Professionalization of interpreters and interpreter users in Belgium through interprofessional. training

Transcription

1 Professionalization of interpreters and interpreter users in Belgium through interprofessional joint training Heidi Salaets & Katalin Balogh KU Leuven, Antwerp campus

2 Outline Mock trials: design and purposes The Co-Minor IN/QUEST project: overview Joint training with the Federal Police: part I (T.A.M.) Joint training with the Federal Police: part II Future: Co-Minor-IN/QUEST II (sept ) - Tampere

3 RG Interpreting Studies (but in Dutch ) Design: One French accused (arrest extension) One Hungarian victim (plea) One Deaf accused (hearing criminal court) Scenarios: discussed in a meeting with ALL roleplayers except the interpreters (close to real life: in court they never (rarely) what they are going to hear/interpret) Scenarios are published (so there is no confusion about the magistrates playing a bad role )

4 Purposes= to show Total dependence on the interpreter (Fr? - Hu! SL!!) for EVERY STAKEHOLDER WORKING CONDITIONS for the interpreter: noise, confusion, people speaking simultaneously, interruptions, speed, lack of consideration for his work/person, use of (in)direct speech etc. etc. NO BRIEFING is not professional the interpreter is the only one who often doesn t know ANYTHING (<> lawyers, prosecutors, judges are prepared!) the lack of respect for ROLE boundaries : ask about somebody s origins, ask not to translate, give the interpreter the responsibility to explain further etc. etc. DISCUSSION with the public afterwards!

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6 Evaluation - Tampere

7 Striking - Tampere 57 answers = about 50 % rate 8/57 were from legal context The negative answers in useful for my profession came from 3 students of Law and one of Applied Psychology The negative answers for there were new elements and information came from an interpreter, interpreter trainer and a student interpreter who works in a legal context (??) The only negative answer I would participate again came again from a Law student we are not there yet continue awareness raising

8 Comments: only positive (7/57) Great initiative: wonderful cooperation between all stakeholders: court, interpreters etc. (interpreter student) Wonderful opportunity to receive new insights (interpreter and assistant at university) The interpreter s performance difficult to judge (interpreter student) Very useful and inspiring (legal interpreter) Very well organised, useful, diverse and interesting to learn from and to take into account as magistrate (judge) Congratulations! ( other professional domain,not mentioned) Have you considered teamwork between a sign language interpreter and a Deaf interpreter? Just a suggestion (Deaf colleague, trainer)

9 Outline Mock trials: design and purposes The Co-Minor IN/QUEST project: overview Joint training with the Federal Police: part I (T.A.M.) Joint training with the Federal Police: part II Future: Co-Minor-IN/QUEST II (sept ) - Tampere

10 With financial support from the Criminal Justice Programme of the European Commission DG Justice Cooperation in interpreter-mediated questioning of minors - JUST/2011/JPEN/AG/2961

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12 Google RG Interpreting studies KU Leuven

13 Time and Trust Lack of < training professionality of interpreters? < training of OP (other professionals) in working with an interpreter Knowledge about < role and requirements of interpreter < role and requirements of OP Knowledge about the profession of the other involved in ImQM (interpreter mediated questioning of minors) - Question technique? Youth law? - Child development? Mental age? Learning difficulties? Impairments/intellectual disabilities and vulnerability? - Interpreting? - ETC.

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15 Interprofessional joint training BEST INTERESTS OF THE CHILD JOINT TRAINING AWARENESS

16 Briefing/ Interview / Debriefing Team-work

17 A basic BUT important document: flyer in Du, Fr, En, I, Hu

18 dies/researchprojects/co_minor_in_quest/recommentations

19 academics, interpreters (spoken and SLI), interpreter trainers, youth lawyers, police officers specialized in questioning minors, youth judges, forensich psychologists, child support workers, psyhiatrists, children s rights experts, international family mediator, expert learning difficulties and intellectual disabilities chap/projecten/co_minor_in_quest/childr en-and-justice

20 Outline Mock trials: design and purposes The Co-Minor IN/QUEST project: overview Joint training with the Federal Police: part I (T.A.M.) Joint training with the Federal Police: part II Future: Co-Minor-IN/QUEST II (sept ) - Tampere

21 T.A.M. T.(E).A.M. work with interpreters = T.A.M. is the French and Dutch acronym for Technique of Audio-visual questioning of Minors. - What is interpreting? - Interpreting exercises (memory, recall, ) - LIT training in Antwerp - Interpreter competences (consec, sim, sight translation, remote and VCI) - European directives (2010/64/EU and 2012/29/EU) - SLI - Justisigns project - CMIQ- project - Before the questioning - During the questioning - After the questioning Almost 500 police officers T.A.M. 2 trainings in Fr 2 trainings in Dutch

22 At the end of the session of 3,5 hours PPTs sent to everybody (so they can open the links) Written report by a responsible of the police Printed version of the CMIQ-leaflet Soft version of the CMIQ-leaflet Evaluation sheet: overall (very) positive reactions Results: awareness raising they check with us when they need an interpreter whether they are handling in the right way Register for sworn LITs, December 2016

23 Outline Mock trials: design and purposes The Co-Minor IN/QUEST project: overview Joint training with the Federal Police: part I (T.A.M.) Joint training with the Federal Police: part II Future: Co-Minor-IN/QUEST II (sept ) - Tampere

24 T.A.M. trainers ( chargés de cours docenten )= about 50 trainers of the 450 other T.A.M police officers 3 role plays from the database of the police (x 2 in French and in Dutch) A 6 year old French speaking boy who saw how his mother was killed An 11 year old Hungarian girl victim of domestic violence A 16 year old Deaf boy that has been raped

25 Role-play: interviewer (T.A.M.) Hungarian victim interpreter Hungarian/Dutch - trustperson

26 Discussion analysis - methodology CHECKLIST (according to the previous training for all T.A.M.-officers) for all trainers An evaluation sheet for us as interpreting trainers and observers to start the discussion Before calling the right interpreter, do a short briefing at the telephone, give a longer briefing in a separate room, agree with each other, work as a PROFESSIONAL TEAM During normally, most of the (upcoming) issues are discussed in the briefing After - debriefing on specific issues in the team (interpreting issues or other, not about content, no opinions)

27 What came up? Comments on the way questions were translated of course this was only possible in French, not in Hu or SL! FAITHFUL translation took the place of LITTERAL translation Positioning (not the classcial triad, certainly not with Deaf minors) because of report building T.A.M. - minor Level of language of the child: police officer s responsibility Note taking can severely distract (young)children no drawings! Time span: with an interpreter it takes longer and the attention span of (young) children is short

28 What came up? Presentation of the interpreter by the police officer (in the official legal part) Name of the interpreter: ok, no full names! Render the story of the child as it is said, even not structured, (no) complete sentences, etc. With consecutive you lose some contact with the minor (because of the delay) chuchotage? To be discussed beforehand (recordings??) Adapt volume of voice to the situation For SLI: the table in between is an obstacle if the minor is signing low or small (almost under the table) For SLI: touching is less problematic than with hearing minors Deaf people look down and are isolated catch their attention with slight touching, preferably waving

29 Concrete steps forward The Federal Police has nominated us as candidates for the Society award of Human Sciences for research at Ku Leuven We received an honourable mention and could present our research and the way we work with the Federal police (role play and illustration of methodology) we were SEEN and HEARD The Federal police confirmed last week that working with an interpreter will be an integrated part of the T.A.M.-training from on!

30 Outline Mock trials: design and purposes The Co-Minor IN/QUEST project: overview Joint training with the Federal Police: part I (T.A.M.) Joint training with the Federal Police: part II Future: Co-Minor-IN/QUEST II (sept ) - Tampere

31 CO-MINOR-IN/QUEST II 5 project meetings (minutes & internal reports/ recommendations) Project website METHODOLOGY (qualitative) Expert training in organizing focus groups and analyzing data (1) 4 focus group discussions (in each partner country) with all stakeholders of ImQM present the most striking results of ImQM first project ask for the most urgent needs each of them has for a joint training programme

32 CO-MINOR-IN/QUEST II (2) 4 interviews with children (in each partner country) in experimental settings on the effect of the presence of the interpreter METHODOLOGY (naturalistic) Design of joint training modules with the information gathered in previous stage(s) Pilot the modules and the role-plays (interactive, practiceoriented, effective) in a real training context with a crossover section of training modules with following instruments: toolkit 1: to determine which professionals we will invite toolkit 2: to know what their prior knowledge is Participant and non-participant observation notes adapt/enhance final training modules

33 CO-MINOR-IN/QUEST II DISSEMINATION Hands-on training module Manual with sustainable training material Training video for professionals 2 animation movies for minors (2 age groups) HANDS-ON CONCLUSIVE WORKSHOP to present all these materials

34 PULL TOGETHER

35 COLLABORATE - Put our expertise together - COMMUNICATE our findings to stakeholders - COMMUNICATE our findings to the authorities - DISSEMINATE!! - JOIN FORCES!!

36 h/rg_interpreting_studies/index

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