The Interpreter and

Translator Trainer
Arief Sandy Kurniadi
Aulia Sevrita Devi
Sharon Emmanuella
 • In abstract it is explained about the special problems of ITT
(Interpreter and Translator Trainer) on Ethics and Curriculum.

• Interpreter and translator training also needs to be arranged more

sistematically, especially in the recent technological, social, political
and professional developments based on ethical implications.

• The author believes that the key of success in all professions is

accountability. The student must take this responsibility and develop
an awareness of their impact in society which can be experimented
in classroom.
ABSTRACT
• The article proposes types of activities that can be used in the
The Interpreter and translation and interpreting curriculum as student references to
Translator Trainer understand about some types of ethical questions.

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 • Technological developments have received considerable attention in
literature, especially when technology has introduced some changes
such as in working practices, rethinking the relationship between
source and target text, and the usage of language in computers.

• Relatively little, the recent developments in general have impacted to

the relationships of professional translators and interpreters to
ABSTRACT others.

The Interpreter and

Translator Trainer

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 • With few exceptions from scholarly literature who remain silents
about the respond of translators and interpreters in these significant
developments in general.

• In contrast, professional translators and interpreters have interested

in ethical issues as their challanges to improve their ability.

• Practising interpreters and translators more realize about their

considerable role in society such as support for human rights in
social or political.

ABSTRACT • Professionals started discussing to include a “Profound

understanding of professional ethics” in translator training which is
The Interpreter and do not often addressed the pedagogical implications of societal
Translator Trainer changes.

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 • Students in university-level translator and interpreter trainers have
started to follow professional codes of ethic unquestionaly and slowly
provide profound understanding of professional ethics.

• One major development which need to be increased in translators

and interpreters is ‘accountability’. For instance if they become a
translator or interpreter in a conflict condition, they need to make
sure what they say as their responsibility as a translator or interpreter
which impact the lives of others. This responsibility certainly will be
difficult in this era.

ABSTRACT • To fulfill the ‘accountability’ in translator and interpreter trainer,

educators need to teach them using the right curicullum and show
The Interpreter and the possibilities of the result of their action, instead of giving them
the right or false action.
Translator Trainer

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 1. Learning tasks
But in this case, what can we do to make the and pedagogical
students to be able to rehearse this kind of tools
argument?
We said that there are three issues in training in
ethics that we need to handle, and the classroom
activities should use this as topics that the students
can use. The training should let the students to
study the theoretical concepts so they can thinking
rationally. Which mean we will also learn about
some theoretical literature on ethics that can help us
to understand and analyze the pros and cons to
acknowledge some actions.

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 Second, training should help the students in
identifying some strategies in dealing with some
1. Learning tasks
difficult subjects and situations, for example: when and pedagogical
there are switch from first to third person pronoun tools
in interpreting. And third, the teachers should
develop some learning methods to create an
environment where the students can rehearse to
make some ethical decisions, and learn from the
experience.

From this study, we can see that if the students have

opportunities to discuss this kind of issues in
supportive environment, they will develop positive
civic and political attitudes, open minded, have
empathy and tolerance, and critical thinking skills.
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 For example, we can use the case of katharine gun, 1. Learning tasks
that mentioned in drugan and megone's article asthe and pedagogical
topic for debate because . the new york times tools
recently explained about another controversial
problem that also can be used as a topic in a debate

Simon fortine explained that while he did his job as

a voice over for a video for a religious organization,
he felt conflicted becausethe video opposes gay
marriage. When he did the voice over, he noticed
some of language errors. As a married gay man, he
wants to let the errors go to sabotage it, but because
of the job ethics, he made the corrections. That’s
why he feels guilty.
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In new edition of multilingual, terena bell, the CEO 1. Learning tasks
of translation company in kentucky, give us some and pedagogical
examples, starts from these questions tools
If the blackwater organization hired you to translate
an instruction to creates guns, would you do it?
Even if they told you the gun was created to kill the
teenagers in sudan? And the question is not
hypothetical, because some of my staff had to do it
a few years ago.

She remind us that controversial problem is not

limited to war, violence, issue of sexuality, or
religion only.
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 Aside of military jobs, the language services profession is full of 1. Learning tasks
controversial problem. For example : if you’re pro-life, will you and pedagogical
interpret for an abortion clinic?Or in worse case, you had to interpret
judgments that you don’t agree while you were against death
tools
penalty.

Through debating this kind of issues with a suitable environment can

help the students to rehearse freely, and give them different
perspectives

Some tasks might consist a writing of a essay about specific issue

that can discussed about some errors that can offend some cultures.

But, the other method is to make a role play as part of simulated

scenario, which can prepare the students to face a difficult situation
where they had to make decisions very quickly, on the spot.
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 2. Challenging
questions for
Using a classroom as a space for educators
discussed an ethical issues and didn’t
give the students a clue on how to do it,
can create more problematic results.
Because, the teacher’s job is to guide the
students in make a decision. That’s why
the quality of reasoning and reflection
are more important than the final
decision.

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 Another challenge is how the society labeled 2. Challenging
translation and interpreting as a “profession”.
questions for
Should translation and interpreting are focused as
a career, or should it addressed in a wider context educators
in society? Because translation and interpreting
are often used by volunteers that not trained in
university or work as paid professionals. In Boeri
and de Manuel Jerez book, it explained that the
students are giving positive responses with the
material training video about volunteer
interpreters. That’s why training material can be
produced by non professional interpreters and
translators. This training for such individuals also
important because in some critical situations,
translation can be done by everyone as one of their
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 The literature on translation and 2. Challenging
interpreting usually assumed that questions for
translators and interpreters are responsible educators
to their clients, or the author of source text
only. But as Boeri and de Manuel Jerez,
and Gill and Guzman said, the translators
and interpreters have an ethical
responsibility to the wide society and
humanity, more than their clients and
authors. That’s why we need to prepare the
students to be responsible as citizens not
only as professional translator or
interpreter.
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 One of the potential challenges that the teachers 2. Challenging
will face is the large gap of discipline between
questions for
theory and practice. Students usually will ignore
the theory, and the connection with the practical educators
reality especially when they still at the beginning
of their degree program. This can create a problem
in ethical implications. That’s why they had to
learn and reflect on the impact of their behavior on
others, using real case studies with interactive
methods. Students usually give positive responses
with speeches by social organizations with topic
such as poverty and war. Through engagement
with such issues, the students can understand the
importance of theory and critical reasoning.

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 2. Challenging
The last and most difficult challenges is questions for
about how teachers able to put themselves educators
in the discussion and how they can share
their own opinion for the topic, because the
students has to make their own decisions
after they consider about the effects of their
choices and behavior. In conclusion, the
teachers are responsible in creating an
environment that suitable for the students,
but still balance between his or her rights to
their own ethical judgement.

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 • According on Rebecca Tipton’s article, which
offers a challenging and thought-provoking
introduction to the seven essays. She explains
that classrooms as practice rooms as explained
before, and as a suitable place for learning, and
better done horizontally where students have to
share their knowledge about each other.
3. The Current • They have shared the situation of conflict
Volume between countries, how the Interpreter works in
the military field such as carrying out
The Interpreter and commands etc. that is the best described in
Translator Trainer terms of a horizontal relationship.

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 • There are some experts who agree with the Tipton’s
article such as Julie Boéri and Jesús de Manuel Jerez
which draws on narrative theory to reconceptualize the
paradigm of conference interpreting within a socio-
cultural perspective.
• Georgios Floros which focuses on the formation of
practitioners who are aware of the ethical decisions
involved in translating sensitive texts. Floros’s work
prompted by the disappointment of the translation
3. The Current progress that contradict to the actual translation
practice.
Volume • From the awareness from Rosalind Gill and María
Constanza Guzmán’s about the advocated by Floros,
The Interpreter and they stress the need for a pedagogy that informs
Translator Trainer students about the social and ethical implications of
their work.
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 • Robyn K. Dean and Robert Q Pollard, Jr. worked with a
learning relationship using the Tipton’s theory on they
Research. They states that horizontal relationship either
to fellow participant or gives an understanding of how
the interpretation of a language works. Such
relationships are themselves pedagogical in nature, in
that they serve to instruct all participants in the
3. The Current exchange.

Volume • Joanna Drugan and Chris Megone approved the efforts

made by Dean & Pollard, but accompanied by an
The Interpreter and appropriate interpretation and translation ethics.
Translator Trainer

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 Divider Slide Title
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Business Model
There is an opportunity for success

Fortify De-Marginalize Research

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Market Opportunity

$3B $2B $1B

Opportunity to Build Freedom to Invent Few Competitors
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Competition
Convenience

Expensive Affordable

Inconvenient

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Growth Strategy
How will we scale in the future

Phase 1 Phase 2 Phase 3

Month, Year Month, Year Month, Year

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amet, consectetuer amet, consectetuer amet, consectetuer
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porttitor congue massa. porttitor congue massa. porttitor congue massa.
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enim. Fusce est. Vivamus enim. Fusce est. Vivamus enim. Fusce est. Vivamus
a tellus. a tellus. a tellus.

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Traction
Forecasting for success

Vendors Users Gross Company Gross Revenue

Revenue Revenue
$300,000

20YY 0 0 $0 $0
$250,000

20YY 10 100 $6,750 $1,013 $200,000

$150,000
20YY 50 500 $33,750 $5,063
$100,000

20YY 200 2000 $135,000 $20,250

$50,000

20YY 400 4000 $270,000 $40,500 $0

1 2 3 4 5

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Timeline
Our two-year action plan

Design Feedback Design V2

Feb, 20YY Oct, 20YY Nov, 20YY

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

20YY 20YY

Focus Group MVP Launch

Jun, 20YY Jan, 20YY Jul, 20YY

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Financials
Year 1 Year 2 Year 3
Detailers 5,000 40,000 160,000
Users 50,000 400,000 1,600,000
Sales 500,000 4,000,000 16,000,000
Average Price per Sale 75 80 90
Revenue @ 15% 5,625,000 48,000,000 216,000,000
• Cost of Revenue 0 0 0
Gross Profit 5,625,000 48,000,000 216,000,000
Expenses
• Sales & Marketing 5,062,500 38,400,000 151,200,000 70%
• Customer Service 1,687,500 9,600,000 21,600,000 10%
• Product Development 562,500 2,400,000 10,800,000 5%
• Research 281,250 2,400,000 4,320,000 2%
Total Expenses 7,593,750 52,800,000 187,920,000

EBIT -1,968,750 -4,800,000 28,080,000 13%

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The Team

Allan Mira Victoria August Ian Angelica

Mattsson Karlsson Lindqvist Bergqvist Hansson Astrom
COO COB CFO Head of Operations Head of Technical Creative Director

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Funding

$12,000
Fund Category $14,000
Fund Category
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$32,000

Fund Category Fund Category

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