Simultaneous translation

Sometimes, the use of a different part of speech is unavoidable: “He was furious” -- «Онбылвбешенстве»

The elements of the translator's techniques described above give only a general idea of his professional strategy. Translation is a creative process of search and discovery and it takes much ingenuity and effort to apply the general principles of the translation theory to the practical problems.

2.2 Simultaneous interpreting

What is a simultaneous interpreter?

A simultaneous interpreter is - as you can tell by looking at the words - someone who interprets for someone in another language while the speaker speaks without interruption. This is the opposite of consecutive interpreting, because a consecutive interpreter awaits his turn and does not start speaking until the speaker allows him the time to do so. Simultaneous interpreting is one of the most common kinds of interpreting. But also the most difficult.Very few translators (who are used to getting the time to really think about their translations) can do it, and not even all interpreters can do it well.

When is it necessary?

You need a simultaneous interpreter when at least one person attending your event cannot understand what the speaker says, due to the fact that he speaks a different language, and there is no time or opportunity to let the speaker pause regularly.

Some examples...

You are holding a stockholders meeting in English, but several trustees or members of your board of management, and several stockholders, speak Chinese and could have difficulty with the English language. And perhaps you are expecting questions to be asked in Chinese which the English speaking people present should also understand. In that case it is best to use an interpreter booth, one or (preferably) more simultaneous interpreters, and a sound system with microphones for the interpreters, microphones for the speakers, and headsets for everyone.

You are a marketing research company. You are going to have interviews with some respondents - in Chinese. But an English speaking representative of your foreign customer wants to listen in on several interviews. In that case, you reserve an extra room for one or more simultaneous interpreters and your guest, put a video camera and at least one microphone in the interview room, and a sound/video system connected to it in the other room, with a set of headphones for the interpreter.

You are organizing a symposium with Chinese speakers, but are expecting a number of English speaking visitors. In that case you hire one or more simultaneous interpreters, and a so-called whispering or guide set for the sound (microphone, infrared transmitter and sets of headphones).

An English-speaking customer of your law firm sues one of his Chinese business relations. You hire one or more simultaneous interpreters and let them whisper a translation of the proceedings of the trial.

You are organizing a conference with both English-speaking and Chinese-speaking speakers and visitors. There will be speeches and discussions in both languages. You reserve a conference center or hall, an interpreter booth, microphones, headphones and... simultaneous interpreters.

How many interpreters do I need?

In the examples you regularly see mention of a need to hire more than one interpreter. But now you might ask: How do I determine whether I need one interpreter or more? In order to be able to find the answer, you need to know how a simultaneous interpreter works. It is really a very complex process, one that only very few interpreters can handle well. A speaker is speaking, and that speaker does not stop or pause. He keeps talking. Therefore the interpreter must do the following while the speaker is talking:

listen to what the speaker is saying

translate it in his mind,

render the translation in his microphone, and

(and this is the most difficult part) at the same time listen to what is being said while he is speaking himself.

This requires a kind of mental miracle, and that is why it is an unusually demanding and complex activity to carry out, one that requires an unusual level of concentration, which tires out the interpreter rather soon - which affects his concentration, which, in turn, affects his performance after a while, and ... well, you get the picture. There are some solutions for this problem: Sometimes the event's program offers possibilities for regular breaks, perhaps because of visual presentations in between the speeches. In that case it is not impossible that one interpreter will suffice. But if the speeches go on and on, you may expect the interpreter to get too tired after a while. In that case it can be necessary to hire more than one interpreter, so they can alternate. Or perhaps you can get another interpreter for different parts of the day - be creative. But whatever you do, do not underestimate the need for a solution of the interpreter's exhaustion problem, because a serious loss of concentration when he gets tired, will result in a loss of quality in the translation. Of course it is expensive to hire interpreters. But if you are going to spend money on it anyhow, why not make sure you get quality translations? An exhausted interpreter will do no one any good. Moreover - if an agency or an interpreter estimates a potential assignment to be too exhausting for one interpreter to do well, and you are not willing to pay for an extra interpreter, there is a good chance that the assignment will be flatly refused.

2.3 Memory Training in Interpreting

1. Why Memory Training?

Interpreting is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). Mahmoodzadeh gives a more detailed definition of interpreting:

Interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker (1992:231).

Whether novice or experienced, all interpreters find this profession demanding and challenging. Phelan says that "when an interpreter is working, he or she cannot afford to have a bad day. One bad interpreter can ruin a conference" (2001:4). In discussing the qualifications required for an interpreter, Phelan mentions that:

"The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard" (2001:4-5).

Mahmoodzadeh also emphasizes that a skillful interpreter is expected to "have a powerful memory." (1992:233). Daniel Gile (1992,1995) emphasizes the difficulties and efforts involved in interpreting tasks and strategies needed to overcome them, observing that many failures occur in the absence of any visible difficulty. He then proposes his Effort Models for interpreting. He says that "The Effort Models are designed to help them [interpreters] understand these difficulties [of interpreting] and select appropriate strategies and tactics. They are based on the concept of Processing Capacity and on the fact that some mental operations in interpreting require much Processing Capacity."(1992:191) According to Gile, Consecutive Interpreting consists of two phases: a listening and reformulation phrase and a reconstruction phase (1992:191, 1995b:179):

Phase One: I=L+M+N

I=Interpreting, L=listening and analyzing the source language speech, M=short-term memory required between the time information is heard and the time it is written down in the notes, and N=note-taking.

Phase Two: I= Rem+Read+P

In this Phase Two of Consecutive Interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech (Rem), read the notes (N), and produce the Target Language Speech (P). Gile's Effort Model for Simultaneous Interpreting is:

SI=L+M+P

SI=Simultaneous Interpreting.

L=Listening and Analysis, which includes "all the mental operations between perception of a discourse by auditory mechanisms and the moment at which the interpreter either assigns, or decides not to assign, a meaning (or several potential meanings) to the segment which he has heard."

M=Short-term Memory, which includes "all the mental operations related to storage in memory of heard segments of discourse until either their restitution in the target language, their loss if they vanish from memory, or a decision by the interpreter not to interpret them."

P=Production, which includes "all the mental operations between the moment at which the interpreter decides to convey a datum or an idea and the moment at which he articulates (overtly produces) the form he has prepared to articulate" (1995a:93).

Gile emphasizes that the memory effort is assumed to stem form the need to store the words of a proposition until the hearer receives the end of that proposition. The storage of information is claimed to be particularly demanding in SI, since both the volume of information and the pace of storage and retrieval are imposed by the speaker (1995a:97-98).

In both models, Gile emphasizes the significance of Short-term Memory. It is actually one of the specific skills which should be imparted to trainees in the first stage of training. Among all the skills and techniques which are required for a good interpreter, memory skill is the first one which should be introduced to trainee interpreters.



3. Memory in Interpreting

3.1 Short Term vs. Long Term Memory

Psychological studies of human memory make a distinction between Short-Term Memory (STM) and Long-Term Memory (LTM). The idea of short-term memory simply means that you are retaining information for a short period of time without creating the neural mechanisms for later recall. Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life. The duration of STM is very short. It is up to 30 seconds. Peterson (1959) found it to be 6 - 12 seconds, while Atkinson and Shiffrin (1968) and Hebb (1949) state it is 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers. Therefore, the memory skills which need to be imparted to trainee interpreters are STM skills.

3.2 Major Characteristics of STM

Input of information: It is generally held that information enters the STM as a result of applying attention to the stimulus, which is about a quarter of a second according to the findings of both Sperling(1960) and Crowden(1982). However, McKay's (1973, in Radford and Govier, 1991: 382) findings do not fully support this, asserting that unattended information may enter the STM.

Capacity: As mentioned in the previous section, the capacity of STM is limited and small. Atkinson and Shiffrin (1968) propose that it is seven items of information (give or take two). Miller (1956) says it is seven "chunks." Another possibility may be that the limiing factor is not the STM's storage capacity, but its processing capacity (Gross:1990:55).

Modality: To store information in STM, it must be encoded, and there is a variety of possibilities as to how this operates. There are three main possibilities in STM: (1) Acoustic (Phonemic) coding is rehearsing through sub-vocal sounds (Conrad, 1964 and Baddeley:1966). (2) Visual coding is, as implied, storing information as pictures rather than sounds. This applies especially to nonverbal items, particularly if they are difficult to describe using words. In very rare cases some people may have a "photographic memory," but for the vast majority, the visual code is much less effective than this (Posner and Keele: 1967). (3) Semantic coding is applying meaning to information, relating it to something abstract (Baddeley:1990, Goodhead:1999)

Information Loss: There are three main theories as to why we forget from our STM: (1) Displacement--existing information is replaced by newly received information when the storage capacity is full (Waugh and Norman:1965) (2) Decay--information decays over time (Baddeley, Thompson and Buchanan, 1975). (3) Interference--other information present in the storage at the same time distorts the original information (Keppel and Underwood:1962).

Retrieval: There are modes of retrieval of information from STM: (1) Serial search--items in STM are examined one at a time until the desired information is retrieved (Sternberg:1966). (2) Activation--dependence on activation of the particular item reaching a critical point (Monsell:1979, Goodhead:1999).



4. Memory Training

The purpose of memory (STM) training in interpreting is to achieve a better understanding of the source language, which will lead to adequate interpreting. As Lin Yuru et al. put it, "Memory in consecutive interpreting consists of nothing more than understanding the meaning, which is conveyed by the words" (Lin et al., 1999:9). Understanding is the first step in successful interpreting; therefore, memory training is to be provided in the early stage of interpreter training. Memory functions differently in consecutive and simultaneous interpreting, because the duration of memory is longer in CI than in SI. There are different methods of training STM for CI and SI respectively. Interpreting starts with the encoding of the information from the original speaker. According to Gile's Effort Model, interpreting is an STM-centered activity; the process of interpreting could be re-postulated into:

Encoding of information from the Source Language + Storing Information + Retrieval of Information + Decoding Information into the Target language.

In Consecutive Interpreting, there is probably up to 15 minutes (depending on the speaker's segments) for the interpreter to encode and then store the information. This is the first phase of Gile's Effort Model for CI. In the second phase of Gile's Model, the interpreter starts to retrieve information and decode it into the target language. In SI, encoding and decoding of information happen almost at the same time. The duration for storing the information is very limited. Therefore, in the first step of interpreting, encoding (understanding) information uttered in the SL is the key to memory training.

According to the previous description, there are three main possibilities of storing information in STM: (1) Acoustic Coding; (2) Visual Coding and (3) Semantic Coding. Visual coding may be used by interpreters in conference situations with multimedia. Notes in interpreting are to assist in such visual coding of information. But in most interpreting contexts, interpreters will depend on acoustic and semantic coding. Therefore, exercises should be designed for this purpose. The following methods are recommended:

Retelling in the Source Language: The instructor either reads or plays a recording of a text of about 200 words for the trainees to retell in the same language. The trainees should not be allowed to take any notes. In the first instance, trainees should be encouraged to retell the text in the same words of the original to the largest possible extent. The following tactics should be used by the trainees after a certain time of training on retelling: Categorization: Grouping items of the same properties; Generalization: Drawing general conclusions from particular examples or message from the provided text; Comparison: Noticing the differences and similarities between different things, facts and events; Description: Describing a scene, a shape, or size of an object, etc. Trainees are encouraged to describe, summarize, and abstract the original to a large extent in their own words in exercises (2) to (5). Shadowing Exercise: Which is defined as "a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli, i.e., word-for-word repetition in the same language, parrot-style, of a message presented through a headphone"(Lambert 1899:381). This kind of exercise is recommended for training of Simultaneous Interpreting, especially the splitting of attention skills and the short-term memory in SI.

There is another tool which is effective in memory training: Mnemonic to Memory. Mnemonic is a device, such as a formula or rhyme, used as an aid in remembering. Mnemonics are methods for remembering information that is otherwise quite difficult to recall. A very simple example of a mnemonic is the '30 days hath September' rhyme. The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information.

The human brain has evolved to encode and interpret complex stimuli--images, color, structure, sounds, smells, tastes, touch, spatial awareness, emotion, and language--using them to make sophisticated interpretations of the environment. Human memory is made up of all these features.

Typically, however, information presented to be remembered is from one source--normally words on a page. While reading words on a page reflects one of the most important aspects of human evolution, it is only one of the many skills and resources available to the human mind. Mnemonics seek to use all of these resources. By encoding language and numbers in sophisticated, striking images which flow into other strong images, we can accurately and reliably encode both information and the structure of information to be easily recalled later (Manktelow:2003).

It is also advisable that Exercises with Interference (e.g. noises) be provided in order to prevent information loss in the Short-Term Memory, since the environment and other information present in the storage may reduce the information encoded. Recording speeches with specially 'inserted' noises as a background is a recommended classroom practice, since this is a very effective method to enable the students to concentrate and thus strengthen their STM duration.



5. Conclusion

Short-Term Memory is an essential part of interpreting, but memory training has long been ignored by professional trainers. From the above analysis, we can conclude that memory skills in interpreting could be acquired by effectively designed exercises. With a well-'trained' short-term memory, interpreters are actually equipped with an effective tool for the encoding and decoding information. It is, therefore, advised that institutions of interpreter training include "memory training" in the design of their courses.

Notes:

1. Training of professional interpreters has a three-part structure: the first stage is introduction to skills specific to interpreting, for example through memory training and note-taking exercises. This is followed by intensive classroom practice. The third stage involves work experience and observation where the main focus is on task achievement.

In (extempore) simultaneous interpretation (SI), the interpreter renders the message in the target-language as quickly as he or she can formulate it from the source language, while the source-language speaker continuously speaks; a spoken language SI interpreter, sitting in a sound-proof booth, speaks into a microphone, while clearly seeing and hearing the source-language speaker via earphones. The simultaneous interpretation is rendered to the target-language listeners via their earphones. Moreover, SI is the common mode used by sign language interpreters, although the person using the source language, the interpreter and the target language recipient (since either the hearing person or the deaf person may be delivering the message) must necessarily be in close proximity. NOTE: Laymen often incorrectly describe SI and the SI interpreter as 'simultaneous translation' and as the 'simultaneous translator', ignoring the definite distinction between interpretation and translation.

The first introduction and employment of extempore simultaneous interpretation was the Nuremberg Trials, with four official working languages.

Forms of interpreting

There are two types of interpreting: consecutive and simultaneous. In the most popular form of simultaneous interpreting the interpreter sits in a booth wearing a pair of headphones and speaking into a microphone. Strictly speaking, "simultaneous" is a misnomer: the interpreter can't start interpreting until s/he understands the general meaning of the sentence. Depending on how far in the sentence the subject and the verb are located, the interpreter into English may not be able to utter a single word until s/he heard the very end of the sentence in the source language! This should make it evident how hard the task of the interpreter really is: s/he needs to be translating the sentence into the target language while simultaneously listening to and comprehending the next sentence. You can experience the difficulty of the task even if you are monolingual: just try paraphrasing someone's speech with a half-sentence delay, making sure you understand the next sentence while paraphrasing the previous one.

One of the key skills of the simultaneous interpreter is decisiveness: there is simply no time to weigh the merits of variant translations or to recall just the right idiom in the target language. Any delay and you may loose a few words (and possibly a thought) that the speaker uttered. And since the speaker may be far away, or even in a different room than the interpreter, the loss may be permanent.

During consecutive interpreting the speaker stops every 1-5 minutes (usually at the end of every "paragraph" or a complete thought) and the interpreter then steps in to render what was said into the target language. A key skill involved in consecutive interpreting is note-taking, since few interpreters can memorize a full paragraph at a time without loss of detail. But interpreter's notes are very different from those of a stenographer, because writing down words in the source language makes interpreter's job harder when he or she has to translate the speech into the target language. Many professional interpreters develop their own "ideogramic" symbology, which allows them to take down not the words, but the thoughts of the speaker in language-independent form. Then the interpreter's output is more idiomatic and less source-language bound.

In spite of the vast differences in the skills of translators and interpreters, there is one thing that they must share, besides deep knowledge of both languages: they must understand the subject matter of the text or speech they are translating. One of the main reasons why the Automatic Translation projects that were popular since 1950's failed is precisely that reason. Translation is not a matter of substituting words in one language for words in another. It is a matter of understanding the thought expressed in one language and then explaining it using the resources of another language. In other words, what an interpreter does is change words into meaning, and then change meaning back into words -- of a different language. So interpreting is basically paraphrasing. And just like you can't explain to someone a thought if you didn't fully understand that thought, nor can you translate or interpret something without mastery of the subject matter being relayed. This is why making sure that the interpreter is knowledgeable in the subject matter of the conference or the workshop they are interpreting at is just as important as making sure that s/he is an experienced interpreter.

Qualifications of a good interpreter

Interpreters find it difficult to make a living from the art if they don't possess, at a minimum, the following skills:

Knowledge of the general subject of the speeches that are to be interpreted.

General erudition and intimate familiarity with both cultures.

Extensive vocabulary in both languages.

Ability to express thoughts clearly and concisely in both languages.

Excellent note-taking technique for consecutive interpreting.

At least 2-3 years of booth experience for simultaneous interpreting.

Some Advice on Preparing for Simultaneous Interpretation of Current Political Themes

When I was a young student, our math teacher showed us a trick which struck me very much. He asked us to give him twenty words, which he then would memorize without having made any notes. Then we were to ask him to repeat all words successively or at random, and our teacher would recite all words without making a mistake. I was really struck. I thought: "What a good memory our teacher has!".But the secret of the trick was very simple, and our teacher told us without reservation how he did it. As we were telling him the words, he attached ordinal numerals to them, not as numerals but as nouns, and associated them with the words given to him in semantic word combinations. For example, when we told him he first word "house," our teacher pronounced it in his head as "the First (or it is possible Mr. The First)" an then "Mr. The First left a house". In such a way anybody can memorize any word if he can understand it. It works both with the most simple words, for example, "Mr. The Seventh milked the cow" (the keyword is "cow") and with the most difficult words, for example, "Mr. The Thirteenth wrote the word 'vaticination' on the blackboard" (the keyword here is "vaticination"). After a short training period, any of you can use this trick (you may want to begin with ten words).

My teacher helped me not only by showing me an interesting trick, which I then used to amuse my friends, but also gave me a valuable piece of information for my future work as an interpreter. In November last year I was invited to work as a simultaneous interpreter at a conference in Germany, organized by one our partners--the Evangelical church of Germany. (Die Tagung "Gemeinsam Europa bauen" vom 14. bis 16.11.2003, Iserlohn, Deutschland). The basic theme of this conference was the integration of the Eastern European countries into the European community. Preparing for the conference, I found out, that I would have to interpret simultaneously speeches of some professors from Belarussian universities into German. To my requests to be given the speeches typed in advance, I only received promises, but no written materials. (You know those scientists; they are always so busy... Incidentally, I understood afterwards that none of them had the full text of their speeches, because they only used short notes).

So, I had following starting points:

I had to do simultaneous interpretation from Russian into German (my native language is Russian);

I had no written materials;

My conclusion was: I had to prepare myself for this interpretation job.

My advantage was that I was familiar with the subject of the conference and the subjects of speeches. I had spoken with all lecturers over the phone and had found out the general contents of their reports and the time each of them intended to dedicate to the report. I decided to prepare a glossary for my interpretation to gather all the vocabulary which I would need for the job (nouns, verbs and semantic word combinations). From the very beginning, I decided to prepare myself systematically.

What does systematically mean? I remembered the trick of my teacher and understood that the best thing for me to do would be to prepare a glossary on the basis of keywords. I began to reason: The theme of the conference was "Integration of Belarus into the European community"; therefore, the primary focus in this reports will be on the information about Belarus. On this basis, I wrote down the first keywords:

Belarus: Innenpolitik und Aussenpolitik

As the participants of the conference had enough general information about the country, I classified this information into "geographical location," "system of government," and so on, and I focused on those aspects which, in my opinion, would necessarily be mentioned in the reports. Thus, the internal policy of the country includes, first of all:

Wirtschaft [economy]

Gesellschaftliches Leben, politisches Leben [social structure, political structure]

Presse, Kultur [press, culture]

Certainly, the list could be continued, but as I mentioned. I didn't want to copy all dictionaries, and was only guided by the topic of the conference and my language knowledge.

To gather the necessary words and word combinations, I used all dictionaries which I have, materials of the previous conferences with relevant themes, articles from political magazines and newspapers, and materials from the Internet.

Under the term Wirtschaft I wrote:

wichtigste belarussische Wirtschaftsbereiche (Raffinerien, Chemie, Maschinen- und Fahrzeugbau), exportintensive Sektoren, schwerindustrielle Sektoren, Uberalterung des Kapitalstocks, allokative Verteilung von Finanzmitteln, deflationare Tendenzen, aussenwirtschaftliche Entwicklungen,

(als spezifische Besonderheiten der Wirtschaft) staatliche Kontrolle der Energieverteilungssysteme und strengt autoritares Charakter der Politik von Lukaschenko, das staatsinterventionistisches System, die Staatswirtschaft, kraftvolle Handels- und Wirtschaftsmacht des Staates etc.

Bankwesen (Steuerhinterziehung, die Steuerreform implementieren, Rucknahme von Privatisierungen, Kreditvergaben, FDI (Fremde Direktinvestitionen), Portfolioinvestitionen, Leistungsbilanzuberschusse etc.

Of course, I put down the translations of some words and word combinations, but most words I just jotted down. It is necessary to emphasize that I only wrote down those words and expressions which, in my opinion, I would use during the interpretation to make the realities of Belarus clearer to the German-speaking audience. Therefore, it is important to use current periodicals and other up-to-date sources of information to determine which accepted terms are used in the other country for describing the realities of one's native country.

In any case, I considered the latest political events in Belarus, because I recognized that I would be told about those events. So, for example, under the keyword "Gesellschaftliches Leben" I gathered the terms related to the local elections in Belarus (Kommunalwahlen in Marz 2003). Regarding the press "Presse," I recognized that the cases of disappearance of journalists would necessarily be mentioned (it is unfortunately part of the Belarussian reality at this time--(Falle von Verschwindenlassen).

Thus I finished my preparation of the theme Innenpolitik von Belarus [internal policies of Belarus]. In the same way, I developed my glossary on other subtopics of the general topic of my lecturers' reports. Finally I developed the following outline of my glossary (only outline, without writing out the words):

Belarus: Innenpolitik und Aussenpolitik

Innenpolitik

Wirtschaft

Sozialpolitik, Gesellschaftliches Leben

Presse, Kultur

Aussenpolitik

Aussenpolitik Richtung Russland (Probleme und Ruckschlage, supranationale Kompetenzen und Interessen)

Aussenpolitik Richtung EU

Beziehungen mit anderen GUS-Staaten

Zwischenstaatliche Beziehungen (Belarus - Russland)

Probleme

Vorteile

Probleme von Russland (Wahlen in Duma)

Zwischenstaatliche Beziehungen (Russland - EU)

Beziehungen zwischen den EU-Staaten

Bereitschaft zu dem Beitritt von neuen osteuropaischen Staaten

europaische Auseinandersetzungen und Kompromisse

Gesamtprozesse der Transformation

Erfolge

Misserfolge

Risiken

In my preparation, I made a note of the abbreviations. I had to remember that I was to do simultaneous interpretation, where it is necessary to interpret the abbreviations from one language into the abbreviations of another one, and there is usually no time for decoding.

After studying all sources of the current political lexicon, I found about fifty abbreviations such as: EU (und EU-Staaten), OSZE, Europarat, RGW-Staaten, GASP und ESVP, EBDR, EFF-Abkommen etc.

In some cases, the meaning of the abbreviations were to be learned in English, for example, NATO, EFTA, or FATF (Financial Action Task Force on Money Laundering).

In addition, I wrote down the abbreviations of the best-known political parties in Russia and Belarus, e.g.: (URK--Union der Rechten Krafte), and also the names of people occupying key positions in the political structures of the European community, Belarus, and Russia.

I spent two days to develop the entire glossary, but due to this work I began to feel at ease with the current political lexicon, and I felt I was well prepared for simultaneous interpretation, which later proved to be the case.

I printed out the glossary on pages with separate keywords on each sheet, and as soon as the speech touched on this or that key subject, I put in front of myself the corresponding sheet of my glossary as a possible aid.

During simultaneous interpretation, sometimes it is necessary to remember a word in the given context, a word combination, or the translation into the other language within a few seconds, and such glossaries are very useful in those cases.

I have shown, using one example, one possible method of preparation for an upcoming simultaneous interpretation job. Similar glossaries are also useful, for example, to prepare for guiding groups of foreign tourists through museums or various sights. (I made a similar glossary to prepare for consecutive interpretation between representatives of the Evangelical and Orthodox churches, where the keywords were different terms from the Bible or other terms of the clerical language).

It is impossible to use glossaries prepared by other translators. Each translator prepares his or her own glossary according to their knowledge of language, experience of previous translations, and a specific topic of the interpretation job.

The printed-out glossaries can be kept and re-read from time to time to brush up one's linguistic knowledge of relevant themes. They can always be used to prepare for upcoming interpretation jobs.



6. Different interpreting schools all around the world

6.1 Translation School

translation language semantic

Translation Schools is now among the sought after profession in developed countries due to the fact that there is only limited number of language translator you can find that is available. In fact, because of this scenario many companies and travel agencies overseas are offering high-paying job opportunity to many translation school graduates.

Language translation schools are also offered now in leading universities and college in many developed countries of the world because of the growing demand for language translators all over the globe. It is undoable fact that only few people have interest on this course because it's a little difficult for them. However, for individuals who love to travel and invite adventure whenever they go places, this language translation course is good for them.

In the US and other European countries online translation schools are already offered. Although many colleges and universities in developing countries are not yet offering this course, but through the information superhighway they know already how far they are behind in many aspects in education. Online translation schools can be thoroughly search in the worldwide web for individuals who want to pursue this career. All you need is just to buy your own personal computer and connect to the worldwide web. In this way, you can have all the information you need about the updates in this kind of learning. This even offers great opportunity to work abroad and get high paying job opportunities from many employers now available.

In the net you can surf many translation schools if you have interest to know more about the subject matter and why even online this is already offered. This simply means that there is truly great opportunity for this field of specialization. All you need is expertise and you can work overseas. If this course is now offered online this is really good news for individuals who are planning to work abroad but cannot do so because the expertise they have is already competed by millions of professionals. However, if there are only very few of you who has this expertise, it would be easy for you to work abroad and get high-paying job the way you want it to be.

6.2 Why to Choose Translation School

Translation schools are now offering various packages for students interested on the subject matter. Many students which have interest in translation jobs would just browse in the internet to look for these schools. In fact in many developed countries of the world, translation schools are now becoming in demand institutions.

In other countries translation schools offer Mandarin, English, Russian and Japanese. The offerings of many translation schools will also open the way for students to select the best schools they think give the best offer and packages.

Here are basic reasons why enrolling yourself into a translation school is a good decision for you, now that the course is already in demand and calls for high paying jobs. Translation schools help many foreigners to interact with each other and know each others culture.

High paying jobs - In many developed countries translation schools are now among the most respected and highest paying career opportunity. Many graduates of translation schools are now working in Spain and other European countries and receive high compensation.

Opportunity to interact with other culture - If you are a translation professional and already works overseas you have the great privilege to interact with the natives of the country you are working. You can very well study the country's culture and later you will find the job very satisfying.

Opportunity to learn many languages - If you study language spanish language in spain on translation schools you have the best opportunity to learn various languages. Translation schools are very sophisticated schools you should be amazed. They have all the top of the line equipment to successfully handle the daily classes as well as the whole package of the program.

Opportunity to win many friends with different tongues. As a language translator student you have a good chance of winning many friends in different tongue and this will also broaden your career in the future. When you travel to their countries you will not be looking for hotels or an apartment and it would be a great savings during your stay. You can go esqui Andorra or to the beach economically with your friends.

If you are now deciding to take translation schools you can browse more information in the internet about this. Many countries in the US and Europe are now offering these course and it would be very easy for you to find.

6.3 Translation School Advantages

Translation schools are now becoming a vibrant education for learning many languages in developed countries of the world just like learn english in london. In fact cross-cultural communication is no longer a problem to many countries because of the presence of many language translators especially in the US and other developed countries of Europe.

In fact, the Center for Translation in the University of Texas at Dallas is now among the best translation schools in America that caters to this course for the translators. Here are basic advantages you should learn if you want to become successful in this career.

No competition - Translation jobs are not much of a competition. Since there is only limited number of translation school graduates all over the globe. Many companies who employ translation professionals are easily accepted. Although in third world countries translation is not yet a good place to get reasonable income. There are no translation schools in many developing countries that give a boast to this learning education.

Opportunity to meet people - if you are enrolled in translation schools in the US and other countries of Europe you have good chances of winning new friends in various languages. This is also one of the exciting experiences you can have during the course of your language translation schools in other country.

Online translation schools - For many students enrolled in translation schools in developed countries the privilege of enjoying the stay and studying the cultures of other countries are only few of the most exciting programs involve in the translation schools. In fact, with the presence of online translation schools many professionals that are fascinated with the program are now studying their option to study and learn more about the program online.

Opportunity to look for jobs abroad - If you enroll right at the schools in America that offer translation schools you have many opportunity to look for job overseas exactly after finishing your translation career.

Learn cultures of other countries - This is also an opportunity for you learn the cultures of many countries, learn new languages, ingles eeuu or English in the united states, because many of those who also enroll are of different cultures.

6.4 Translation School Educational Offer

Translation as a career is very promising in many developed countries of the world. Many students who enrolled in translation schools are now getting very considerable income and the opportunity to travel many places of the world is high.

This is the beauty if you enrolled in translation schools because the excitement is always there especially in many developed countries of the world, where you can have the possiblity of studying in England, for example, if you like to learn English. If you prefer sunny Spain, there are lots of good offers to study spanish abroad.

Here are basic translation school educational offer you should consider looking at if you wish to enroll in translation schools and make this a career opportunity in the future.

Online schools - Many translation schools in the US and Europe offer online schools for translation. In fact, this so-called virtual education is very enticing for people who can afford the cost of having their personal computer connected with the internet. There are many advantages online education can offer. You will be free from the hassles of traffic problems along the road, and getting scolded by your professor because you came in late again.

University degree - Translation as a career can give you more opportunities in the future. Many students prefer to get a degree in translation so that they can be assured of high-paying jobs. In developing countries of the world the translation course is not yet a recognized career maybe because of the economic status of the country.

Undergraduate programs - There are also translation schools that offer undergraduate programs for only two years. Afterwhich the students can get his two-year diploma of the course.

Masteral program - Many degree holders in translation can also proceed to a higher level by enrolling into the masteral degree program. The points earned every semester increase the level of your education. This means you have the opportunity of getting a high-paying career in the future. The masteral degree program is also practiced in m any competing translation schools all over the globe.

Doctorate program - This is the most respected level of education in the translation program as a career. Many doctorates in translation schools are given high paying income in many schools. They acted as dean of college or of the graduate schools.



6.5 Translation School Career Opportunities

Although translation schools are not yet a good market for many students in developing countries but in developed countries of the world such as United States and Europe, translation schools are getting good number of students enrolled every year.

Many foreign countries are now hiring the services of translation school graduates so that they will understand the language and cultures of other countries as well as know their economic stability.

If you are not yet aware of the opportunities for translation school graduates, here are basic translation school career opportunities you should consider now. Remember, as a translation school graduate, you have good chances of working abroad and earn dollars.

Bilingual writer - If you are a translation graduate student you can work as a Bilingual writer. Bilingual writers can write at least two languages which is very important for you to be able to work in other countries.

Copywriter - A copy writer is the one who writes article that persuades clients to buy a product or other marketing services. A coy writer is not the same as a technical writer. For example, a copy writer writes an ad to sell toys but the technical writer would write the user's manual on how to operate the toy. Copy writers can work in newspapers, televisions, PR firms, advertising office, and magazine companies.

Interpreter - An interpreter is a professional person who also is a graduate in translation school. His job is to interpret what his client is telling to a foreign business associate when there is business deal or transactions. This activity happens when two people of different languages cannot understand each others languages. Then the interpreter comes in to make sure that they have smooth conversation.

Language teacher - A language teacher is also a graduate in translation school that is usually employed in a foreign country. For example an American teacher is hired in Russia to teach the English language to the Russians. The program is already prepared for the whole period of study so that the students enrolled in a language class can easily understand all the subject matters.

Linguistic consultant - A linguistic consultant is the person who does consultancy services in big corporations which usually have business interest in foreign countries of the world.

Other career opportunities for translation school graduates are: Linguistic corrector, proofreader, publicity writer, reviser, terminologist, and translator.

After the independence in 1991. Even then, "The Republic of Kazakhstan" as an young independent country began to make the necessary reforms and changes in various areas of infrastructure. Do not spared by this event and personnel system that was in need of significant changes and additions. As a complement of a young but promising country needed people with knowledge of foreign languages. Since foreign investors are already interested in the future prospects of the Republic of Kazakhstan. That is why the University was opened, and MN KazGuMo name Abylai Khan. It is this high school is the largest university in Kazakhstan. At first he was like all the universities that are associated with an emphasis on English was with two faculties: Philology and two foreign languages ??until recently. Today, the university prepares students with the basic underlying concepts of interpretation, simultaneous interpretation. But still not enough to nurture our interpreters, which would meet international standards. Our country has not yet been developed, but still be on the stage of development. And such infrastructure as the development of foreign languages ??in the country is also still relevant. I present to you the statistics of the participants of the OSCE summit in 2010 which as you know took place in Kazakhstan. Where were attracted approximately six thousand foreign visitors. And look how many interpreters participated in Kazakhstan. All of this suggests that we as a country still have little experience in this field. At this stage, only the sequential transfer into our infrastructure. For all activities related to establishing contacts between the parties

The country gained the independence in 1991. Even then, "The Republic of Kazakhstan" as a young independent country began to make the necessary reforms and changes in various areas of infrastructure. Also it was regarded personnel system that was really needed the significant changes and improvements. As an addition, the young but promising country needed people with knowledge of foreign languages. Since foreign investors had already interested in the future prospects of the Republic of Kazakhstan. That is why the University KazGuMo named after Abylay Khan was opened. This is the largest university in Kazakhstan that related with foreign languages. At first sight the university was like all the universities in our country that are associated with an emphasis on foreign languages. It had two faculties: Philology and two foreign languages ??until recently. Today, the university prepares students with the basic underlying concepts of interpretation - simultaneous interpreters. But in our days it is still not enough to nurture our interpreters, which would meet international standards. Our country has not been developed yet;Kazakhstan is still standing on the stage of development. And such infrastructure as the development of foreign languages ??in the country is also still relevant. I present to you the statistics of the participants of the OSCE summit in 2010 which as you know took place in Kazakhstan. There were attracted approximately six thousand foreign visitors. And look how many interpreters participated from Kazakhstan. Unfortunately,we as the country still have a little experience in this field. At this stage, only the consecutive translationis beginning to spread into our infrastructure. As far as you know it has developed for all activities that related for establishing contacts between the parties. What about the simultaneous translation, the simultaneous translation is developed for rare, very responsible meetings, where the steel nerves and full concentration is needed.



Conclusion

In the end I don't want to make some conclusions like “In my conclusion I want to say that we are not ready yet and bla bla bla….” I want to point out the several suggestions or solutions how to push the improvement of this kind of infrastructure for a little bit.