise against the dollar [pause]
as has been called for repeatedly [pause]
by the US government
pause]
as a means to bring about a rebalancing
[pause]
of the world economy.
pause]
Now, despite the argument that…

2. You will listen a longer speech read by your teacher below. Interpret as read out by your
teacher.

SPEECH BY
HIS EXCELLENCY DR. SUSILO BAMBANG YUDHOYONO
PRESIDENT OF THE REPUBLIC OF INDONESIA
AT THE GREAT HALL, PARLIAMENT HOUSE
CANBERRA, 4 APRIL 2005

Thank you, The Honourable John Howard, Prime Minister,

Thank you, The Honourable Paul Calvert, President of the Senate,
Thank You, The Honourable David Hawker MP, Speaker of the House of Representatives,

28
Thank you, The Honourable Kim Beazley, Leader of the Opposition.
Thank you all for your warm welcome.

I am happy to be here, but I come with a heavy heart. I am utterly devastated by the
helicopter crash in Nias which killed 9 and injured 2 of Australia's finest. Please accept, on
behalf of the People and the Government of Indonesia, our deep condolences and profound
sadness for this awful tragedy.

They died in glory: the glory of the ultimate sacrifice, the glory of a selfless act to help the
suffering of those in need. There is no greater honor than that. And for that, the Indonesian
Government will bestow upon the 11 Australians medals of honour-the Satya Lencana
Kebaktian Sosial for their outstanding service and sacrifice.

It is a great honour for me to be here with all of you today. I am humbled by the presence of
hundreds of distinguished Australian friends who fill this room. I do not know what you have
been told, but Russel Crowe is NOT coming to this lunch.

My name is Susilo Bambang Yudhoyono.

I am the only child of parents who lived in a small village in Pacitan, East Java. After
graduating from high school, I happily followed my father's footsteps into a military career.
And for some reason, history intervened with my life and made me the sixth President of
Indonesia.

History also made me the first Indonesian President to visit Australia since 2001. I have a
long way to go to catch up with my good friend Prime Minister John Howard, who has
visited Indonesia 11 times.

By the way, according to our top-secret intelligence report, today, is a very big day for Prime
Minister Howard. I hear today is the 37th Wedding Anniversary of John and Jannette
Howard, so my wife and I would like to wish them both a very happy anniversary.

I come here today to bring you the warm greetings and message of friendship from the good
people of Indonesia to the good people of Australia.

TSUNAMI

I also bring Indonesia's message of heartfelt thanks and gratitude, especially from the people
of Aceh and North Sumatra, for the generous contribution and acts of compassion and
solidarity shown by the people and Government of Australia immediately after the tsunami.

29
I salute the soldiers of the Australian Defense Forces and the Australian relief workers, who
worked tirelessly side by side with the Indonesian military, during the emergency relief
operations.

Every Australian in this room, and in the living rooms across Australia, who saw our
hardship, felt our pain and acted upon it, has every reason to be proud for what you and your
country have done for the tsunami victims.

It is humanity and solidarity at its best.

Today, the people of Aceh and North Sumatra are starting to pick up the pieces of their
shattered lives.

Many of the dead have been buried. The survivors and the sick are being looked after.
Children are starting to go to school. People are again flocking to mosques for prayers.
Families are being reunited. And the provincial Government is coming back to life.

It is true what they say : the greatest rage of nature is no match for the unbreakable will of
the human spirit. The spirit to survive. The spirit to live, to love, to give, to overcome.

And let it be remembered that when we in Indonesia were down and out, and when we needed
help most, you came and you stood by us.

It will require massive efforts for the Acehnese to get back on their feet. Ultimately, what will
save the Acehnese is not just what was done in the first week of the disaster, but more
importantly, what is done to help them rebuild their lives in the years to come.

For this purpose, Prime Minister John Howard and I have established the Australia-
Indonesia Partnership for Reconstruction and Development (AIPRD), which is a bilateral
scheme to help the reconstruction of in Aceh, North Sumatra and other disaster areas in
Indonesia. Once again, thank you, Australia.

THE NEED FOR CLOSER RELATIONS

Our tsunami experience unveils one important point: that the relations between Indonesia
and Australia are getting stronger, closer, better.

And that is the very purpose of my visit to your great country: to affirm our special relations,
and to make it even stronger.

Indonesia and Australia have been part of each other's history for ages.

In particular, Indonesians will not forget Australia's firm support for our struggle for
independence in the late 1940's.

30
And over the years, our relations have experienced many twists and turns, highs and lows.
We know from experience that our relations are so complex and unique that it can be pulled
in so many different directions, and it can go right as often as it can go wrong. Which is why
we have to handle it with the greatest care and counsel.

You will all notice that recently, we have begun to relate to each other differently.

We both suffered immensely from the devastating terrorist attacks in Bali on October 12th,
2002.

Two years later, on September 9th 2004, we were shocked, again, by a huge blast outside the
gates of the Australian Embassy in Jakarta.

A few months ago, the tsunami drew our Governments and peoples ever closer together.

And I am particularly honored that Prime Minister Howard graciously attended our
Presidential inauguration on October 20 last year, the first Australian Prime Minister to do
so in history.
And just 2 days ago, 9 Australians died and two injured in the line of duty after their Sea
King helicopter crashed while trying to help earthquake victims in Nias.

A COMPREHENSIVE PARTNERSHIP

So against this backdrop, this morning, Prime Minister Howard and I discussed the same
question that was asked by all our predecessors.

That question is: where do we want to take this relationship? What do we want to do with it?
And what kind of relationship do we want it to be?

Same questions. But new answers.

I am convinced we can take this friendship between Indonesia and Australia far. Very far.

For we now live in geopolitical and geoeconomic environments that are different from the
ones of the previous decades.

Indonesians looking south would now see the richest country in the southern hemisphere, one
of the fastest growing economies in the OECD. A bastion of stability, progress, dynamism.

Indonesians looking south would also see a confident country down under which has
reinvented herself successfully, with an open, tolerant society based on multi-culturalism.

31
Australians looking north would now see that along the equator spans the world's third
largest democracy that is Indonesia-third, after India and the United States. In fact,
Indonesia would be the world's second largest democracy, after India, if based on voting turn
out.

Australians looking north would also see a country that is home to the world's largest Muslim
population-there are more Muslims in Indonesia than in the entire Middle-East. It is also a
wondrous place where Islam, democracy and modernity thrive together.

And Australians looking north would also see in Indonesia a bridge to East Asia.

You look at these facts and you just know that the relationship between Indonesia and
Australia can be anything BUT ordinary. It is not enough for us to be just neighbors. We
have to be strong partners.

Today, Prime Minister John Howard and I reviewed our relations and agreed to commit
Indonesia and Australia to a Comprehensive Partnership. One that is forward looking.

By doing so, we are heralding a new era of Indonesia - Australia bilateral relations.

The Comprehensive Partnership is a logical consequence to a relationship that over the

years has become so complex, so full of challenges, so full of promises.

The Comprehensive Partnership assumes that the security, prosperity, and stability of
Indonesia and Australia are inter-connected.

It assumes that our countries are locked together not just by geography but by a common
future, one that can be best harnessed if only we can closely work together for the long-term.

The Comprehensive Partnership will provide the broad framework for all our bilateral
cooperation schemes and serve as the primary guide in directing the future of Indonesia-
Australia relations that will cover arrangements in the fields of politics and security,
economics, as well as socio-cultural affairs.

Through the Comprehensive Partnership, Australia and Indonesia is embarking upon a path
that emphasizes the importance of our commonalities rather than our differences, one that
reflects the richness of our friendship. And this strong partnership between Indonesia and
Australia is not only beneficial for ourselves, but can contribute to resolving regional and
global issues.

The Comprehensive Partnership is a landmark development in the history of our relations,

and the worst thing we can do to it is to take it for granted. In my view, we can help to bolster
this Partnership in a number of ways.

32
First, it would have to build on the existing extensive cooperation and make them more
coherent. Indonesia and Australia have teamed up on many great ventures in recent years.
We worked together successfully to convene a series of regional conferences on key issues,
on counter-terrorism, on people trafficking, on money laundering, and on inter-faith
dialogue. These important initiatives are moving forward with practical measures and we
should continue to support them.

Secondly, the Partnership would have to be substantiated by closer ties between our officials
of all levels. Our leaders, our cabinet members, our politicians, our parliamentarians, our
informal leaders -- they can all make this relationship come to life by reaching out to one
another. I am glad that the Seventh Australia Indonesia Ministerial Forum in Canberra
convened successfully.

Thirdly, the Partnership can only go far if it is substantiated with people-to-people links from
all walks of life. Remember: it’s all about the people.

The Partnership would have to be both top down and bottom up. It would have to have direct
relevance to the lives of our people, and it would have to bring our peoples closer, be they
students, artists, journalists, tourists, scholars, workers. I am glad to that thousands of
Australians visit Indonesia to study, to work, to invest, and to have fun. Similarly, I am
pleased to see some 25,000 Indonesians study in Australia. In fact, two of my Ministers are
graduates of the Australian National University. And my younger son, Baskoro, also
graduated from Curtin University in Perth a few weeks ago.

I am particularly delighted that Prime Minister Howard announced today that the Australian
Government will provide some 600 scholarships to Indonesian students.

What a great investment in our peoples and in our common future. Once again, thank you,
Prime Minister.

Fourthly, there are different ways to measure the results of our Comprehensive Partnership.
We can look at the trade statistics, at the investment figures, at the tourism numbers. These
are all important.

But I think the best way to measure the Partnership is in terms of how much trust and
confidence develop out of it, how much goodwill it generates, how much we come to
understand one another, and how much closer we become.

Ultimately, this is what we need to nurture for the long term.

Finally, the Comprehensive Partnership requires us to recalibrate our relationship. Yes, the
tsunami tragedy has made us closer, but ultimately it is NOT agony that drives our
Partnership, but the mutual optimism, the firm belief in our shared interests and our common
future.

33
It will be a great learning process for the both of us. We will need to learn from each other,
to learn from the past, to draw from each other's strength. And we will need to constructively
manage the complex set of issues-some easy, some difficult in our bilateral relations.

In this process of recalibration, I want you to see the Indonesia that I see every day. And I
assure you that it is NOT the picture of Indonesia that sometimes--sometimes--are trivialized
and treated as caricature in the media.

I hope you see beyond such snapshots and see a nation that, given our seemingly endless
natural disasters, has been down on luck lately, but remains high in spirit and strong in will.

I hope you see a resilient people that continues to beat the odds, a nation that continues to
bounce back even stronger no matter how hard and how many times we are hit.

I hope you see a vibrant democracy that continues to mature, a promising economy that
continues to grow, a dynamic people that is eager to fulfill its potentials.

I hope you see why I am confident that Indonesia will SOON become a vast oasis of peace,
progress and stability.
And with all this, I hope you see the enormous possibilities and opportunities that await
Indonesia and Australia.

Just imagine the creative energy that can be unleashed by the connection between our two
resourceful peoples.

Just imagine the vast area of democratic peace and cooperation that will created between the
largest archipelago on the equator and the great continent down under.

And just imagine the world of good that can be brought about between Indonesia and
Australia as two fellow democracies.

I leave you with that thought, and I thank you.

Canberra, 4 April 2005

34
 UNIT SIX

FROM CONSEC TO SIMULTAN (2) – FASTER SPOON-FEEDING

Instructional Goal and Objectives

Instructional Goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objective

• Students are able to do simultaneous interpreting after taking note of the same
previously played speech (English < > Indonesian)

Learning Material and Exercises

In this unit, you still practice interpreting with some pauses created by your teachers.
However, instead listening to your teacher, you will watch speech videos and your teacher
will control the pauses.

Exercise 1

a. Your teacher will read a speech with pauses;

b. You make a note while listening;
c. Then your teacher will read the speech again without pauses, and now you read out
your note as if you are doing a simultaneous interpreting.

[Your teacher will give a speech.]

Exercise 2

a. Your teacher will play a video of a speech with pauses;

b. You make a note while watching;

35
 c. Then your teacher will play the video for the second time without pauses, and now
you read out your note as if you are doing a simultaneous interpreting.

Interpret the following video simultaneously.

Exercise 3

a. Your teacher will play a video of a speech with pauses;

b. You make a note while watching;
c. Then your teacher will play the video for the second time without pauses, and now
you read out your note as if you are doing a simultaneous interpreting.

36
https://webgate.ec.europa.eu/sr/speech/how-retire-early

37
 UNIT SEVEN

INTERPRETING SIMPLE SPEECHES

Instructional Goal and Objectives

Instructional Goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objective

• Students are able to do simultaneous interpreting for simple slow speeches about daily
life (general topic). (English < > Indonesian)

Learning Material and Exercises

An interpreting booth is one of the equipment needed for simultaneous interpreting. In the
interpreting booth, we can find an interpreting console, audio receivers, and a microphone.
These devices comprise a system called Simultaneous Interpreting System (SIS).

Principle of operation of simultaneous interpreting system

Simultaneous interpreting system operates on the principle of wireless audio signal

transmission, which is distributed in the room with the help of infrared emitters and received
by the individual delegate receivers, to which the headphones are connected.

Infrared simultaneous interpreting system usually works using a range of 300 GHz – 429
THz in the spectrum of invisible infrared waves due to several reasons:

• unloaded range in comparison with radio frequencies,

• possibility to transmit 32 channels simultaneously,
• protection against interference,
• operates within the borders of one room and does not penetrate the other rooms.

38
During transmission infrared radiation has the same physical properties as the light: it does
not pass through opaque objects and reflects from surfaces. Moreover, it reflects better from
bright surfaces than form the dark ones. These properties of infrared simultaneous
interpreting system enable using it simultaneously in several rooms within one building,
without any interference and disturbance. In fact, the system with 32 target languages does
not affect the other system with 32 target languages in the neighboring room. It will be very
difficult to achieve this result using radio frequencies.

Composition of the simultaneous interpreting system

Central control unit is the basic block. All other devices

connect to this block.

Transmitting unit is a device in a separate block for signal

modulation. There can be several options depending on the number of channels – with 4, 16
and 32 channels. It is connected to the central control unit via an optical cable.

Radiator of infrared waves is a special device that converts a signal into infrared waves
using infrared LEDs.

Interpreter’s unit is a microphone panel designed specifically for simultaneous interpreters,

has specific additional functions compared to a usual microphone. It enables selecting the
channel for translation and connecting interpreter’s
headphones.

Booth for simultaneous interpreters is a very important

element of the simultaneous interpreting system that has a
great impact on the quality of the produced audio signal. It
completely isolates interpreter’s workplace from external
noise and interference.

For simultaneous interpretation you will normally need one

booth per language. The booths should conform to ISO
2063 (built-in) or ISO 4043 (mobile) booth standards.

39
They should be sound-proof and have a silent ventilation system. This will ensure better
communication and trouble-free listening by delegates.

The ISO 4043 and 2063 Standards produced by AIIC with ISO cover basically the
following points:

1. Size: A mobile 2-person booth measures 1.60 m wide x 1.60 m deep x 2.00 m high.

2. Location: Booths must be placed in such a way as to give interpreters an unobstructed

clear view of speakers and of the screen used for presentations and allow them to gauge
the reaction of participants.

3. Windows: Booths should have clear (not tinted) glass or plexiglass windows – one
covering the front from table height to almost top and one covering the front half of the
side.

4. Ventilation: Each booth must have a silent ventilator, usually fit into the roof at the back,
appropriate lighting (small movable desk lamps), and be properly sound-proofed.

Infrared receiver – this device is given to everyone who should listen to the simultaneous
interpreting. It is an easy compact device with headphones.

Headphones for IR receivers of simultaneous interpreting can be supplied in several

variants:

Charging case for IR receivers. Each IR receiver has battery power

elements. The case is suitable not only for charging, but also for
storage and transportation of a large number of receivers.

40
Advantages of the digital interpreting system

The main advantage of the digital infrared interpreting system is protection from interference
caused by mobile phones, sunlight, fluorescent light. The previous analog systems were very
susceptible to such interference. Other benefits of the digital interpreting system are as
follows:

• High quality of sound in headphones, to almost stereo 18 kHz,

• Simplicity of connection and setup of the system,
• Possibility of control and setup from the administrator's computer.

Apart from the familiarity of the interpreting equipment (SIS), new interpreters often face
some general problems, including:

a. Gap in listening, so the meaning is missed.

b. Falling too far behind the speakers and dropping content.
c. Producing words with no sense
d. Choppy output, difficult to understand interpretation
e. Bluffing, just producing interpretation not based on the actual speech, but on
background knowledge or guessing.

Try not to do such things in the following exercises.

Before you interpret any speech, research the subject matter. Do a simultaneous interpreting
for the following speech after you research the subject matter in the internet or other
resources.

41
Exercise 1

1. Research the subject of addiction (drink, drug, social media, etc.) List some terms that
you may think will be used by the speaker;
2. Interpret the following video simultaneously
(https://webgate.ec.europa.eu/sr/speech/addictions-and-changes-society).

Exercise 2

1. Research the subject of fisheries and aquaculture. List some terms that you may think
will be used by the speaker;

42
2. Interpret the following video simultaneously
https://webgate.ec.europa.eu/sr/speech/common-fisheries-policy.

Exercise 3

Before you try and interpret any speech, consecutively or simultaneously, don't just research
the subject matter, research the speaker as well.

1. Try answering some of the questions below for Donald Trump.

43
 Does the location have
Has the speaker Are there any
anything to do with
Publications written anything on articles/books already
promoting literature on the
the topic before? published on the topic?
topic?

Is the speaker linked to Where does the speaker

Have you ever seen
Past any special causes, generally voice his/her
appearances the speaker before? events, etc.? opinion?

Will the speaker be

Is this a keynote speech? Are the premises open all
alone or speak on a
If so, will it be followed year round or do they house
Time panel and how long
by a question and answer special events on a seasonal
will each person
session? basis?
speak?

Is the speaker in any

Will the location Is the location to be
way related to the
Place influence the speaker’s commemorated by the
place housing the
words in any way? speaker?
event?

Will the speaker make

Why has this person
opening remarks, Is the occasion incidental or
been chosen for this
Occasion introductory statements, of relevance to the location?
occasion?
or closing remarks?

44
2. Interpret the video simultaneously

https://www.youtube.com/watch?v=IXOhSU571p0

45
 UNIT EIGHT

INTERPRETING MEDIUM LEVEL SPEECHES (GENERAL TOPICS)

Instructional Goal and Objectives

Instructional goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional objective

• Students are able to do simultaneous interpreting for medium pace speeches about
general topic. (English < > Indonesian)

Learning Material and Exercises

These exercises do not require any notetaking. Objectives of these activities are practicing
simultaneous interpreting with transmission system. You should be familiar with booth
equipment. The quality and reliability of the equipment determines the quality and reliability
of the interpretation and thereby the success of your meeting. On this page, you will find
some basic information on SI equipment.

It is in your best interest to use standardized equipment and competent technicians to set it
up and run it.

46
Exercise 1

1. Research the subject of technology and health. List some terms that you may think will
be used by the speaker;
2. Interpret the following video simultaneously
https://webgate.ec.europa.eu/sr/speech/handheld-devices-and-developmental-delays-
small-children

47
Exercise 2

1. Research the subject of poor countries. List some terms that you may think will be used
by the speaker;
2. Interpret the following video simultaneously.
https://webgate.ec.europa.eu/sr/speech/why-are-poor-countries-poor

48
 UNIT NINE

INTERPRETING ECONOMY AND TRADE TOPICS

Instructional Goal and Objectives

Instructional Goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional Objective

• Students are able to do simultaneous interpreting for medium pace speeches about
economy and trade (English < > Indonesian)

Learning Material and Exercises

Starting from this unit, you will practice simultaneous interpreting (SI) without spoon-
feeding. You will be working with speeches and debate records which is a bit more
challenging than the materials from the previous chapters. When you do SI, you may
encounter some obstacles and, therefore, you need to know some tactics to cope with them.
This chapter explains a number of strategies interpreters can use to cope with the problems.

Coping Tactics in Interpretation

1. Introduction

In spite of interpreters' preparation strategies, problems do arise in interpreting situations (see

Gile, 1989) because of processing capacity limitations, errors in processing capacity
management, and gaps in the interpreters' Knowledge Base. Many of these problems are
unavoidable – even well-trained interpreters experience these hiccups. Interpretation has
been referred to by some professionals as “crisis management” because as soon as they sense
some difficulties, interpreters should be able to make quick decisions to overcome these
issues preventing them from affecting both the interpreter’s comprehension and production.
Coping tactics refer to an action, series of action or thought process interpreters used make
sure that they produce an accurate and smooth interpretation. They a very fundamental

49
practical skill in interpreting. Coping tactics are introduced within the framework of practical
exercises in which interpreting students practice various coping tactics and get some feedback
from their lecturers.
This chapter explains a list of basic coping tactics for a general view of the issue. It also
presents a conceptual framework which spells out the advantages and drawbacks of each
tactic as well as discusses a few rules which may help explain under which circumstance are
one tactic more suitable than the others.

2. Tactics in simultaneous interpretation

2.1 Comprehension tactics
The following are the main tactics interpreters can select when they have difficulties to
understand the speakers’ utterances. Comprehension issues may occur due to a strict time
limitation and pressure.
a. Delaying the response
When interpreters are unable to grasp the speaker’s utterances, they can take a fraction
of one or a few seconds to postpone their response. The goal is to listen to the speaker
and gain more information from the speakers that allows the interpreters to formulate
one complete grammatical sentence. An important thing is that interpreters should
perform this tactic in such manner that it goes unnoticed.
Due to its nature, delay tactic involves an accumulation of information in short-term
memory and is associated with the risk of losing speech segments in a failure sequence.
b. Reconstructing the segment with the help of the context
Due to intense information-processing on their brain, interpreters may accidentally miss
some technical terms, names, numbers or other types of speech segment. Interpreters
can use their extralinguistic knowledge to try to reconstruct the missing words.
This reconstruction strategy can result in full recovery of the missing information if
conducted successfully. However, this tactic may require some amount of waiting time
for more information to come and it requires considerable amount of time and
processing capacity. Similar to the previous tactic, it is associated with a high risk of
saturation and individual deficits and as the result, is not regarded as a high-priority
tactic.
c. Using the boothmate's help
In simultaneous interpretation, there are theoretically at least two interpreters working
in interpreting booth at all times. One is active (producing a target-language speech),

50
 while the other is passive (listening, but not speaking). Compared to the active
interpreter, it is very likely that the passive one achieves better comprehension towards
the speech including difficult speech segments. The active interpreter may ask his or
her colleague to consult a glossary or another document and supply information he or
she needs, generally in writing. This dynamic proves that a passive interpreter plays
central role in simultaneous interpreting.
When assistance is needed, active interpreters can alert passive interpreters by making
some gentle movement, for example a glance, head movement, or a tap on the active
interpreter’s hand. In teams that work well, the passive interpreter will sense a
hesitation in the active colleague's speech, understand there is a problem without being
notified. The passive interpreters can also take some initiative to help their active
colleagues by write down important names, numbers, and technical terms.
This tactic has several benefits; it is time-efficient and does not require processing
capacity. As an addition, it helps improving reliability of the information as it is
provided by two interpreters, instead of one.
However, this tactic does not work under these circumstances, namely:
• Interpreting requires a lot of work and energy and as the result, interpreters
strongly feel the need for rest to restore their concentration. In teams composed of
two members per target language, interpreters tend to leave the booth as soon as
they have finished their active duty and only return when they are on again. They
may decide to stay in the booth but choose to rest.
• Conference interpreters are usually given very limited time to read the conference
materials and also assigned to work individually. In the case where timing is
crucial, interpreters will spend any time they have to read the material or actually
work. As a consequence, no help is available to the active interpreter.
• For psychological and sociological reasons, interpreters may opt to work alone.
Some important aspects to highlight while discussing this tactic is that cooperation
between interpreters aims providing the best service for clients. Asking for help from
the passive interpreters should never be associated to less-than-stellar performance of
the active interpreter. Two other pivotal elements that facilitate successful
implementation of this tactic is note-taking and legible handwriting as the passive
interpreter supplies information the active interpreter needs in written form.
d. Consulting documents in the booth

51
 Interpreters should never take documents (materials) handed by conference committee
for granted; the documents can offer effective solution particularly when interpreters
are assigned to work alone in the interpreting booth.
As soon as they receive the materials, interpreters should read them thoroughly,
identify keywords and then find their definitions, underline names, important dates and
places, and make summary of the documents whenever necessary. These steps save the
interpreters significant amount of time as looking for a term in a commercial dictionary
may require much time and processing capacity rather than finding an important word
in a readily available document. These documents should be arranged in such a way as
to minimize the time needed to access them. Interpreters can arrange them based on
titles, numbers or type of documents or make different stacks of documents for each
language.
Interpreting students should practice not only this tactic, but also how to analyze
documents. Instructors should show students how to make important names and terms
stand out for quick reference using highlighters or other means and how to label
documents correctly.

2.2 Preventive tactics

The following tactics are used when time or processing capacity pressure is such that the
interpreter believes a problem may arise or is about to occur. The idea is to limit the risks of
failure.
a. Taking notes
Interpreters may find it difficult to reformulate utterances consisting of figures, names and
technical terms. An alternative to this hinderance is note-taking. However, this tactic poses
the risk of losing information that comes either before and after the note-taking process
since interpreters have to split their concentration between listening to the speakers,
writing and interpreting. The role of the passive interpreters helps eliminating this risk.
Some groups of interpreters take longer notes than others. Some Japanese interpreters take
down not only numbers and names, but also other information which Westerners generally
do not write (in this case, it is often the passive interpreter who takes down the information
for the active colleague). The reason is that different syntactic structures between Japanese
and other (mostly Western) languages resulting in longer time for reformulation. In other
words, Japanese interpreters tend to write down more information to avoid a possible
overload of short-term memory and reduce risk of losing information

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b. Changing the Ear-Voice Span
Ear-Voice Span (EVS) refers to the time lag between comprehension and reformulation.
Interpreters can adjust their EVS depending upon how much time they need for
information processing and reformulation consecutively. Longer EVS enhances
interpreters’ understanding - as they can listen to more information before interpreting, but
it poses the risk of short-term memory overload. At the opposite, processing less amount
of information at times, shorter EVS decrease short-term memory requirements, but put
the interpreters at the risk of misunderstanding or difficulty to formulate a complete
grammatical sentence in the target language.
One thing that interpreting students should bear in mind is that there is no rigid rule for
EVS. Interpreters can decide a suitable EVS they are comfortable with. As an addition,
interpreters can also adjust their EVS to topics of the speeches or setting where
interpreting is performed. With practice and experience, interpreters will be able to
identify EVS they are most comfortable with.
c. Segmentation
Segmentation refers to an activity in which interpreters decided to reformulate speech
segments earlier than they normally would, sometimes before having a full picture of
speaker’s utterances. Objective of this tactic is to avoid potential overload of memory due
to syntactical difference between source language and target language. In such cases,
interpreters may choose neutral sentence beginnings or segments in the target language
that do not commit them one way or another. For instance, in a source-language sentence
expressing a causal relationship such as:
Because of the complex character of equation (2) as shown above, compounded by the
difficulty of finding a unique solution to equations (3) and (4) which correspond to a
steady state system ...
the interpreter can say in the target-language something like:
Equation (2) as shown above is complex. Equations (3) and (4) describe a steady system.
It is difficult to find a unique solution to them.
While interpreting these segments, he or she will keep in mind the causal nature of the
relationship, which will eventually be expressed by "Therefore "
Based on the example, it can be concluded that segmentation enables interpreters to
unload information from their memory faster, but at the same time, they may produce
shorter and simple sentences.

53
d. Changing the order of elements in an enumeration
Enumerations are high-density speech segments that impose a high load on short-term
memory. One tactic often observed consists of reformulating the last elements first so as to
free memory from the information, and then to move on to other elements. To my
knowledge, no analysis has yet been performed as to why this should reduce Memory
Effort load. One possible explanation is that by reformulating the last elements first, it is
possible to pick them up before they have been processed in depth and integrated fully into
the semantic network, thus saving processing capacity. This tactic may work best with
names, which can be reproduced from echoic memory (memory of the sound), or with
terms which are easily transcoded; it may not be very effective if such elements cannot be
transcoded or reproduced phonetically and require more processing capacity anyway.

2.3 Reformulation tactics

Reformulation tactics aim to eliminate the potential consequences of production problems or
short-term memory problems. The first three are the same tactics as ones in Section 2.1
(comprehension tactics).
a. Delaying the response
The idea behind this tactic is to create short pause between comprehension and production
to search for appropriate diction or formulate a complete sentence. This tactic may result
in short-term memory overload and accumulated backlog of information.
b. Using the boothmate's help
Boothmate’s help refers to written information – figures, names and terminology active
interpreters get from the passive ones. This information helps active interpreters
reconstruct the speaker’s utterances into meaningful sentences. This tactic is effective time
wise but may not be applicable in certain situations.
c. Consulting documents in the booth
Interpreters should analyze and take conference materials to their booth to aid smooth
interpretation.
d. Replacing a segment with a superordinate term or a more general speech segment
Interpreters can use superordinate term or a more general speech segment to make up for
both comprehension and reformulation problem. For examples using “the enzyme” for "la
streptokinase," “the speaker for "Monsieur Stephen Wedgeworth," "about two hundred
and thirty million" for "deux cent trente trois millions" and "a number of computer
vendors” for "DEC, IBM, Hewlett Packard et Texas Instruments."

54
 Despite being time efficient, this tactic may influence accuracy of meaning and imply loss
of information in the target-language speech.
e. Explaining or paraphrasing
When interpreters are unable – or do not have time - to find appropriate equivalent of a
terminology in the target language, they can use paraphrasing technique. Interpreters can
provide explanation of the terminology for example describing characteristics, functions or
causal-effect relationship. As an example, in one conference, the data processing term
"tableur" (spreadsheet) was interpreted as "the program which defines rows and columns
and allows calculations to be made."
This tactic, however, requires longer time and processing capacity as the interpreters are
forced to produce several words in the target language instead of one specific technical
term. Besides that, doing this tactic frequently may possibly lower the interpreters’
credibility as clients may think that the interpreters did not make sufficient preparation
beforehand.
f. Reproducing the sound heard in the source-language speech
When encountering a name or technical term which is not known or recognized, the
interpreter may try to reproduce the sound as heard. This is not an "intelligent" tactic
insofar as it does not call for complex cognitive operations, but it can be efficient: if they
know the name or term, delegates may hear it as it should have been pronounced, without
even noticing that the interpreter has a problem. On the other hand, the approximation may
also be heard and perceived as a distortion of the information, which may not only
generate loss of information, but also discredit the interpreter.
g. Instant naturalization
When interpreters do not know the appropriate term in the target language, they may
naturalize the source-language term, adapting it to the morphological or phonological rules
of the target language. For instance, in a conference, the term "télédétection" (remote
sensing) was rendered in English as "teledetection." Similarly, the English computer term
"driver," as applied to a software program that helps operate a device such as a printer
from a computer, or as applied to the physical unit that runs floppy diskettes, was
translated into French as "driver" (pronounced "dreevair"), and into Japanese as "doraibâ."
This tactic works best under three situations:
1. Similar morphological aspects between the source-language and target-language
lexicons, for example morphological similarity between English and French medical

55
 terminology.
2. Borrowing from the source language to the target language. As an example, English is
a loan language for most other languages.
In the first two cases, this tactic often results in terms that actually exist in the target
language (naturalization) and may have produced the same target-language creation.
3. Participants read a lot of materials in the source language and therefore, often
recognize the naturalized terms, which are likely to sound similar to the way they
pronounce the words in the source language when reading.
h. Transcoding
Transcoding refers to word-for-word translation of particular term or speech segment from
source language into target language word for word. For example, in the accounting
sector, the English term "maturity date," the equivalent of which is "date d'échéance ", was
interpreted as "date de maturité".
This tactic is an alternative to naturalization. Both transcoding and naturalization may
result in existing target-language terms; in various fields, many terms have been created
by such transcoding by experts, just as many terms have been created by phonetic
naturalization. When transcoding does not lead to an existing target-language term, it may
facilitate comprehension because of the semantic indications the newly created term
carries. For instance, in the field of dentistry, the English term "mandibular block" (a type
of anesthesia) was interpreted as "bloc mandibulaire", whereas the appropriate term was
"tronculaire". Delegates said afterward they had no trouble understanding "bloc
mandibulaire", even though it bore no similarity at all with the appropriate French term.
i. Informing delegates of an interpretation problem
This tactic is used when interpreters realize that they missed important piece of
information. In such condition, interpreters should immediately notify conference
committees or delegates by saying "... and an author whose name the interpreter did not
catch," or "... the interpreter is sorry, he missed the last number."
This tactic has several drawbacks. First, it is taking significant amount of time. Conference
committees may not be aware that the interpreters cannot grasp relevant piece of
information that may affect impact of presentations or speeches. However, committees
may also help the interpreters by asking the speakers to repeat the information. Secondly,
this tactic may jeopardize the interpreter’s reputation as both all attention is diverted from
the speakers to the interpreters.

56
 As a conclusion, interpreters bear an ethical duty to alert delegates that significant
information is missed. One thing that interpreting students should keep in mind that
everyone has his/ her bad days – even a reputable interpreter is not immune to this type of
errors. Prior to performing this tactic, interpreters should make careful consideration as to
whether or not information they missed is central to the speech/ presentation. If it is
insignificant, or if informing the delegates may do more harm than good, they can choose
another tactic.
j. Referring delegates to another information source
Speakers can sometimes use visual or audio-visual media, for example Power Point slides
and videos in their presentation or speeches. They may also distribute hand-outs
containing detailed information related to their discussion. For efficiency or when
encountering comprehension or reformulation difficulties, the interpreter can say
"referring to the figures/names/equation on the screen/in your handout" to the audience/
participants.
k. Omitting the information
Due to rapid stream of information, interpreters may accidentally miss some information
from the speaker’s utterance. They may also omit it because it disappears from their short-
term memory. Omission tactic occurs when an interpreter decides to leave some
information and reformulate new sentences in the target language without it.
Interpreters are allowed to omit some information especially when they are certain that the
information will appear in other parts of the speeches. Interpreters should combine this
tactic with 2.3.c to make sure that omitting information in certain part of the speeches will
not compromise overall meaning or impact of the speeches.
l. Parallel reformulation
When working conditions are particularly bad causing proper listening, comprehension,
and reformulation problems, interpreters may invent a speech segment compatible with the
rest of the source-language speech but not a faithful reflection of the problematic source-
language speech. Due to ethical consideration, this tactic should be used exceptionally and
with the uttermost caution.
m. Switching off the microphone
This is another extreme tactic where interpreters decided to switch-off their microphones
and as the result, did not perform any sort of interpretation. This is a very rare attitude and
some purists advocate its use only when working conditions are poor and interpreters feel

57
 they cannot do a decent job, meaning that interpretation would be worse than non-
interpretation.
Exercises

Your teacher will play videos for you to interpret simultaneously. The list is below.

Economic and
(en) Monetary pedagogical
25694 Inequality Intermediate simultaneous 10:02
English Affairs, Social material
Issues

External
The Egyptian (en) Relations, pedagogical
24792 Intermediate simultaneous 09:52
Economy English Economic and material
Monetary Affairs

Economic and
Monetary
China and the (en) pedagogical
24794 Affairs, External Intermediate simultaneous 09:51
global economy English material
Relations,
Consumers

Economic and
Predicting the (en) pedagogical
24970 Monetary Intermediate simultaneous 09:17
future (SIM) English material
Affairs, General

Press conference
(en) Economic and press
23356 on economic Intermediate simultaneous 08:51
English Monetary Affairs conference
governance

The Western
Balkans:
Overcoming the
(en) Economic and
23185 economic crisis - debate Intermediate simultaneous 13:31
English Monetary Affairs
from regional
cooperation to EU
membership

Economic and
EIB and EBRD
(en) Monetary
22923 annual reports for debate Intermediate simultaneous 04:50
English Affairs, External
2007
Relations

Economic and
Conclusions of the (en)
22929 European Council, Monetary debate Intermediate simultaneous 07:53
English Affairs,
19 - 20 March
Employment and

58
 2009 Social Policy,
General

Preparation of the
Economic and
European Council - (en)
22537 Monetary debate Intermediate simultaneous 05:24
a liberal point of English
Affairs, General
view

Trade and
Economic
Trade, Economic
Relations with the (en)
22539 and Monetary debate Intermediate simultaneous 06:52
countries of South English
Affairs
East Asia
(ASEAN)

59
 UNIT 10

INTERPRETING POLITIC TOPICS

Instructional Goal and Objectives

Instructional goal

• Students are able to do simultaneous interpreting (from English into Indonesian) for
simple to medium level speeches, either in whispered mode or with transmission
system

Specific Instructional objective

• Students are able to do simultaneous interpreting for medium pace speeches about
politics (English < > Indonesian)

Learning Material and Exercises

What to consider

In this unit, you will practice interpreting speech related to politics. Political speeches often
announce plans or address problems that are of immediate concern for a country. In addition,
political speeches give us a sense of a speaker’s position on important issues and therefore,
they are written far in advance and carefully edited.

Referring to importance of political speeches, interpreters should have adequate preparation

for this type of project. There is no room to make errors as errors in interpreting may have
serious implications towards the speakers and institution/ organization or country they are
speaking on behalf of. Finding as much information on the political speeches is the key. The
followings are several tips interpreters can take in order to perform a smooth interpretation on
political speeches.

1. Find ample amount of information on the speaker

This involves finding out information on the speaker’s position, and point-of-view on
issues raised during the speech. Getting familiar with the speaker’s rhetoric is another
aspect interpreter can take into consideration. That way the interpreter can foresee
types of diction, command of language and persuasive techniques the speakers
frequently use.

60
 2. Make some notes on current situation in the speaker’s home country
Interpreters should also browse some information on the speaker’s home country,
such as its current political climate, both government and citizen’s general
perspectives on the issues discussed in the political speech and impacts the issues will
bring to the country in the future.
3. Gather information about issue discussed on the political speeches
Background knowledge plays pivotal role in simultaneous interpreting. Interpreters
will be able to produce an accurate interpretation when they have prior knowledge on
topics discussed in the interpreting work. Prepared carefully, political speeches use
very particular linguistic devices, for example rhetoric and stylistic, and consists of
various terminology, and technical terms. Therefore, it would be ideal if interpreters
make lists of words, in both source and target languages, on a piece of paper to aid
them while performing the actual interpretation

4. Consider both the surface level and deep level of information from the speech

To identify the surface and deep level of information from the speech, interpreters
should ask themselves the following questions:

a. What is the purpose of this speech?

b. Which offices has the speaker already filled?

c. What role will opposition political parties play in this government?

d. What challenges does the speaker allude to in the part of his term?

e. What might be the real opinion or intention of the speaker?

Tactical move (When to start speaking)

Don't start speaking until you know you can complete a grammatical
sentence...but you don't have to complete the sentence you originally had in mind
nor the same sentence the speaker finishes.

1. Start speaking once you are certain that you can produce a complete and grammatically
correct sentence.

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 The first rule of thumb in interpreting is to finish your sentence no matter how short it
is. One thing interpreter should bear in mind that speakers may stop mid-way abruptly
and shift to another topic. Therefore, interpreters should equip themselves with various
anticipating techniques preventing them from producing an unfinished sentence and
looking unprofessional in front of the audiences.
2. Interpreters do not have to complete the sentence they originally had in mind.
Similar to the speakers who may change the course of their speeches, interpreters can
also change their mind and formulate more suitable sentences as they listen to the
speakers. Interpreters can re-arrange new sentences as much as they expected to as their
brain actively work in order to deliver accurate meaning smoothly as long as they can
convey the speaker’s message across.
3. Salami technique
Political speeches, or speeches in general, consist of lengthy and complex sentences
and interpreters are responsible to simplify these sentences. One method to do as such
is called salami technique, a technique where interpreters analyze the speaker’s
utterances/ sentences, divide them into smaller chunks and link them into (a)
meaningful sentence(s) (Jones, 1998).

As an example, imagine the speaker begins as follows,

"Despite the ruling of the European Court of Justice last month, the UK government
has decided not to change its much criticised and controversial policy on the disposal
of waste products from hospitals."

Once they heard the adverb "last month" interpreters can form a grammatical sentence,
for example, "The ECJ made a ruling last month." This sentence may seem simple
compared to the original, but it is a safety net making sure that interpreters have
complete sentence in mind. The interpreter can reconstruct a new sentence as they hear
more from the speakers.

For example: as the speaker continues the interpreters may add more words to their
sentence.

"The ECJ made a ruling last month, despite which the UK government has not decided
to change policy."

The interpreter may also leave the original sentence and start a new one.

62
 "The ECJ made a ruling last month. Despite this the UK government has not decided to
change policy."

By no means can an interpreter put this technique to work overnight. Salami technique
requires significant amount of work; however, it is not an impossible technique to
master. When you practice for the first time, this technique seems to make interpreting
more challenging as salami technique is not natural - our natural reaction is to start too
early, particularly when we are nervous. However, once you get the hang of it, you will
find that this technique eliminates many of the common obstacles that interpreters
encounter frequently, for example, correcting oneself, restarting sentences, forgetting
the grammatical structure of the beginning of long sentences and therefore not
matching the end to it correctly.

Exercise 1

Your teacher will play videos for you to interpret simultaneously.

1. Research the subject of election in Kenya. List some terms that you may think will be
used by the speaker;
2. Interpret the following video simultaneously
https://webgate.ec.europa.eu/sr/speech/elections-kenya

63
Exercise 2

1. Research the subject of Obama and USA Politics. List some terms that you may think
will be used by the speaker;
2. Interpret the following video simultaneously.
https://www.youtube.com/watch?v=3uOZoMo2H-Q

64
Barack Obama's 2008 speech on race and politics

65
 UNIT 11

REMOTE SIMULTANEOUS INTERPRETING

Instructional Goal and Objectives

Instructional goal

• Students are able to carry out remote simultaneous interpreting (RSI) from English
into Indonesian for simple to medium level speeches via RSI platform

Specific Instructional objective

• Students are able to describe definition, advantages, and shortcomings of Remote

Simultaneous Interpreting (RSI)
• Students are able to explain how Remote Simultaneous Interpreting (RSI) works
• Students are able to identify various Remote Simultaneous Interpreting (RSI)
platforms
• Students are able to run Remote Simultaneous Interpreting platform
• Students are able to do remote simultaneous interpreting for medium pace speeches
(English < > Indonesian)

Learning Material and Exercises

Even though the practice has been around for approximately 40 years, Remote
Simultaneous Interpreting (RSI) services are growing in popularity these days because of the
restrictions implemented due to the global pandemic. But what about the current state of the
world? The COVID-19 pandemic has forced many of us to stay at home and work remotely,
but it did not put a halt to human activities. To carry out their business and daily routines,
people turned to virtual world. Schools, meetings, conferences, and both national and
international trading are conducted online. All sectors are adapting to this normal and so does
interpretation.
Remote Simultaneous Interpreting, or commonly called RSI, is the term used to
describe the delivery of simultaneous language interpretation through an interpreter based
remotely. In a classic scenario, simultaneous interpretation is delivered by an interpreter who
physically takes part in the event, conference or meeting enabling multilingual support for

66
participants. The interpreter is usually located in a professional soundproof booth at the back
of the conference room and delivers interpretation via a console connected to the PA system.
Simultaneous interpreters usually work in pairs and switch every 10-15 mins due to the
highly demanding cognitive effort required to interpret simultaneously. Participants who
require language support can listen to the interpretation through receivers.
RSI may exist in several configurations, namely:
a. Internal cable
Interpreters are in the same building but not in the conference room. Professional
consoles, booths and equipment are used. Professional quality audio feed and the
video feed of the speaker and of the PowerPoint charts are provided. Interpreters have
the ability to interact with delegates and ask questions.
b. External cable
Interpreters are in a different location than delegates or users of interpretation. This is
a more problematic option, because interpreters may have no access to the delegates,
video feed may not be provided, and sound quality may be substandard. Dedicated
audio and video feeds might not always be used.
c. RSI from home
Attempts are being made by various commercial parties to develop platforms to be
used by simultaneous interpreters from their homes or offices.

Nowadays, the third kind of RSI is growing significantly in-demand. In this RSI setup,
the interpreters are located offsite and will join the event virtually via an RSI platform on
their laptop to deliver interpretation simultaneously. Through the platform, they receive a live
video & audio feed of the speaker(s) and deliver remote simultaneous interpretation just as if
they were working with an interpreter console. The participants can listen to the interpretation
via the same RSI platform if they join virtually or via a mobile app if they are onsite.

67
 Example of a virtual event in 3 languages facilitated by an RSI platform

Many agree that RSI comes with a lot of advantages; it is more practical, flexible, and
can be used for a variety of purposes. RSI is also more cost efficient as host or committee
does not have to allocate some budget on accommodation or transportation for interpreters.
and paying for transport. As an addition, with RSI, translators are not restricted by their
location; they can take offers from any countries across the world. However, RSI also has
several drawbacks; one of which is technical issues. The following table consists of list of
advantages and shortcomings of Remote Interpreting System

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 Pro Con
• Provide multilingual support for • Risks associated with remote setup
virtual events (internet connection drop,
interpreters’ hardware reliability,
platforms’ server downtime)
• More economical solution (no travel, • Audio quality is not as reliable as an
per diem, equipment and associated onsite PA system
onsite fees)

• RSI platform works like an • Interpreters may find it harder to

interpreter console creating a incorporate necessary cues to
familiar conference interpreting provide quality SI if not onsite
booth experience for the interpreter

• Participants, speakers, and • Data security, breaches and

interpreters can all join remotely confidentiality associated with the
cutting down reducing costs and use of cloud-based systems
carbon print

• Enable multilingual support in • Additional pressure put on

events that otherwise would not be interpreters to manage their
able to offer it, such as lack of local hardware and the platform while
interpreters, budgets interpreting

There is several equipment, interpreters need for Remote Simultaneous Interpreters,

namely:
• Laptop(s)
• Cellular phone or tablet
• Headsets and microphone
• High-speed ethernet cable for internet
• UPC devices (particularly during electricity blackout)
• Sound-proof room
• Working station (e.g. desk)
• Remote Simultaneous Interpreting (RSI) platform
As they work from their own houses or offices, often times, simultaneous translators
whose job involve Remote Simultaneous Interpreting have to provide the equipment
themselves.

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 Remote Simultaneous Interpreter Working Station

There are several platforms used to deliver Remote Simultaneous Interpreting. Through
these platforms, speakers, participants, and interpreters join virtually. Features may slightly
vary from one platform to another.

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 APPENDIX
SIMULTANEOUES INTERPRETING: A PRACTICAL TIPS

Part I
First Description of Simultaneous Interpreting
Same basic actions as in CI;
Interpreters even use gestures in the booth;
Two main differences between CI and SI: acoustic and intellectual: interpreters have to listen
and speak at the same time.
Each ear performs different tasks: for right-handed people: left ear to hear the speaker and
right ear to hear to yourself.

Part II
(Acoustic) Main Difficulties
Use of equipment
1) Both ear-pieces of a pair of headphones: to hear the speaker and yourself; taking care
with long run.
2) Chuchotage or whispering = without equipment; or in liaison interpreting;

Cultivating split attention

1) Delivery and monitor all the time;
2) To concentrate on more than one thing = as hard as possible for split-second
decisions;
3) Do not waste time and energy when the right word doesn’t come up. (you will irritate
delegates);
4) Split attention is not natural.

Listening to oneself in SI
1) Pay attention to content and form;
2) To speak in short, simple sentences;
3) With just one principal clause (although it seems childish);
4) Force yourself to not say anything nonsense;
5) Always finish the sentence;
6) Have critical listening;

The golden rules in SI

1) Remember you are communicating;
2) Make the best possible use of technical facilities;
3) Ensure they can hear both the speaker and themselves clearly;
4) Never attempt to interpret something you have not heard or understood;
5) Maximize concentration;
6) Not be distracted by focusing attention on individual problematic words;
7) Cultivate split attention, with active and analytical listening to the speaker and critical
monitoring of their own output;
8) Use, where possible, short and simple sentences;
9) Be grammatical;

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 10) Make sense in every single sentence and always finish it.

Part III
The Techniques

1) When to start interpreting? What distance to keep from the speaker?

It depends from grammar, syntax, speed of the speaker, source and target languages.

1) Give the speaker a certain headstart; begin as soon as possible;

2) Express something meaningful: unit of meaning;
a. Micro component (nouns and complements);
b. No more than a sentence;
c. Just one word or 7 or 8 words, depending on syntax;
3) Alternative method: speak coherently and grammatically, not necessarily following
the unit of meaning: do not launch a sentence without having a way to finish it. It is
not a racehorse. Interpreters can start interpreting after subject + verb +
complement. Wait until you have enough material to complete a sentence.
4) Avoid beginning the sentences with relative or subordinate clauses and finish as soon
as possible after the speaker.

2) Reformulation

Transform long sentences into easier ones and do not provide a slavish copy of the
original. Avoid complicated grammar and syntax.
Vinay and Darbelnet treated the question (the concept) as rephrasing;
In CI, the audience can help and give the answer, but in SI you don’t have the context;
how to react?
1) Always consult documents, agenda, to not face terminological problems;
2) Follow the material;
3) Try to reformulate;
See examples/synonyms of otorhinolaryngologic;
4) You have a colleague in the booth;
5) Use reformulation or explain the audience about untranslatable terms;
6) Reformulation gives you autonomy and freedom.
7) Students: force yourself to begin sentences differently and do not torture the target
language.
8) How to improve vocabulary: reading the press, to keep abreast of both current affairs
and topical terminology; publications for the popularization of technical subjects such
as medical research, information technology; written literature.

3) The salami technique

Express yourself in short, simple sentences; self-contained sentences; with just one
clause; Take care with “Russian doll-like” structures.

4) Efficiency in reformulation

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 1) Use salami technique and express as succinctly as possible; some languages are more
acute than others. English is dense and succinct, and interpreters need 50% more
items translating it into Romance languages.
2) If the object of discussion is just one, interpreters can reduce their form: the trade
tribunal by only the tribunal, saving precious seconds: it is how cognitive
knowledge can be shared between interpreters and the audience; or a fact that is in the
news everywhere and is highly topical.
3) The interpreters should search for economy:
a. removing: really, actually, well, etc.; as so to, if you see what I mean;
b. unnecessary repetitions must be banned (using synonyms);
c. replace some expressions: as far as … is concerned = on; in cooperation with
one another = do it together.
d. Using shortcuts. “No frills” interpretation: “Can you agree?” – “I have to
inform you that my position on this questions means that my answer is in the
negative” would be interpreted as “no”= It saves time, unless the speaker want
literary, rhetorical, oratorical or diplomatic style.

5) Simplification: Demand for technical speeches: it is advisable to simplify them;

Simplification applies to any case; some speeches are highly technical = to maximize
communication, the interpreter must interpret unfamiliar jargon into everyday language.
Simplification helps when you don’t know the word.

6) Generalization: using generic terms.

7) Omission: Under duress and fast speakers: The last thing the interpreter should do is
enter into a race with the speaker. Interpreters must understand sufficient information to
identify what is important, especially when receiving the documents two minutes before
the conference starts or when the interpreter has no text at all, with any support
documentation.

8) Summarizing and Recapitulation: SI is not a summary that is added to the full text; nor
a form to cover up for the interpreter’s own shortcomings; it is used to clarify what is
unclear;

9) Explanation: used to save time in the long run: especially with notions, cultural and
institutional references with no equivalent in the target language. Example: AVE Alta
Velocidad Española = use only the initials;

10) Anticipation: specially with stereotypes; words that are obvious or logical;

11) What to do if I make a clear mistake? Mishear; misunderstand; misconstruct; interpret

incorrectly; out of pride, the interpret must correct themselves and give the right version
to the audience; if the error makes difference: try to rectify it in any case; do not try to
cover up to avoid the embarrassment of admitting it.

But do not try to translate better a correct translation: do not try to satisfy the desire to
provide a perfect translation.

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12) What to do if the speaker makes a mistake? Extreme caution; unless it is an obvious
slip of the tongue (lapsus). When you are unsure: add a comment like ‘… says the
speaker, but I think he means…’. This shows no disrespect. Take care when the speaker is
being sarcastic.

13) Avoiding committing yourself: do not advance in announcing the speaker’s intentions:
when the speaker says he is going to cover 4 topics in his speech, maybe you should
interpret some topics; apply a client-oriented approach. In CI you have the chance to
confirm the 4 topics, but in SI you don’t: so, for faithfulness, clarity and ease of comfort
for the listener: use certain topics and not exactly 4. When there is a joke, and it is
mediocre, or a pun, the interpreters mustn’t announce them.

Rules for dealing with jokes: the speaker will hope for comic effect and some response
from their audience: if they are translatable: interpreters should try to be very close in
time; if they are untranslatable: explain the essence of the joke, if interpreters have time
and ask the audience to laugh “would you be so kind as to laugh… agora!”. Allusions,
quotations, literary or historical quotations must be paraphrased, so as metaphors should
be interpreted when possible.

Metaphors and sayings should not be announced. Delegates are not in the meeting to
appreciate language. Explain it when possible. If interpreters do not understand sayings,
they must give the speaker’s conclusion; interpreters must avoid creating sayings or
making allusions; especially when you have languages A, B and C in the room.

14) Using ‘pat phrases’ for any occasions; drafting jargon; interpreters must have pat
phrases for agree, disagree, support, endorse, back ideas, call into question, wonder
about, have doubts about, understand, don’t understand, grasped an idea, require
clarification, want something specified. Using pat phrases in subject areas to have right
formulations read to hand and avoid unnecessary mental efforts.

15) Intonation, stress and pauses constraints and temptations: difficulty: the position in the
booths; problems: sound-proof booth; pressure; overreaction; interpreters must not make
artificial pauses.

16) Numbers are crucial pieces of information: custom tariff; codes; arithmetic value, part of
arithmetical value, order, temperature, fusion, degrees, millions, unit, dollars, pounds,
tons; proportion.

Prepositions with numbers;

Technical terms: beet sugar, raw sugar, refined sugar.
Avoid talking nonsense.
Take care with short-term memory.
Say numbers as soon as possible. Do not keep distance from the speaker. Say numbers
and statistics first. Write it in Arabic numbers to avoid errors.
Use teamwork in the booth.

17) Retour: other than the interpreter’s mother tongue. Avoid been over-pompous. Use
salami technique. Avoid highly idiomatic style.

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18) Relay: source language for other colleagues. Close in time and in form and content.
Priority to clarity.

Concluding remarks on simultaneous interpreting:

Omission as an intelligent strategy; especially under duress; interpreters omit in order to

preserve, to achieve maximum economy.
Interpretation is audience-specific and situation-specific.

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 REFERENCES

Gile, D. 1995. Basic Concepts and Models for Interpreter and Translator Training.
Amsterdam: Benjamins Translation Library.

Jones, R. 1998. Conference Interpreting Explained. Manchester, UK: St. Jerome Publishing

Setton, R. 1999. Simultaneous Interpretation: A Cognitive-Pragmatic Analysis. Amsterdam:

Benjamins Translation Library.

Setton, R and Dawrant, A. 2016. Conference Interpreting: A Complete Course. Philadelphia:

Benjamins Translation Library

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