Basic Interpreter Training

Trainer’s manual

IRC Resettlement Support Center

 Table of Contents

Introduction to this handbook

Audience

This handbook is designed to form part of a comprehensive toolkit for interpreter trainers who have
knowledge of interpreting to deliver initial or refresher training to interpreters over the course of two
days with six hours of instruction each. The training is designed to take into consideration likely
challenges such as mixed language groups, participants with limited target language (English or Thai)
proficiency, and very basic facilities in which to conduct the training.

The instructor should make sure to assess literacy levels and languages spoken by participants in
advance, and prepare interpreters if necessary. If not all participants can read and write, it is highly
recommended that the trainer work with facilitators who can help pairs and groups work through the
activities that require reading and discussion of written material. It is also highly recommended that
trainers provide materials in languages other than English spoken by the applicants, as applicable.

Most interpreters will have had some basic instruction and will have heard of some of the concepts,
even if they do not consistently apply them. The instructor can modify the suggested discussions as
appropriate for the class.

Structure

Each day has two modules that take four hours each to teach in their entirety, which are further
subdivided by topic (lessons). The training is intended to be light on lecture, with most learning
happening through pair and small group activities and discussion. There are instructor demonstrations
that allow participants to consider and interact with the ideas being presented, and participant role
plays inject energy into the training and provide opportunities for interpreters to apply and demonstrate
concepts and skills.

A slide kit is provided, as are materials for lamination (role play scripts and prompts, sorting activities,
discussion prompts, etc). The instructor will need to prepare these materials as well as any
supplementary visual aids.

A review activity is incorporated into the end of each day’s interpreter skills and knowledge training.
Time should be set aside intentionally for this, as it is key to the instructor’s ability to evaluate overall
participant learning and correct any errors in understanding.

Finally, a certificate template is provided for trainers to offer certificates of participation/attendance for
interpreters as a way of enhancing the value of what the interpreters have received. Interpreters should
not be considered “certified” after completing this training; rather, it is simply evidence that they have
undergone training as interpreters.

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Introduction: What does an interpreter need to know how to do?

(Page 9)
Key Points • An interpreter needs to learn certain skills and follow a code of ethics in
order to interpret accurately, ethically, and professionally.

Objectives • Recognize the complexities involved in even the simplest interpreted

interaction.
• Recognize that there is a need to understand the rules and standards that
guide the profession and learn the skills necessary to apply them correctly.
• Review course objectives.

Materials • CCHCP Untrained Interpreter video vignette, if possible

Components • Housekeeping and introductions

• Untrained interpreter video vignette
• Group role play (alternate optional activity)
• Objectives

Time 25 minutes

Unit One: Ethics, Conduct, and Professionalism in Interpreting (Page

12)
Key Points • Interpreters experience many ethical conflicts in the course of their
work.
• Interpreters have codes of ethics and standards of practice to help
them make decisions.
• The interpreter’s key ethics are accuracy, impartiality, confidentiality,
adherence to role boundaries, and professionalism.
• Ethics are accompanied by standards of practice that guide
interpreters in their application of their code of ethics.
• The interpreter should diplomatically refuse when requested to
violate her code of ethics.

Objectives • Recognize ethical conflicts when they arise

• Articulate the key ethics of accuracy, impartiality, confidentiality, and
professionalism.
• Articulate what each of these means in terms of standards of practice.
• Say no in a polite, constructive way when asked to violate the code of
ethics.

Materials • Participant workbooks

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Table of Contents

• One small item as a prop to present as a “gift” to a participant

• Green, red, and yellow cards
• Optional: photos for photo-sorting activity
• Ethics sorting cards
• Refusals to ethical dilemmas prompt slips

Components • Ethical dilemmas demonstration activity

• Pairs discussion: What is a code of ethics?
• Pair discussion: What do the ethical canons of accuracy, impartiality,
confidentiality, adherence to role boundaries, and professionalism
mean?
• Red, Yellow, or Green: Ethics and standards of practice
• Optional: Professionalism photo sorting activity
• Optional: Professionalism sorting activity
• Optional: Responding to challenges role playing
• Role play: Which standard is being violated?
• Mini lecture: Saying no 3-step model
• Practice saying no

Time: 3 hours, 40 minutes including two 10-minute breaks.

Unit 2: Interpreting Skills and Protocols (Page 27)

Note: This section can be easily tailored for brand new interpreters and for ones with more experience. It
is recommended that for basic groups or those with limited English proficiency, the instructor focus on
the steps of an interpreted session, first person, positioning and signaling, and message analysis. More
advanced groups would benefit from spending less time on basic topics and taking more time to explore
the supplementary activities in the message analysis, memory, and note taking lessons.

Key Points • Interpreters should develop a “reflective practice” through which

they constantly evaluate their own performance.
• There are seven possible “stages” of an interpreted session, and an
interpreter needs to know how to manage each.
• Interpreters use physical position and demeanor to promote
engagement between the people they interpret for.
• Interpreters should interpret in the first person with few exceptions.
• Interpreters manage the pace of communication through
appropriate signaling.
• Understanding the steps of message analysis helps interpreters to
eliminate sources of error and to interpret for meaning.
• Enhancing memory skills should be a key objective for new and
experienced interpreters alike.
• Memory most typically fails when confronted with details and unfamiliar
concepts. Therefore, interpreters must have strategies ready to ensure

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their interpretations are accurate.

• Strong note taking skills support interpreter memory and contribute
to accuracy.
• Interpreters take minimal notes with few words, using their
notations as memory placeholders only.
• Interpreters should develop their own personalized systems of note
taking.
Objectives • Conduct a short partnered role play in which participants evaluate
their skills
• Discuss and practice the steps that need to be taken in order to
successfully execute an interpreted session
• Discuss appropriate positioning, and strategies for allowing
applicants and interviewers to engage with each other rather than
the interpreter
• Discuss why professional interpreters use first person
• Interpreters will recognize their individual limits for how much information
they can accurately remember before they should signal
• Interpreters will practice signaling
• Discuss and apply the steps of message analysis
• Explore the limits of interpreter memory
• Discuss memory strategies
• Interpreters evaluate their baseline note taking skills
• Discuss note taking techniques and practice professional note taking
Materials • Participant workbooks
• Recording devices (optional)
• Three extra chairs
• Optional: Clarity interpreting video @4:51: Tone, register and Style
• Instructor choice: Sets of familiar/unfamiliar objects OR
familiar/unfamiliar words lists
• Optional: Coin to flip and statements for interpreting competition
• Optional: Prizes
• Optional: Katherine Allen consecutive note taking video
• Flipchart
• Instructor story for note taking
• Script for optional note taking activity 2
• Bell and questions list for review activity
Components • Lesson One: Reflective practice (all levels)
• Lesson Two: Steps of the interpreted session (basic level)
• Activity: What does each step involve?
• Role play: Act out an interpreted session
• Lesson 3: Positioning (all levels)
• Mini-lecture (basic-intermediate level)
• Discussion activity: Promoting connection (all levels)

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• Lesson 4: First-person interpreting mini-lecture (Basic level)

• Lesson 5: Signaling (basic level)
• Signaling demonstration activity
• Signaling pair practice
• Lesson 6: Message analysis (all levels)
• Interruptions role play
• Demonstration: The truck drove into the town
• Idioms
• Mini lecture: The steps of message analysis
• Lesson 7: Memory (All levels)
• Recalling a list of items (all levels)
• Strategies discussion (all levels)
• Optional activity: Testing the limits of memory (intermediate-
advanced levels)
• Optional activity: Memory and interpreting competition (basic level)
• Lesson 8: Note taking (intermediate-advanced levels)
• Introduction
• Baseline note taking activity
• Katherine Allen demonstration video
• Optional Activity: Developing symbols
• Re-do baseline activity
• Optional: Note taking passage number 2 (advanced levels)
• Review game: Team Q&A (all levels)
Time 4 hours

Unit 3: The Role of the Interpreter in Cultural and Linguistic Intervention: Limits
and Problem-Solving Techniques (Page 47)

Key Points • Each person is unique in terms of culture.

• Interpreters must never attempt to “explain” cultural barriers.
• Interpreters should cultivate cultural competence and apply it in their
work.
• Interpreters must work within the limits of their role so that the
people they support can communicate clearly and autonomously.
• Participants in interpreted communication may encounter linguistic
and cultural communication barriers that the interpreter can
sometimes help them to solve.
• Interpreters always facilitate solutions to linguistic barriers to
communication, which are different from cultural problems in that
the interpreter is the only person truly qualified to present a
solution.
• When interpreters must intervene to solve a problem, they should

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do so transparently, making sure everything said is interpreted.

• Interpreters must use considerable judgment and discretion when
drawing attention to cultural and linguistic problems as they arise to
avoid overstepping their role.
Objectives • Review of ethics and standards of practice
• Define culture and cultural competence
• Discuss the ethics of deciding whether or not to intervene/mediate
• Review the limits of the role of the interpreter and discuss
applicant/participant empowerment
• List and practice the five steps to intervention
• Discuss problem solving in interpreted communication through
linguistic and cultural intervention
• Plan and practice specific solutions to problems interpreters
encounter
Materials • Participant workbooks
• Optional: Role cards and tape
• Ethics and standards matching cards
• Ethical dilemma slips
• Scripts for demonstration activity
• Optional: Script prompts for culture clash role play
• Discussion prompts for decision-making intervention activity
• Optional: Bell and review questions
Components • Ethics and standards matching review
• Ethical dilemmas review discussion
• Mini lecture: Review of interpreter role
• Pair discussion: Defining culture
• Small group activity: Listing the components of culture
• Culture as an Iceberg: Group discussion
• Pair discussion: Definitions of cultural competency
• Role play: Culture clash guided improvisation
• (break)
• Optional: Who Am I? Game
• Demonstration activity: Interventions freeze frame
• Mini lecture: 5 steps of transparent intervention
• Pair activity: Unscramble the steps
• Pair activity: Practice reading intervention scripts
• Mini lecture: Strategic intervention
• Writing scripts for intervention of common events
• Role play activity: Choose an intervention and act it out
Time 4 hours

Unit 4: Introduction to Functional Resettlement Vocabulary (Page 62)

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Key Points N/A

Objectives • Practice twelve key terms for family members in English
• Discuss the five protected grounds for granting protection, and discuss
how they should be expressed in the interpreter’s working language(s)
• Discuss and practice writing the full names corresponding to twelve
commonly used acronyms related to resettlement.
• Discuss and translate 24 specialized vocabulary terms related to US
resettlement
Materials • Workbook
• Family Tree graphic visual aid
• Yellow folder visual aid
Components • Family Tree activity
• Instructor-led discussion of the 5 protected grounds
• Pair activity to translate the 5 protected grounds
• Instructor overview of resettlement acronyms
• Pairs “lightning activity” : Write out the acronyms (or optional competition
activity)
• Pair work: Translate common terms used during interviews
• Final review activity: Stations
Time 2 hours, 10 minutes with breaks

Final Review Activity: Stations (Page 72)

Key points • Ethics are the rules that interpreters MUST follow while interpreting.
Standards of practice are the guidelines that explain how the rules are to
be followed.
• The five key ethics are accuracy, confidentiality, impartiality, adherence to
role boundaries, and professionalism.
• First person interpreting is key to professional, accurate interpretation
• Interpreters must promote direct interaction between participants
through positioning and avoiding engagement with either party
• Interpreters should signal to manage the pace of communication
• The four steps of message analysis are: understand, break down, find
conceptual equivalents, reframe and reconstruct in target language
• Interpreters take notes to support their memories with “placeholders”
rather than trying to write down everything said.
• An interpreter must develop and practice cultural competency, knowing
that each individual has their own unique manifestation of culture.
• Interpreters never explain culture as part of their work, merely point out
potential cultural problems for speakers to address on their own.
• If an interpreter needs to solve a problem during an assignment, he or she
must do it transparently
• The five steps to transparent intervention are: interpret the last thing said,
identify yourself as the interpreter, briefly explain the problem, interpret

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what was said to the other party, return to basic interpreting.

• Interpreters must use their judgment and intervene strategically to avoid
overstepping their roles and/or becoming involved in non-transparent side
conversations.
• Vocabulary
Objectives • Review and discuss the material learned during training
Materials • Station markers
• Envelopes with question slips
• Workbook
Time 45 minutes-1 hour

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 Introduction: What does an interpreter
need to know how to do?

Day 1 (8 hours of material, allowing for breaks)

Introductions

As interpreters arrive, invite them to introduce themselves to one or two people sitting next to them and
share one thing they would like to learn that day. If possible, have them write their expectations for
learning on an index card as well.

Once everyone has arrived, ask them to share with the group what they shared with their partners.
Discuss the schedule and agenda, and any housekeeping necessities. Have interpreters introduce
themselves to you if necessary-write on a flipchart what you’d like them to share (Name, language, how
long interpreting, etc). Introduce yourself and give your credentials and background as an interpreter
and/or interpreter trainer.

What does an interpreter need to know how to do?

Key Points • An interpreter needs to learn certain skills and follow a code of ethics in
order to interpret accurately, ethically, and professionally.

Objectives • Recognize the complexities involved in even the simplest interpreted

interaction.
• Recognize that there is a need to understand the rules and standards that
guide the profession and learn the skills necessary to apply them correctly.
• Review course objectives.

Materials CCHCP Untrained Interpreter video vignette, if possible

Components Housekeeping and introductions
Untrained interpreter video vignette
Group role play (alternate optional activity)
Objectives
Time 25 minutes

Group Role Play

Preparation:
Count off the group into small groups of three. Tell the class that all 1’s are interpreters, all 2’s are
applicants, all 3’s are caseworkers. Tell the group they are now in an interpreted session.

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Introduction

Execution:

Now, ask the group what the interpreter should do first. Most will answer that they should introduce
themselves. Ask them what they would say exactly.

Next, ask them to stand how they would during the appointment. Most will go into a triangle. Ask any
group that didn’t take a triangle why.

Finally, ask the caseworker to ask the applicant “What is your name and date of birth?” and have the
interpreter interpret. Ask what the interpreter said. Most will report using 3rd person, some may report
first person. Ask which one is correct-but don’t give the answer.

At the end, ask if they see how something that seems simple is actually quite complex. Ask who makes
the decisions, and who makes the rules that say how an interpreter should interpret.

Your answer is that the interpreting profession as a whole makes the rules, and that CODES OF ETHICS
paired with STANDARDS OF PRACTICE are how these rules are communicated-and that we will start by
understanding what these ethics and standards are. Then, we will learn the skills that help us stick to
these standards.

Note to instructor: If you have the capability to show video, you may want to show the clip of the
CCHCP untrained interpreter here, (from the DVD Communicating Effectively Through an Interpreter),
or in the place of the group role play, depending on your audience and time constraints, and allow
participants to note down and discuss in pairs, then as a group, what they felt the interpreter in that
clip did wrong.

Trainer message: At the RSC, interpreters are the critical link between beneficiaries and our staff.
Without interpreters who are dedicated to professionally carrying out their work, caseworkers will not
be able to prevent refugees from experiencing delays in their cases and other problems that can be
prevented by good communication. We count on you to support caseworkers in their assistance to
refugees by interpreting accurately and carefully following your guidelines, which we will explore today.

Training Objectives for the course (5 minutes)

Share these with the class, in written form if possible.

1. Interpreters will be able to articulate the meaning of the five key ethics of accuracy,
impartiality, confidentiality, adherence to role boundaries, and professionalism.
2. Interpreters will be able to explain the link between professional working behavior and
the trust others put in them as interpreters
3. Interpreters will demonstrate understanding of the extent and limits of their role by
successfully applying this knowledge to the real-life scenarios in this manual.
4. Interpreters will be able to demonstrate four key techniques of consecutive community
interpreting: correct positioning, appropriate signaling, first-person interpreting, and
basic note taking.

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Introduction

5. Interpreters will demonstrate an understanding of how to appropriately solve

problems during interpretation, including cultural, linguistic, and environmental
barriers to good interpreted communication.
6. Interpreters will discuss what kinds of communication problems are NOT their role to
solve.
7. Interpreters will be able to correctly use 12 terms for family members, 12 resettlement
acronyms, and 24 specialized terms related to resettlement. Additionally, interpreters
will discuss the five grounds for granting protection (e.g. refugee status)

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 Unit One: Ethics, Conduct, and
Professionalism in Interpreting

Unit One: Ethics, Conduct, and Professionalism in Interpreting

Key Points • Interpreters experience many ethical conflicts in the course of their
work.
• Interpreters have codes of ethics and standards of practice to help
them make decisions.
• The interpreter’s key ethics are accuracy, impartiality, confidentiality,
adherence to role boundaries, and professionalism.
• Ethics are accompanied by standards of practice that guide
interpreters in their application of their code of ethics.
• The interpreter should diplomatically refuse when requested to
violate her code of ethics.

Objectives • Recognize ethical conflicts when they arise.

• Articulate the key ethics of accuracy, impartiality, confidentiality, and
professionalism.
• Articulate what each of these means in terms of standards of practice.
• Say no in a polite, constructive way when asked to violate the code of
ethics.

Materials • Participant workbooks

• One small item as a prop to present as a “gift” to a participant
• Green, red, and yellow cards
• Optional: photos for photo-sorting activity
• Ethics sorting cards
• Refusals to ethical dilemmas prompt slips

Components • Ethical dilemmas demonstration activity

• Pairs discussion: What is a code of ethics?
• Pair discussion: What do the ethical canons of accuracy, impartiality,
confidentiality, adherence to role boundaries, and professionalism
mean?
• Red, Yellow, or Green: Ethics and standards of practice
• Optional: Professionalism photo sorting activity
• Optional: Professionalism sorting activity
• Optional: Responding to challenges role playing

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Unit One

• Role play: Which standard is being violated?

• Mini lecture: Saying no 3-step model
• Practice saying no

Time: 3 hours, 40 minutes including two ten-minute breaks

Lesson 1: Interpreters experience ethical conflicts

Key Points • Interpreters experience many ethical conflicts in the course of
their work.
• Interpreters have codes of ethics and standards of practice to help
them make decisions.

Objectives • Recognize ethical conflicts when they arise

Time 10 minutes
Materials One small item to present as a “gift” to a participant ; yes/no cards

Demonstration:

Walk up to any participant.

Instructor: (leaning in close to the interpreter but speaking loudly enough for the whole group to hear): I
really trust you, you’re such a great interpreter. I told the officer I’m single, but actually I’m married-I just
haven’t seen my husband since he left us and really don’t want to complicate my case. He was abusive, I
don’t consider myself married to him anymore but I can’t get a divorce.

Let the participant react however she chooses to react. Now ask the class if this kind of situation is
common (it is). What should the interpreter do when an applicant reveals something to the interpreter
and says, “Don’t tell the officer, but….”? Process the responses, but don’t give an answer. Just tell the
group that you’ll come back to it.

Here’s another situation. (Have your item prepared to give as a “gift”) Walk up to a different participant
and hand them a gift and tell them “Oh, you’re such a great interpreter, so helpful and clear, everytime. I
made you this and I want you to have it as a thank-you gift.” Most trainees will refuse at first-act like a
real applicant and try extra hard to give the gift, acting sad or upset that they won’t accept. Insist, let it
play out. Most will have a hard time properly refusing.

One more: Playing the boss, walk up to a third participant, choosing one with more than one language,
one of which a C-language they don’t interpret in, and rudely demand that they interpret for a case in
their weakest language in one hour. For example: “You said you speak <language>, right? Well, what did
we hire you for? Here’s a vocab list, study up.”

Process these cases, and mention that interpreting is full of ethical questions. Use some stories from
your own experience or use the examples below:

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Unit One

• If an applicant is someone who doesn’t like you, or that you don’t get along with, should you
interpret for them? (ask participants to show their yes/no cards)
• If an officer makes rude or discriminatory remarks about the applicant, how should an
interpreter handle it? (ask participants to show their yes/no cards)
• If an applicant asks for help for an outside issue unrelated to their application, how should an
interpreter handle that? (ask participants to show their yes/no cards)

Don’t give away the answers yet-move on to ethics and standards.

Lesson 2: What are the rules (ethics) an interpreter must follow? What are the
standards of practice that correspond to each ethic?

Key Points • Interpreters have codes of ethics and standards of practice to help
them make decisions.
• The interpreter’s key ethics are accuracy, impartiality,
confidentiality, adherence to role boundaries, and professionalism.
• Ethics are accompanied by standards of practice that guide
interpreters in their application of their code of ethics.

Objectives: • Articulate the key ethics of accuracy, impartiality, confidentiality,

and professionalism.
• Articulate what each of these means in terms of standards of
practice.

Time: 3 hours, with breaks.

Materials: Participant workbooks
Green, red, and yellow cards
Optional: photos for photo-sorting activity
Ethics sorting cards

Warm-up Activity: Pairs discussion: What is a code of ethics? (10

minutes)
Execution: In pairs, or as a group if your group is small, participants should work together to answer the
following questions. Questions 2-3 are for more sophisticated audiences that are likely to be able to
guess what standards of practice might be (e.g. KL). Give five minutes, then lead the group toward the
answer beneath each point.

1. What is a code of ethics?

a. A set of rules governing the conduct of members of a profession.
2. (optional) What are standards of practice?
a. Guidelines for professional practice linked to the code of ethics
3. (optional) What is the difference between ethics and standards?

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Unit One

a. Ethics are the rules, standards are the guidelines. Ethics are what you must do,
standards are how to do it. Ethics are binding; standards are flexible.

Trainer message: Ethics are the rules guiding the conduct of a person or the members of a profession.
These rules help the interpreter make good decisions about how to work. They are the “right and
wrong” of a profession, in this case interpreting. It’s important to be aware that interpreters sometimes
need to work in ways that are contrary to what some might call “common sense” in order to serve
refugees and the caseworker better. Ethics help interpreters understand what limitations they accept
by becoming an interpreter. Standards of practice, on the other hand, are guidelines to help interpreters
understand how to apply the code of ethics, and tell you what is expected of you when you interpret.

Optional Activity: Comparing Codes of Ethics

Groups with more advanced English reading comprehension will benefit from comparing the four codes
of ethics included in the appendix of this handbook and the student workbook, particularly if they
interpret outside the casework environment (CO, counseling, protection, etc). These codes of ethics
come from the fields of healthcare interpreting, judicial interpreting, community interpreting, and
conference interpreting.

As the instructor, carefully read these codes and note their similarities and differences.

Activity Instructions: Pair students together, and direct participants’ attention to the four codes in the
back of their workbook. These are distributed by:

• National Council for Interpreting in Healthcare

• Community and Court Interpreters of Ohio
• National Association of Judiciary Interpreters and Translators
• International Association of Conference Interpreters

Ask the participants to note down three things that are the same across three or more codes (for
example, all codes contain accuracy, impartiality, and confidentiality as key ethics), and two or three
things that are unique to one code (for example, the AIIC code is the only code that mentions
professional solidarity)

This can lead into a discussion of the five key ethics. The instructor also may want to discuss at this time
how the interpreters may wish to apply different codes at different times depending on what sector of
interpreting they are working in, and talk about professional associations.

Activity 1A: Small groups/pairs discussion (30 minutes)

Preparation: Introduce the five key ethics, and make sure the class understands what is meant by each.
Divide the class into pairs, and direct their attention to activity 1A.

Execution: Depending on group size, assign one or more of the five key ethics to each pair, and ask them
to write down or verbalize a list of five things they think an interpreter should do or not do to make sure
their work is ethical. Give an example. For example, if the assigned ethic is adhering to role boundaries,

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Unit One

one possible point would be that the interpreter should make sure not to give advice to the applicant.
Or, if it is accuracy, that the interpreter should interpret in first person.

Give them about ten minutes to discuss. Then, facilitate a discussion in which each group or pair
presents its findings on that ethical point. Validate responses, and avoid correcting at this time.

From this activity, segue into a discussion of the standards of practice or the sometimes-always-
never/rarely optional activity, below.

Now, announce a 10-minute break.

Activity 1B: Sometimes, always, never (20-30 minutes)

In the workbook, exercise 1B shows the list of ethics and corresponding standards of practiced
reproduced below. Ask the interpreters, in pairs, to read the standards and discuss which ones they
adhered to before this training always, sometimes, or rarely/never. They should choose three in each
category.

If literacy levels are especially high and time permits, use the HIN National Standard Guide for
Community Interpreting Services, which is more comprehensive than the one included in this workbook.

If literacy levels are low, be sure to have a facilitator ready to work with each group and read out the
statements and record the responses, without guiding the group’s answers, or ensure that at least one
person in each pair/group is able to read.

Explain what each column means-for example, “always” on impartiality standard two would mean that
they always in the past informed the caseworker if they knew an applicant and explained what the
relationship was. Then they could put this standard in the “always” column. Give them about 20 minutes
to do this, then when most groups are done, have the groups give examples and read out the
corresponding standards of practice.

Optional modification: Instructor lecture + Green/Yellow/Red activity

If literacy levels are low and you have no facilitators to help your groups/pairs complete the reading, you
may find it necessary to verbally present this material in lecture format. In this case, you should work
back and forth between lecture and the green/yellow/red activity. The statements in this activity are
divided and marked in this manual according to the ethical points to which they correspond. To keep the
class engaged, try to present the ethical principles and then walk the class verbally through that portion
of the sometimes/always/never activity.

Exploring accuracy: Ethical principle and Standards of practice

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Unit One

Ethical principle: Your job as interpreter is to interpret to the best of your ability exactly what the
applicant(s) or caseworker say, without adding, omitting, or in any way adjusting what is said.

Standard 1: Interpret exactly what is said, including all parts of the message.
You should never leave any part that carries meaning out of the message. Do not add or subtract from
the message, and include all repetitions, self-corrections, etc as given by the speaker.

Standard 2: The message is delivered in exactly the same style as it is spoken.

The interpreter interprets in first person. The interpreter makes sure that the level of language (register)
in their interpretation matches the original message, paying careful attention to word choice and
faithfully conveying the meaning of idioms. The interpreter does not simplify messages to make them
easier to understand.

Standard 3: The interpreter asks for repetition or clarification if terms are used that they don’t
understand or that are difficult to interpret.
You cannot guess what they mean-you must be certain before you interpret. Always ask for repetition,
check a dictionary, or clarify when necessary.

Standard 4: Transparency
Everyone should know that the interpreter will interpret everything they say, and then interpret
everything that’s said in the space where the interview is happening-even if they don’t want it
interpreted or it’s not addressed to the person who’s listening.
If you ever make a comment as the interpreter, your comment must be interpreted to both sides.

Standard 5: Interpret emotion and tone of voice

You should include tone of voice that shows emotion in your interpreting.
For example, frustration, sadness, anger, joy, laughter, and sarcasm all should be obvious to the
recipient of the interpreted message.

Standard 6: The interpreter manages the flow of communication to ensure accuracy

The interpreter stops speakers as necessary to ensure they do not go on for too long for accurate
interpretation.

Exploring impartiality: Ethical principle and Standards of practice

Ethical principle: Interpreters must be neutral and show no bias at all towards the applicant or the
caseworker, so that their interpretation can be trusted.

Standard 1: Interpreter remains impartial and does nothing that could compromise their neutrality.
Interpreters might have personal opinions, but it is important that the interpreter never show what they
are thinking. The interpreter should not visibly react to the content of a message while interpreting, and
should avoid appearing sympathetic to either side.

Standard 2: Withdraw, or inform the participants if there is any reason you might not be impartial.
Interpreters do not accept assignments where they have an interest in the outcome, or where it might
be perceived that they have an interest. Interpreters do not interpret for family members, friends, or
people who they have had a bad relationship with in the past.

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Unit One

Standard 3: Interpreters do not accept gifts or compensation other than from the entity that hires
them to conduct the work.
Gifts create a real or perceived sense of bias. Interpreters should not accept gifts in order to avoid
creating a relationship in which the interpreter then “owes” something to the giver.

Additional Note for Trainers on impartiality:

Make sure to have a healthy discussion here about whether or not you interpret for someone you know,
and give a few examples. A helpful and simple way to frame this standard as relates to who interpreters
cannot interpret for without compromising impartiality is that there are three kinds of people you never
interpret for, no matter what. For everyone else, just let the interviewer know if you know them.
o Your family members and close friends
o People who you do not get along with (have a bad relationship with)
o People who you have a financial relationship with (people you exchange money with
regularly)

One very useful example, in addition to talking about family members, friends, and people you have a
bad relationship with is the following scenario. Most people will answer that they can interpret in this
situation, and this is incorrect, as there is no trust in an interpreting relationship laid over a bad personal
relationship. If a case is denied or delayed, the interpreter may be blamed.

Optional Scenario: On one occasion, you purchase a bicycle from another person in camp. The bicycle
breaks the first time you ride it from a problem that the seller hid from you, but the seller refuses to
take it back. A year later, this person comes to the RSC for prescreening. Should you interpret for
them?

Make sure to teach the point that even though an interpreter may not believe he or she is biased, or that
they would change their interpretation based on who they are working for, the issue is one of
appearances. Even if you are not actually biased, if there is the appearance of bias-if anyone involved
might have a reason to suspect you of bias, you must disclose it and let the participants decide whether
or not to use your services.

Exploring confidentiality: Ethical principle and standards of practice

Interpreters must keep all information they have access to as part of their work strictly confidential

Standard one: Interpreters do not reveal any information about an assignment.

All information an applicant provides is strictly confidential, including written information about that
applicant. The interpreter must protect or destroy notes taken during an assignment.

Standard Two: The interpreter does not reveal any information about the resettlement program.
It is the role of RSC staff to share information about the resettlement program. Therefore, interpreters
must protect the program by keeping information about the program confidential. If anyone asks you
questions about the RSC program, avoid answering, and refer them to appropriate resettlement
program staff (UNHCR, IOM, RSC, etc) instead.

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Unit One

Note to trainer: It is helpful to elicit discussion here, as in the camps interpreters often have daily
interaction with other applicants and may face a lot of temptations to breach confidentiality.
Interpreters should understand the magnitude of their responsibility to protect applicant information.

Exploring adherence to role boundaries: Ethical principle and standards of

practice
Ethical Principle: Interpreters work within their professional boundaries and do not get personally
involved in an assignment/case.

Standard one: The interpreter limits personal involvement and individual interaction with applicants
during and after interpreted encounter.
The interpreter’s role is to enable communication between parties, who make their own decisions and
are responsible for the content of their own communication. The interpreter does not filter
communication, and is as unobtrusive as possible during the assignment. The interpreter should not
provide any assistance or support to applicants other than interpretation.

Standard two: The interpreter only provides interpretation services during an assignment.
The interpreter does not take over the role of the interviewer to provide extra information about a case,
such as things the applicant did not say or extra background information to help the caseworker
understand. The interpreter does not give opinions or advocate during or after an interview, nor answer
questions for participants.

Exploring professionalism: Ethical principle and standards of practice

Optional Activity: Professionalism discussion and sorting (20 minutes)

This topic can be expanded to include the below optional activity and discussion, as experience has
shown it is sometimes necessary to teach interpreters not only the meaning of professionalism for
interpreters, but to illustrate to them what professionalism in general looks like and why they too are
professionals. Usually, the notion that they are professionals like teachers, doctors, and others with
specialized jobs comes as a surprise, and trainers should be prepared to build up participant self-
perceptions. It is usually very positively received and interpreters end up with an enhanced pride in their
work. For more sophisticated groups, skip straight to standards of practice, and include the photo
sorting activities with the ethical decision making sorting exercise (1D) if desired.

Trainer gives examples of well-known public figures and asks participants what kinds of behaviors make
these people different and respected when they are acting in their professional roles. Some possible
examples (which will be used in the later Who Am I game) are:

Camp roles: Urban roles:

(A) Camp leader (A) School teacher
(B) School teacher (B) Police officer

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Unit One

(C) Camp security guard (C) Community leader

(D) Monk (D) Religious leader
(E) Pastor (E) Social worker
(F) Women’s organization worker (F) Taxi driver
(G) Child protection officer (G) Barber
(H) Doctor (H) IRC caseworker
(I) IRC caseworker (I) Doctor
(J) Food rations leader (J) UN Resettlement Officer

Then, trainer adds one more: Interpreter. What kinds of behaviors make an interpreter acting in his or
her professional role respected and trusted?

Activity:

Trainer leads photo sorting activity, allowing interpreters to group several images of interpreters into
“professional” and “unprofessional” piles. The trainer may guide this activity, asking participants what
they think each photo is showing, and then placing it into the appropriate pile according to majority
vote.

Ethical Principle: The interpreter acts in such a way that their behavior and appearance inspire trust and
uphold the dignity of the profession.

Standard 1: Interpreter dresses appropriately and is prepared for the job

Standard 2: Interpreter is respectful of applicants and RSC staff

Interpreter shows respect for participants ways that are appropriate to culture and interpersonal norms.

Standard 3: Be honest about your capability to interpret (or translate)

Interpreters need to be honest about their language skills and how qualified they are. Interpreters
should not try to please a caseworker by interpreting for a case in which they don’t feel they can do a
good job.

Standard 4: Interpreter responds professionally to challenges to their interpretation

Interpreters should constructively present solutions to the problem if their interpretation is challenged
(if someone says they are not interpreting correctly). They should not argue with someone who
challenges their interpretation, but should simply state that they stand by their interpretation or that
they would like a repetition so they can revise it.

Supplement to Exercise 1B: Responding to Challenges

This activity may be included if there is time. It is especially relevant in KL where stipend interpreters
work with both DHS and casework, and do face challenges from applicants and DHS officers.

Instructions: Below are three challenge scenarios. Divide the class into groups of three. Using laminated
cards, or referring to the exercise space in the workbook, give each group one of the scenarios. Use
different colored cards if possible, to keep track.

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Unit One

Tell the groups to discuss their challenge scenario, and write out a professional response to the
challenge. Then, ask for volunteers to act out the challenge, and discuss. Remember that it’s important
they have these things ready in their own words-share possibilities, and make sure their responses are
correct, but do not insist their scripts match yours.

1. You have just interpreted a word that does not exist in your language or takes longer to express,
and the interviewer asks you why what you are saying in your language is longer than what he
said. What steps do you take to maintain transparency and respond to the interviewer?

Possible solution: “In _______this word takes longer to say. What I have literally said is______”
Then, interpret to the applicant what you just said to the interviewer.
2. You are interpreting for an applicant who speaks some English, who suddenly directly tells the
interviewer that something you interpreted is not accurate. How do you respond?
Possible solution: “I have interpreted to the best of my ability and believe what I have interpreted
is accurate.” Interpret this back to the applicant. Then, let the interviewer sort it out and ask any
further questions.
3. You are interpreting for an applicant who seems confused. The interviewer turns to you and
asks “Are you interpreting what I’m asking correctly”? What steps do you take to maintain
transparency and respond to the interviewer?
Possible solution: “I have interpreted to the best of my ability exactly what you said what the
applicant has said, and I believe my interpreting is accurate.” Interpret this back to the applicant.
Then, let the interviewer sort it out and ask any further questions.

Exercise 1B: Green, Yellow, Red (45 minutes-1 hour)

Instructions: Divide the class into pairs. Instruct them that based on their knowledge of the five key
ethics and corresponding standards of practice, they should decide whether the interpreter should do
the following things always (green), sometimes/with caution (yellow), or never (red). Tell them they
should be prepared to justify their answers using the standards of practice.

If literacy levels are low this exercise should be conducted in small groups rather than pairs, with
facilitators who can read the items aloud and record the group decision. Make sure the facilitators do
not guide the group, but merely remove the literacy barrier.

Give them about 30 minutes to complete this exercise, allowing for extra time if you are working with
facilitators. Then review with the entire class (another 30 minutes). Discuss disagreements. If anyone
holds up yellow, ask that group to identify the standard relevant to that point. Note that there are a lot
of gray areas on some of these points-if they can make a valid point as to why it should be yellow,
accept the answer. You are not likely to get through all the bullet points, so skip around as necessary
and try not to get bogged down in discussion.

Statement Should be…

Accuracy:
1. Interpret everything exactly as it is said. Yellow-Sometimes, it
may be necessary to
summarize (eg, lots of

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Unit One

people speaking at
once).
2. Interpret things that are not polite or that may seem wrong in the Green
applicant’s culture, including curse words or rude language.
3. Make complicated messages easier to understand, or make them Red
make more sense to the listener, without changing the meaning.
4. Summarize a message from one or more speakers. Yellow
5. Leave out repetitions or speaker mistakes to save time (I was Red
kidnapped twice. Yeah, twice. In September…yeah, September. No
wait, it was August).
6. Interpret in 1st person Yellow-for mentally
disabled or young
children, 3rd person may
be more appropriate.
7. Avoid interrupting the interviewer Yellow-interrupt when
you need to but try to
have the skills necessary
to minimize this.
8. Ask the caseworker to explain further if something is not clear to Green
you.
9. Tell participants you will interpret everything they say. Green
10. Leave out anything the speaker didn’t want said or didn’t mean to Red
say to the other side.
11. If multiple people in the family are speaking, interpret exactly what Yellow-you can
they are saying to the caseworker. summarize if necessary
and with the consent of
everyone involved
12. Interpret the conversation if someone else walks into the room and Green.
starts talking to the caseworker.
13. Interpret at a consistent audible volume level in a natural tone that Green
follows, if not exactly matches, the level of emotion and style of the
speaker.
Impartiality:
14. If the interpreter feels like their emotions are affecting their ability to Green
interpret accurately or neutrally, they should withdraw.
15. If the interpreter believes an applicant is lying, they should tell the Red
caseworker
16. Sit close to the applicant during breaks, and reassure them so they Red
feel confident when talking to the interviewer.
17. Sit in the room alone with the applicant while the interviewer leaves Red
the room.
18. Interpret for family members and friends if no other interpreter is Yellow-only with RSC
available. supervisory approval
19. Interpret for all applicants and interviewers in a neutral way, not Green
showing any kind of favoritism or bias.
20. Interpret for someone you do not get along with or who does not like Red
you, as long as that person or the interviewer says it’s OK.

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Unit One

21. Accept extra money or gifts in exchange for doing extra work to help Red
the applicant communicate.
22. Tell your supervisor if you are ever offered money or gifts. Green
Confidentiality:
23. Protect, or destroy, all notes that you take during an assignment. Green
24. If you know that someone had their prescreen interview on a day Red
you were working, tell your family or friends the good news.
25. Tell your colleagues about funny things someone said during their Red
interview.
26. If anyone asks you how to resettle to the US, tell them to go to an Green
appropriate agency (UNHCR, IOM, or IRC) to find out what they need
to know.
Adhering to role boundaries:
27. If a friend asks you what to say during the prescreen interview, tell Red
them they need to tell the truth and give lots of details about their
persecution story.
28. Reassure applicants who appear nervous or worried about their Red
interviews, telling them everything will be fine.
29. Answer simple questions for the caseworker regarding geography or Red
the applicant’s cultural beliefs.
30. Fill in information that the caseworker forgot to ask about/tell the Red
applicant.
31. Tell the caseworker if there is a cultural issue that might need to be Green/Yellow
further explored by both parties, if it is causing a communication
problem.
32. Explain to the caseworker why you think an applicant is answering Red
questions in a confusing way, especially if you think it is due to
cultural problems or educational deficiencies.
33. Explain linguistic problems to the caseworker (for example, a term Green
does not have an exact equivalent in the other language) and suggest
or ask for a solution.
34. If the caseworker asks a confusing question, but you know what they Red
mean, interpret the question how it should be asked so the applicant
understands.
35. Try to get an applicant to tell their whole story, if they seem Red
embarrassed to tell the caseworker certain information that could be
really important to their case, and if not, tell the caseworker about it.
36. Explain information about conditions in your homeland that are Red
common knowledge to the caseworker if the applicant is leaving
them out or the caseworker doesn’t seem to know (for example, the
names of rebel organizations or the way persecuted ethnic minorities
are treated)
Professionalism:
37. Plan to arrive before the assignment begins. Green
38. Dress in a way that is respectful and appropriate for the situation. Green
39. Study relevant vocabulary before going to an assignment. Green
40. Bring a dictionary/asks for a dictionary during an assignment. Green

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Unit One

41. Use culturally appropriate forms of address when interpreting. Green/yellow-do not
change the form of
address if a
disrespectful one is used
by a speaker.
42. Interpret for a caseworker who really needs an interpreter, even Red
though you’re not so good in the language the applicant speaks.
43. If the applicant tells the interviewer you interpreted a word wrong, Red
and they are wrong, explain to them why your interpretation is
correct.
44. Report the incident to your supervisor if someone challenges your Green
interpreting.
45. If someone challenges your interpreting, respectfully explain to the Green
interviewer that you have interpreted as accurately as possible,
explaining any possible reasons for misunderstanding (such as lack of
equivalent terms resulting in an interpretation that is longer than the
original message)

Now, announce a 10-minute break.

Activity: Role play (20 minutes)

Role Play – Which standards/ethics are being violated?

Preparation: Split the group into groups of three. Tell them to choose one of the standards of practice
to violate, and create a role play to show the group in which the interpreter in the role play violates that
standard of practice.
Execution: Tell the group they will perform their role plays, while the rest of the group will guess what
standard they are violating. Allow each group to go through their role play, one at a time. Keep it short-
don’t let them last longer than a few minutes and cut off a scenario if it goes too long, especially if
they’ve already violated one or more standard. If time is short, only pick a couple of groups to do the
role play.

Activity: Ethical Scenarios Sorting Activity (20 minutes)

Note: This activity could be omitted in favor of one of the optional activities, at the
instructor’s discretion.

Note to instructors: If literacy levels are low or you do not have the right language available for the
class, either read these out yourself, have a literate member of the class read them, or have facilitators
assist the pairs. Be creative!

Preparation: Have the laminated language-appropriate ethical scenarios included with this handbook
ready. Put two sheets on the floor in the center of the room that say Ethical/Professional or
Unethical/Not professional.

24
Unit One

Execution: Invite the participants to stand in a circle around the sheets, and pair them up (optional
depending on numbers) Pass out one or more slips to each pair, and ask them to evaluate, quickly,
which pile the scenarios belong in. You may wish to read aloud and demonstrate one scenario. Then, ask
the pairs to read their scenarios and place them in the appropriate pile, guiding as necessary.

Lesson 3: Saying No

Key points: • The interpreter should diplomatically refuse when requested to

violate her code of ethics.
Objective: • Say no in a polite, constructive way when asked to violate the code of
ethics.
Time: 20-25 minutes
Materials: Visual aid showing the steps to saying no, if possible

Mini Lecture: Saying no (5-10 minutes)

Execution: Ask the class if they think interpreters have to tell people no a lot, now that they’ve finished
this lesson. Revisit the scenarios from the very beginning of the lesson. Ask the interpreters how they
think they should respond. Ask one of the individuals you approached how they would politely get you
to change your mind (repeat your performance if necessary), now that they know how they should
respond ethically, about what you are asking of them. Process answers, then present the below formula:

Step one: Politely decline (ask for examples of what this means, i.e. I’m sorry, I can’t, but… or Of course,
I totally understand, or I am so grateful but….)
Step two: Offer an alternative (emphasize that offering an alternative should be immediate and
hopefully realistic.)
Step three: Give your reason. Preferably, your reason should be related to something the interviewer
considers important, like accuracy or your own impartiality (Emphasize that once people have an
alternative, they’re more likely to understand why you can’t do what it is they want)

Activity 1D: Practice (15 minutes)

Using the scenarios from the beginning of the lesson, participants will write scripts to refuse what’s
being asked of them. This can be conducted verbally if participants cannot write. Arrange the groups or
pairs so that at least one person can read the scenario.

Preparation: Divide the class into pairs or groups of three. Hand out a slip with a scenario to each group,
in the appropriate language, or refer them to the workbook and allow them to choose.

Execution: Ask them to write out a refusal response using the formula. Give them five minutes to
complete this. Then, ask for volunteers to read their scripts.

Scenarios:

1. You’re asked to interpret for someone who you know doesn’t like you or who you don’t really
get along with. How do you respond?

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Unit One

o Example: You know, it’s better that I don’t do this case. I can check and see if someone
else is available right now for you, though, if you like. The reason is that I know this
applicant and in the past I haven’t had a great relationship with them, so I am concerned
that my interpretation may not be trusted later if there is any kind of problem with the
case, which could result in the case being delayed.
2. An applicant asks you for help for an outside issue unrelated to their application. How do you
respond?
o Example: I would love to help. You know, there is an organization that specifically helps
refugees with this issue. They would be much more qualified than me to help you with
this-I unfortunately cannot help you, according to the rules I have to follow as an IRC
interpreter.
3. A very grateful and kind-hearted elderly applicant offers you a small hand-made gift as a token
of thanks and says you remind her of her grandchild. How will you respond?
o Example: That’s such a lovely thing, and feel very touched. I can’t accept it, though. You
know, it’s thanks enough that you have made this gesture. If I take it from you, I will be
violating IRC rules saying that I cannot accept gifts.
4. A caseworker demands that you interpret for a case that you’re not sure you can accurately
interpret for. How do you respond?
o Example: I certainly understand your problem, but I’m not best qualified here. Let me see
if so-and-so is available to help. If I do it, I am concerned I may make serious mistakes
that could damage this case.
5. A caseworker asks you to explain the confidentiality form to the applicant while they do
something else. How do you respond?
o I’d love to help. I’d be happy to interpret for you while you explain it, but if I explain it by
myself, I may miss some important points.
6. An interviewer asks you to talk to the applicant to find out what they “are really trying to say”.
How do you respond?
o Example: I see your problem, and it’s best if you ask the questions through me. If I ask
the questions, there’s a risk that my opinion or my understanding of the situation could
change the results and might damage this case.
7. An interviewer asks you to check again with an applicant who’s already left the interview space
to confirm their level of education and number of children. How do you respond?
o I’d love to help you out. I could interpret if you could send a staff member with me, or if
you come yourself. If I do it on my own I may miss important information, or might not
be able to answer questions the applicant might ask me.
8. A caseworker, who is confused about the applicant’s testimony, asks you if the armed group the
applicant is talking about really operates in the region the applicant lives in. How do you
respond?
o Example: I understand the issue. I’ll interpret if you want to ask and confirm this point.
But if I tell you, I may make a mistake or say something contrary to what the applicant
believes to be true-this is outside of my competency as an interpreter.
9. An applicant asks you a question about their case during a break. How do you respond?
o Example: That’s a good question. Why don’t you ask the caseworker when he/she comes
back, and I’ll interpret for you? I’m actually not able to answer questions, and might give
you wrong information.

26
 Unit Two: Interpreter Skills and
Protocols

Note: This section can be easily tailored for brand new interpreters and for ones with more experience. It
is recommended that for basic groups or those with limited English proficiency, the instructor focus on
the steps of an interpreted session, first person, positioning and signaling, and message analysis. More
advanced groups would benefit from spending less time on basic topics and taking more time to explore
the supplementary activities in the message analysis, memory, and note taking lessons.

Key Points • Interpreters should develop a “reflective practice” through which

they constantly evaluate their own performance.
• There are seven possible “stages” of an interpreted session, and an
interpreter needs to know how to manage each.
• Interpreters use physical position and demeanor to promote
engagement between the people they interpret for.
• Interpreters should interpret in the first person with few exceptions.
• Interpreters manage the pace of communication through
appropriate signaling.
• Understanding the steps of message analysis helps interpreters to
eliminate sources of error and to interpret for meaning.
• Enhancing memory skills should be a key objective for new and
experienced interpreters alike.
• Memory most typically fails when confronted with details and unfamiliar
concepts. Therefore, interpreters must have strategies ready to ensure
their interpretations are accurate.
• Strong note taking skills support interpreter memory and contribute
to accuracy.
• Interpreters take minimal notes with few words, using their
notations as memory placeholders only.
• Interpreters should develop their own personalized systems of note
taking.
Learning • Conduct a short partnered role play in which participants evaluate
objectives their skills
• Discuss and practice the steps that need to be taken in order to
successfully execute an interpreted session
• Discuss appropriate positioning, and strategies for allowing
applicants and interviewers to engage with each other rather than
the interpreter
• Discuss why professional interpreters use first person
• Interpreters will recognize their individual limits for how much information
they can accurately remember before they should signal

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Unit Two

• Interpreters will practice signaling

• Discuss and apply the steps of message analysis
• Explore the limits of interpreter memory
• Discuss memory strategies
• Interpreters evaluate their baseline note taking skills
• Discuss note taking techniques and practice professional note taking
Materials • Participant workbooks
• Recording devices (optional)
• Three extra chairs
• Optional: Clarity interpreting video @4:51: Tone, register and Style
• Instructor choice: Sets of familiar/unfamiliar objects OR
familiar/unfamiliar words lists
• Optional: Coin to flip and statements for interpreting competition
• Optional: Prizes
• Optional: Katherine Allen consecutive note taking video
• Flipchart
• Instructor story for note taking
• Script for optional note taking activity 2
• Bell and questions list for review activity
Components • Lesson One: Reflective practice (all levels)
• Lesson Two: Steps of the interpreted session (basic level)
• Activity: What does each step involve?
• Role play: Act out an interpreted session
• Lesson 3: Positioning (all levels)
• Mini-lecture (basic-intermediate level)
• Discussion activity: Promoting connection (all levels)
• Lesson 4: First-person interpreting mini-lecture (Basic level)
• Lesson 5: Signaling (basic level)
• Signaling demonstration activity
• Signaling pair practice
• Lesson 6: Message analysis (all levels)
• Interruptions role play
• Demonstration: The truck drove into the town
• Idioms
• Mini lecture: The steps of message analysis
• Lesson 7: Memory (All levels)
• Recalling a list of items (all levels)
• Strategies discussion (all levels)
• Optional activity: Testing the limits of memory (intermediate-
advanced levels)
• Optional activity: Memory and interpreting competition (basic level)
• Lesson 8: Note taking (intermediate-advanced levels)

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Unit Two

• Introduction
• Baseline note taking activity
• Katherine Allen demonstration video
• Optional Activity: Developing symbols
• Re-do baseline activity
• Optional: Note taking passage number 2 (advanced levels)
• Review game: Team Q&A (all levels)
Time 4 hours (this module can easily run over time if all activities are included, as
there is about five hours’ worth of material in this manual. Control
discussion carefully and tailor the discussion/activities to the audience.
More basic objectives (positioning, steps of an interpreted session,
signaling, and first-person interpretation may be omitted for a sophisticated
group, while note taking and advanced memory practice may be curtailed
for a group with lower language proficiency)

Lesson One: Reflective practice

Key Points • Interpreters should develop a “reflective practice” through which

they constantly evaluate their own performance.
Objective • Conduct a short partnered role play in which participants evaluate
their skills
Materials Role plays and worksheets included in workbook, recording devices if available
Time 45 minutes

Introduction: Ask interpreters how they get better at something. Usually, they’ll say practice. Now, ask
them how they practice interpreting. Process answers, then introduce the below activity.

Activity 2A: Reflective practice role play

Preparation: Divide the group into pairs by counting them off by 1s and 2s, making sure the partners
share a language if possible. If any participant cannot read in English or their own language, place them
with a pair of students who can, or with a facilitator. They will not be required to read for their
colleagues.

If you have recording devices available, instruct the students to test them to ensure they work at this
time.

Execution: Tell the class that 1s are interpreters and that the 2s will read. Direct student’s attention to
the role play on page (8) of the workbook, but tell the group that interpreters may not look at the
script. (This is an important instruction as many interpreters will read the script despite the clearest of
instructions-emphasize this point.). Instruct the first partner to read the dialogue, and allow the
interpreter to interpret into their preferred language, noting down any errors (if there is no recording
device; if there is a recording device, save this step until the end.).

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Unit Two

Reassure them that mistakes are normal and expected. After all, if they were perfect, then they
wouldn’t need training!

Once they have completed the dialogue, the partners will go over the reflective questions on the
worksheet.

Note: This activity can get noisy and interpreters might find it difficult to concentrate. Plan extra space
where pairs can go to work, especially if the class is quite large.

Tell the partners to switch roles and continue to the next role play, repeating the same steps.
Once everyone is finished, ask them about their experience. Did they make more mistakes than they
expected? What kinds of mistakes?

Lesson 2: The interpreted session

Key Points • Understand and practice the steps to executing a successful

interpreted session.
Objectives • Discuss and practice the steps that need to be taken in order to
successfully execute an interpreted session
Materials Worksheet
Time 40 minutes

Instructor-led discussion:

Note: If you have facilitators/co-trainers or the ability to show video, give an acted
demonstration or show a clip for the participants depicting an interpreted session from
beginning to end, ask the participants to note down what the steps of the session are, and then
discuss. If not, just discuss the below steps:

1. Preparation
2. Pre-conference or pre-session (optional)
3. Introductions
4. Interpreting
5. Intervention (do not discuss this in detail-save it for unit 3)
6. Closing the session
7. Post-session

Discussion activity 2B: What should the interpreter do at each stage?

Preparation: Explain to the class what is meant by each of the steps, but do not give details yet on what
specific actions the interpreter should complete. Decide how the class should be divided, and group up
the participants accordingly.

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Unit Two

Execution: Assign steps 1, 2, 3, 4, 6, and 7 to the groups, with each group receiving at least one, at the
instructor’s discretion. Ask them to brainstorm and decide what the interpreter should do at each step
of the interpreted session. Direct them to the prompts in the workbook, which are below with the
instructor response.

Give them five minutes to complete their discussion. Then discuss the steps as a group.

Prompts with answers:

1. How should an interpreter prepare for an interpreted session? What things would be helpful for
him or her to know?
Study relevant vocabulary, learn about issues related to refugee resettlement and the steps of
resettlement
2. What sorts of things might it be helpful for an interpreter and a caseworker/interviewer to discuss
before an interpreted session?
Language issues (does the applicant speak English? How to deal with that?); sensitive issues to be
discussed, potential cultural issues, background of case, anything else that might complicate the session,
how the interpreter will conduct his/her work
3. What things should you say to an interviewer you’ve never met before you interpret? What should
the applicant know about what to expect from you?
Name, language, that you’ll interpret everything, possible signals you may use, request to speak in short
sentences; ask permission to explain the same to the applicant; then repeat the same information to the
applicant.
4. What things will you do while interpreting?
Take an appropriate position, interpret (in consecutive mode), use first person, interpret everything,
interpret accurately, avoid summarizing
5. Intervention-skip this one; tell participants it is a complex and challenging skill we will discuss in the
next session. It is what interpreters do when they encounter communication problems during an
interpreted session.
6. When can an interpreter leave the session? What should you do if you have a set time you need to
leave?
Only when the session ends. If you have a set time you need to leave, inform both parties ahead of time.
7. What might an interpreter need to do after a session?
Answer any questions the interviewer might have, debrief with the interviewer. You may have a need to
discuss anything that was emotionally difficult or painful for you with the interviewer, or find a way to
care for yourself on your own. If an interviewer was abusive toward you or an applicant, you may need to
report this to a supervisor.

Additionally, you may have new vocabulary to study, and also should evaluate your performance. One
technique that is useful is to keep an interpreter’s diary to record anything of note that you encounter
during a session.

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Unit Two

Role play activity: Act out an interpreted session.

Preparation: Divide the class into groups of three.
Execution: Instruct the groups to develop a short role play to demonstrate the main steps of an
interpreted session to perform for the class. Give them five to ten minutes to put this together, then ask
for one or more groups to volunteer to demonstrate their session. Discuss, and wrap up this lesson.

Now, announce a 10-minute break.

Lesson 3: Positioning
For a group with some experience, it is best to only briefly explore ideal
positioning, then go straight into the activity on promoting engagement. All levels
of interpreters can benefit from that exercise.

Key Points • Interpreters use physical positioning and demeanor to promote

engagement between the people they interpret for.
Objectives • Discuss appropriate positioning, and strategies for allowing
applicants and interviewers to engage with each other rather than
the interpreter.
Materials Three chairs placed in the center of the room
Time 20 minutes

Preparation: Place three chairs in the center of the learning space.

Execution: Teach this as a question-response session, and use the chairs as props to support discussion.

Trainer introduces the topic of positioning.

Question: How do you usually sit when interpreting/how do you think you should sit,
and why? Trainer collects answers and listens but does not offer a correction at this
time.

Question: In an interpreting encounter, who are the three main actors?

Desired response: Interpreter, applicant, and caseworker.
Questions: With these three actors, we have three relationships, right? What are they?
Desired response: Interpreter-applicant; interpreter caseworker, caseworker-
applicant.
Question: Which of these relationships is most important?
Desired response: Caseworker-applicant. (usually, the response is interpreter-
applicant. Trainer may have to guide participants to come to the correct
conclusion.)
a. Trainer message 1: As interpreters, one of our responsibilities is to promote that
relationship. One of the ways we do that is by choosing a physical seating position that
promotes that.

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Trainer demonstration: Ask for three volunteers. Arrange them in different formulations, ending with
the interpreter behind and slightly next to the applicant. Discuss the merits and drawbacks of each
position. Ask the “applicants” to notice how in the correct position, it feels slightly awkward to turn and
face the interpreter when the chairs are facing directly forward. Explain that putting the interpreter next
to and behind the applicant is a kind of physical psychology that “hides” the presence of the interpreter
and helps promote the feeling that the applicant and interviewer are having a conversation without a
language barrier.

i. Points to emphasize are: Behind and next to means NEXT to the applicant, set
BACK 5-10 centimeters. The interpreter should be speaking almost directly into
the applicant’s ear, and have a clear line of sight to the applicant’s face, while
the applicant is encouraged to face forward. Make it clear that next to means,
again, about 5-10 centimeters to the right or to the left-not too far away from
the applicant.

Reference:
CW

PA
Interp

Question: What kinds of situations might make it impossible to sit in this position? Trainer processes
the answers.

Trainer message: There are lots of situations in which we might not be able to sit in this ideal position.
There are only a couple times when you absolutely should not, and that is if the applicant has a
contagious illness or is dangerous. However, no matter what the reason, you can still sit in such a way
that you promote good connection between the applicant and interviewer.

Try to:

• Adopt the least intrusive position (the one where you command the least attention
• Sit outside the direct line of sight of the applicant
• Sit closer to the applicant than to the interviewer if appropriate.
• Always avoid eye contact with the applicant and interviewer.

There’s no absolute rule, and often you will default to whatever the interviewer prefers. Just do your
best to make sure the participants do not engage with you.

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Unit Two

Activity 2C: Discussion: How can we promote a connection between applicant

and interviewer even if we are not positioned slightly behind and next to the
applicant?
Pair up the students, and direct their attention to the workbook. Have them briefly discuss techniques
they might use to encourage applicants and caseworkers to engage with each other and not with the
interpreter, and write these ideas down to share with the class.

Answers: Avoid eye contact (look at notes, look over the speakers, look down at the table); refuse to
engage physically with applicant or interviewer (adopt a neutral position); be as unobtrusive as possible.

Instructor processes discussion, and wraps up the topic.

Lesson 4: First-Person Interpreting

Key Points • Interpreters should interpret in the first person with few exceptions.

Learning Objectives • Discuss why professional interpreters use first person

Materials None
Time 10-15 minutes

Trainer introduces the topic.

Question: What does first-person interpreting mean?

*If it’s not a fully understood concept, demonstrate the two kinds of
interpreting with another trainer or with trainer’s interpreter.

Questions:

1. What has your experience been with 1st person?

2. Do you use it consistently?
3. What difficulties do you encounter with using it, if any?
4. Do you know why you’ve been taught to interpret in the 1st person?

Trainer message 1: Refer back to the positioning discussion on relationships, and discuss how using first
person promotes a more direct relationship between applicant and caseworker, and also reduces
mistakes and misunderstandings. Discuss and explore possible confusion arising from not using first
person.

Exceptions: When interpreting for young children, the mentally ill, or any situation in which you must
summarize, such as when multiple speakers are talking at once and you are reporting their conversation.

Reinforce the requirement to interpret an entire message, as per the earlier ethical discussion on
accuracy. Close the discussion by informing interpreters that the quickest way to tell an untrained

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Unit Two

interpreter is if they use 3rd person. Their takeaway should be that trained, professional interpreters
default to using the 1st person unless they have a strong reason not to do so.

Note to trainer: Interpreters everywhere, including in the camps, who have experience but little training
usually object to this and state that they believe that applicants will get confused and not understand
who is really speaking if they interpret in 1st person. Be prepared with support to counter this.

• Acknowledge their concerns and say that indeed, applicants will get confused if the interpreter
switches between the two modes, but if the interpreter consistently uses the first person, there’s
no way the interpreter will be confused with the caseworker
• Point out that the interpreter’s obligation is to interpret 100% accurately, and frame not
interpreting in 1st person as falling short of that obligation.
• Tell them that all professional interpreters interpret in 1st person and only untrained ones do
otherwise-it is the quickest way to tell a trained from an untrained interpreter.
• First person is shorter and simpler to interpret, and up to 50% faster
• Point out that it is linguistically very difficult to convey hesitations and corrections in the
speaker’s message if one is interpreting in 3rd person. Explain the problem of summarization and
tell them that when they are interpreting in the 3rd person it is nearly impossible to avoid
summarizing and leaving out parts of a speaker’s message.
• Finally, acknowledge that for young children and mentally disabled applicants it may be
necessary and appropriate to interpret in 3rd person.

Lesson 5: Managing the pace of communication through signaling

Key points • Interpreters manage the pace of communication through

appropriate signaling.
Learning Objectives • Interpreters will recognize individual limits for how much information
interpreters can accurately remember before signaling.
• Interpreters will practice signaling.

Materials None
Time 20 minutes

Trainer message: Signaling clearly (Trainer demonstrates!) is an effective way of stopping an interview
when you have a problem or just need someone to stop speaking so you can interpret.
Question: How many of you do this now? Instructor engages in a short conversation with the group
about how they use signaling.

Memory/Signaling demonstration:
Preparation: Ask a volunteer to think of short, easy story that takes about thirty to forty-five seconds to
tell about a recent event (a journey, a job experience, etc). Ask for two more volunteers. Give one
volunteer a device to keep the time (such a stopwatch or a cell phone) and ask the other one to stand
next to the storyteller.

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Unit Two

Execution: Announce that the person standing next to the storyteller is their interpreter, and instruct
them to listen carefully to the short story he/she ise about to tell so that they can repeat it back to the
class, in the same language. Tell the person holding the stopwatch to tell you when it’s been forty-five
seconds, then ask the “interpreter” to repeat back, in the same language, what you have just said.

They will make a lot of mistakes. Reassure them it’s OK, and ask them how they felt they did.

Now, have the storyteller tell the same story again, but allow the interpreter to signal the storyteller to
stop whenever they feel their memory is full. They should do better this time. Ask them how they feel
about their performance now. Advise them to signal more often if necessary.

Practice (10-15 minutes):

Have participants pair up and tell each other a story about something that happened to them recently. It
can be fictional. Have the listening partner signal when he or she feels their memory is full, and repeat
what the speaker has said back to them before allowing the speaker to continue.

Lesson 6: Message Analysis

Key Points • Understanding the steps of message analysis helps interpreters to

eliminate sources of error and to interpret for meaning.
Learning Objectives • Discuss and apply the steps of message analysis.
Materials Role play prompt slips, workbooks
Time 30 minutes

Introduction: Introduce the topic by saying that we’ve now looked at signaling as a way to promote
accuracy, and we have learned that we can interrupt as often as we need to in order to preserve
accuracy. But sometimes, it might be a little difficult for speakers if interpreters interrupt constantly.
Instructor should emphasize that absolute accuracy, however, is the first goal-interrupt as much as you
need to.

Role play activity (5-10 minutes):

Preparation: Count off participants in pairs, by 1’s and 2’s.

Execution: Announce that all the 1’s will give a simple instruction to 2’s. Give them a slip with a topic,
such as directions to their house or a recipe for something they know how to cook. Instruct the 2’s to
interrupt and make friendly conversation as often as possible. This is a complicated instruction for
some groups. Make sure to do a demonstration of this role play first and explain carefully.

Cut the activity at 2-3 minutes in. Ask the 1’s how they felt while they were being interrupted. Did they
feel like they had to start over a lot? Did they forget what they were trying to say?

Tell the class that, again, while accuracy is the most important thing, as they develop as interpreters,
they should try to learn to allow a speaker to speak for longer.

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Unit Two

Introduce message analysis, memory, and note taking as strategies (each of which build on the skills
developed for the former) to accurately interpret longer chunks.

Instructor lecture (20 minutes)

Preparation: Direct student’s attention to workbook activity 2D. Also, have an idiom or two ready to
share with the class.

Execution: Ask the students to draw a picture for the phrase: “The truck drove into the town”
Then ask “What did you draw”? and have them describe or show their picture. They will be very
different-might show a pickup, might show a large truck, might show a car. The point is that they are
extracting meaning from your statement.

Next, ask them to interpret the same sentence into their language. Then ask for a few volunteers to
literally interpret back. Again, there will be variations depending on their understanding of the phrase
and the limitations of the target language, i.e. the car/truck/semi/truck-car entered/drove/arrived,
at/into the town.

The takeaway is that they need to listen carefully to what a message means and not get stuck on a
literal, word-by-word approach: we interpret for meaning.

Next, share your favorite idiom with them (several examples are available on www.omniglot.com if you
are stuck). One option that has worked well is “let’s not re-invent the wheel”. Ask them to interpret it
literally into their own language, and then ask them if that would work. (they will probably laugh and say
it won’t be understood). Now take that same idiom and ask them what it “really means”.

The point is that you have to listen for meaning: you must understand the message first. Here are the
steps for message analysis:

1. Understand the message

2. Break down the message into its concepts and structures
3. Find conceptual equivalents in the target language
4. Reframe and reconstruct the message

Understanding
This sounds simpler than it actually is. There are a lot of factors that affect meaning
Context The social, religious, or cultural context can affect the meaning of the message
Factual and world knowledge The interpreter needs to have a good understanding of factual information
and conditions surrounding the information that’s being shared. Ask the interpreters: If you had never
heard of a refugee, would you find it difficult to interpret for one? Interpreters are curious and usually
have some knowledge of a broad range of topics.
Intent What is the speaker really saying? Are they angry? Sarcastic? Upset?

Note: If possible, show the Clarity Interpreting video (Part 2: Managing the Session) from 4:51 for a
quick vignette on the importance of understanding tone http://www.youtube.com/watch?v=9e_nIDJV-
Lk&feature=player_detailpage&t=291

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Unit Two

Break down the message

This is sometimes referred to as “chunking”. It means to take a message and divide it into its basic
components, for easier understanding and recall

For example, here is a very typical statement applicants hear at the beginning of their interviews.

“I’ll need to gather your biographic data/such as name, family tree, places where you lived before/in
order to complete your application/and also ask about your family ties in the US.”

Points to consider:

• Who does “we” refer to?

• How will you interpret “biographic data” “family tree” “application” or “family ties”? What do
they mean, and do they have conceptual equivalents in your target language?

Find conceptual equivalents in the target language

Some words may not exist or have adequate, concise expressions in the target language. You may need
to consult with the interviewer to handle these situations. Understanding the purpose and intent is
critically important to being able to adequately convey the message. You may wish to keep a record of
difficult vocabulary and how you interpret it for future use.

Reframe and reconstruct the message

When you put the message back together in the target language, here are the things to keep in mind.

• Keep the same style, tone, and level of language (register)

• Use appropriate grammar. In your language, the sentence might start with the object (dog, the
boy washed it). In English, you may need to flip things around for it to make sense (The boy
washed the dog).

Another very important thing is that as a new interpreter, you may struggle with keeping track of even
the simplest ideas, most often concepts like who did what to who. This is very important-develop
strategies to keep these concepts in order.

Takeaway: Listen carefully to everything in order to capture the exact meaning and intent so you can
interpret accurately.

Now, announce a 10-minute break.

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Unit Two

Lesson 7: Memory

Key points • Enhancing memory skills should be a key objective for new and
experienced interpreters alike.
• Memory most typically fails when confronted with details and unfamiliar
concepts. Therefore, interpreters must have strategies ready to ensure
their interpretations are accurate.

Learning Objectives • Explore the limits of interpreter memory.

• Discuss memory strategies.
Materials List of familiar and unfamiliar words/collection of familiar and unfamiliar objects,
workbooks
Time 15 minutes; 45-60 with the optional activity

Demonstration:
Direct participants to exercise 2E in the workbook. Show them a list of about 20 familiar terms or a tray
of familiar objects or pictures (the latter is great for mixed literacy groups). Give them about sixty
seconds to view the objects/words. Then ask them to quickly write down as many as they can
remember. Ask them to count, and share how many they got.

Then repeat with the unfamiliar terms/objects.

Ask which list was easier to remember. Why do they think it was harder to remember one list over the
other?

Point out they probably remembered the first and last words, forgetting what came in the middle. Ask
them if they think this happens when they interpret as well.

Emphasize the importance of remembering all information in a message. Simple mistakes can truly
impact the meaning of what a person is trying to say.

Possible familiar words/objects: (instructor should modify depending on audience (you may need a Thai
language list, for example, or different concepts would be more “familiar”) and whether they use words
or objects/pictures)
Yellow folder UN registration ID card
Interpreter Burma Soldier
Caseworker Family tree Confidentiality
Resettlement RSC UNHCR
IOM Cultural orientation Case
Application Denied Approved
Refugee

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Unit Two

Possible unfamiliar words (instructor should modify this if using objects):

These words are taken from the Lewis Carroll poem Jabberwocky. They are nonsense words.
frabjous Jabberwocky Toves
Gimble Brillig Slythy
Borogroves Outgrabe Mimsy
Gyre Wabe Jubjub
Bandersnatch Vorpal Tulgey

Discuss a few recall strategies for interpreters. Give ideas that have helped you in the past, or use the
ones below

• Visualization Imagine what is happening

• Placing yourself at the center of the narrative Imagine YOU are the person speaking,
experiencing what they experienced
• Create mental space for details Imagine a box where you “keep” details such as names,
numbers, places, etc for each message. Note taking is better for this, but if you cannot do that,
this is an alternative strategy.

Activity 2F: Test the limits of your memory (optional depending on time-this
takes about 30-45 minutes. If you’re not doing note taking, definitely do this
activity.)

Preparation: Divide the group into pairs by 1’s and 2’s.

Execution: Announce that students will now test their memories and discuss strategies in pairs. Explain
that there are two texts for each person that are four sentences long each. One text contains few
details, while the second is identical to the first but contains many details. Partner one will “test”
partner two by reading first one sentence of the first passage, then the first two sentences, then the first
three, and then all four sentences (optional) to see how much partner 2 can remember at a time. Then,
partner 1 will repeat this with the second text. They will then fill out a worksheet together.

Now, direct partner 1’s attention to activity 2d in the workbook. Tell partner 2 to keep their workbook
closed. This is very important; emphasize that until the partners change roles the listening partner
cannot look at the workbook.

This is a very complex set of instructions. Demonstrate this with a slide/visual aid and a co-trainer before
beginning the exercise.

Then, instruct them to switch roles once they finish the worksheet.

Participant instructions:
Partner B: Read the below texts, one at a time, to your partner. Start with just one sentence, and allow
them to repeat it back to you. Then read the first two sentences, and allow your partner to repeat it
back to you. Then read all three. Repeat with the second, detailed text. You may also choose to do the
final round with the fourth, optional sentence.

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Unit Two

Texts:

Memory Test Passage Set 1:

Simple text:

Moo was a refugee living in a camp along the western border of Thailand. While waiting for
resettlement, he did different jobs for different agencies in the camp. He was a very hard worker,
because he had a large family to support.

(Optional fourth sentence) But his favorite job was as an interpreter, because he said the work was
different every day.
Detailed text:

Moo Doh Eh was a Karen refugee living in Mae La camp on the western border of Thailand. While
waiting for resettlement to the United States, he worked as an interpreter, and as emergency medical
staff the IRC/RSC, and for IOM. He was a very hard worker, because he had a wife, his parents, and four
young children to support.

(Optional fourth sentence) But his favorite job was as an interpreter, because he said the work was
different every day.

Memory Test Passage Set 2

Simple text:

Siri is a refugee living in a large city in America. Before she resettled, she had been living in Malaysia for
several years. Life was not easy for her because she had to work hard every day at a restaurant in the
middle of town, even though she lived very far away where the rent was cheaper.

(Optional fourth sentence) She said she never regretted her family’s decision though, saying that in
Malaysia there were many kind people who helped them survive everyday
Detailed text:

Siri Ganeshan is a refugee living in Seattle, a large city in America. Before she resettled, she had been
living in Kuala Lumpur, Malaysia, for nearly ten years. Life was not easy for her because she had to work
hard every day at a Mexican restaurant in the middle of town, even though she lived in the suburbs
where the rent was half the price.

(Optional fourth sentence) She said she never regretted her family’s decision, though, saying that in
Malaysia many kind people at church, at NGOs, and at the UN helped them survive every day.

Discuss the results when all is finished, using the questions on the worksheet as a guide.

• Which passage was harder?

• How many people got 1 sentence? 2? 3? All four? (use yes/no cards for this question)
• What kinds of strategies did the interpreters use to recall the passages?

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Unit Two

• What kinds of strategies do the interpreters think they could use to increase their memory and
accuracy for longer chunks?

Optional Memory and Interpreting practice: Interpreting competition (20-25 minutes).

For a group where neither an in-depth look at memory nor note taking are appropriate (extremely low
literacy, low average language proficiency), this game is a good way of rounding out the group’s practice
and reflective self-assessments.

Materials needed: Coin to flip, prepared statements in Karen or Burmese, candy for prizes.

Instructions: Divide your class into two groups, and ask the teams to line up. Explain that
representatives from each team will take turns competing to see who can interpret a series of
statements with greatest accuracy. Once the game begins, each team sends one person up at a time.
Trainer flips a coin to see who gets first shot at the statement. The winner of the coin toss listens to the
statement. If they can interpret it accurately to their target language (Thai or English, or instructor’s
discretion-they can interpret from Thai or English into Karen or Burmese, also) on the first try, they earn
100 points for their team. They may ask for one repetition, and if they can interpret it accurately after
that, they earn 50 points for their team. If they fail, their competitor may try for 50 points.

Repeat until all team members have gone once, or as time and interest in the game permits (no more
than twice through).

One possible change to the rules to help a shy group or player may be to allow each team a limited
number of group assists (don’t make it unlimited or one strong interpreter will dominate the team),
where a player may opt to accept 25 points for a successful interpretation by asking another team
leader to take the challenge.

Lesson 7: Note taking (optional depending on literacy level/language proficiency

of the participants)

Key points • Strong note taking skills support interpreter memory and
contribute to accuracy.
• Interpreters take minimal notes with few words, using their
notations as memory placeholders only.
• Interpreters should develop their own personalized systems of
note taking.

Learning Objectives • Interpreters evaluate their baseline note taking skills

• Discuss note taking techniques and practice professional note
taking
Materials Video demonstration, flipchart, worksheet for participants
Time 45-60 minutes

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Unit Two

Hopefully by now you will have buy in for the idea that note taking is pretty critical to accurate,
smooth interpreting. Some interpreters love the idea of notes. Some completely resist it. Be open to all
viewpoints, but try to convince them that without this skill, they will be very limited in their ability to
accurately recall a message, and may be unnecessarily interrupting the flow of thought of the speakers
they are supporting. Do not, however, teach note taking if the language proficiency of your group is
generally low, or if a number of them are not literate in any of their working languages.

Trainer message: Note taking helps interpreters support their memory. It is not a replacement for your
memory. Details that are hard to remember accurately, such as names, dates, names of places,
addresses, or phone numbers should always be written down. It is also helpful to develop a habit of
writing down phonetic spellings of proper names and handing those to the caseworker.

Interpreters should develop their own note taking systems before they ever interpret. But before we get
into that, let’s do a baseline test of your note taking skills….

Activity 2G: Baseline note taking exercise (10-15 minutes)

Preparation: Prepare a short, compelling narrative out of a story from your past that has clear events
and is interesting. Dramatic events are great.

Pair off your class by 1’s and 2’s.

Execution: Announce that you will now tell a one-minute story, and that the class will take notes. Tell
your story, then instruct 2’s to “interpret” (read back in English) to their partner what they wrote down.
Then find out how it went. What happened?

Give feedback, hitting the points below.

Two key strategies for developing a good system are: (Trainer demonstrates on a flipchart)

8. Notes should be vertical or diagonal across a page, resembling outline style, with a new
line for each new idea. Have a lot of paper on hand. This keeps the interpreter from
confusing notes from a previous statement with the statement he or she is currently
interpreting.
9. Notes should not contain a lot of words. Symbols, numbers, and abbreviations are
important. These notes aren’t a record of a conversation, but rather cues to remind you
what was said.
For example:

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Unit Two

Recommended demonstration:
If at all possible, show a short video demonstration of note taking after the baseline exercise. This one is
ideal: (Bangkok O-drive link). If not, as an instructor, practice your note taking skills to the point that any
short, one-minute story is something you can reliably reproduce, and have your co-trainer or facilitator
tell you a prepared story while you take notes on a board and then demonstrate your recall of that
story. You can have a volunteer from the class tell one as well, but this is pretty risky. Make sure you can
nail it every time-otherwise you totally lose your credibility.

If neither option is possible, just go over the picture above and explain the key techniques, giving
feedback to the note takers in the class.

Optional activity: Developing symbols (15-20 minutes)

If you have extra time, you may wish to help your participants develop their own symbols to use in note
taking. Using your story as an example, tell them to draw out the key words that they remember, and in
partners, come up with easy-to-draw symbols for these key words.

Give them ten minutes to work on this, then ask for volunteers to come up and draw their symbols
and explain them. Take five or ten minutes to discuss and correct symbols that are too complicated.

Activity: Practice (10-15 minutes)

Preparation: Tell the class they’re in the same pairs they were before.

Execution: Announce you will tell your story again, but this time they should practice some of the
techniques they just learned. Tell your story, then instruct the 1’s to read back their result to their
partners. Then repeat the discussion. Was it more accurate this time?

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Unit Two

Optional practice activity: Information-dense note taking exercise

For a sophisticated group or if this module is being taught as a workshop, add one more note taking
exercise. This exercise focuses on memory of a list of instructions mixed with information, as opposed to
a narrative, and reflects the experience of an interpreter in the biographic data collection portion of a
prescreen interview. It is not as long but it is dense in information. The execution is the same as the
previous practice activity, but this time you will show them a visual with the below script so they can
check their work, rather than with a partner.

IRC Caseworker: During the prescreen interview, I will collect your biographic information and case
history. I will ask you questions about your family background, education, employment history, prior
addresses, and I will also ask you for details on why you fled your country. This information will not be
shared with any government other than the United States government. Additionally, this information
may be shared with our partner agencies, such as IOM, the UNHCR, and the resettlement agency that
will receive you in the United States once you are approved for resettlement.

Wrap up by saying that this isn’t something they’ll master today, or tomorrow. They’ll be working on
this skill for the rest of their careers as interpreters. Tell them they need to practice, and develop their
own ways of quickly representing concepts. They must learn how to take notes on their own, and
practice it when they’re not interpreting.

Day One Review Activity: Team Q&A Game (30 minutes)

Preparation: Divide your group into two teams, having them line up in the center of the learning space.
Place a bell on a chair in the middle.

The Rules:
1. Instructor calls on each team one at a time, and chooses a team member to ask a question.
2. If they do not know the answer, any member on the team may answer by raising their hand.
3. If the person raising their hand answers incorrectly, the first person from either team to hit the bell
may answer the question.
4. One point is taken away if a team member answers for the chosen person before they have the
chance to respond.

Questions (mix these up-don’t ask them all in order):

1. What is a code of ethics?

1b. (do ask these sequentially) What is a standard of practice?
2. List the five key ethics.
2. Give one standard of practice for accuracy.
3. What does “transparency” mean?
4. Give one standard of practice for impartiality.
5. Give one standard of practice for confidentiality.
6. Give one standard of practice for adhering to professional boundaries.

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Unit Two

7. Give one standard of practice for professionalism.

8. For what kinds of people or in what situations might you interpret in 3rd person rather than 1st
person?
9. What is the ideal position for an interpreter with respect to an applicant and interviewer?
10. What are the three kinds of people we never interpret for?
11. What are the three steps for saying no?
12. What are the four steps of message analysis?
13. Give three advantages of first-person interpreting.
14. What are the seven steps of an interpreted session?

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 Unit 3: The Role of the Interpreter in Cultural and
Linguistic Intervention: Limits and Problem-Solving
Techniques
Day 2, Unit 3: The Role of the Interpreter in Cultural and Linguistic Intervention:
Limits and Problem-Solving Techniques

Key Points • Each person is unique in terms of culture. Interpreters must never
attempt to explain culture or broker understanding between two
people.
• Interpreters should cultivate cultural competence and apply it in their
work.
• Interpreters must work within the limits of their role so that the
people they support can communicate clearly and autonomously.
• Participants in interpreted communication may encounter linguistic
and cultural communication barriers that the interpreter can
sometimes help them to solve.
• Interpreters ALWAYS facilitate solutions to linguistic barriers to
communication, which are different from cultural problems in that
the interpreter is the only person truly qualified to present a
solution.
• When interpreters must intervene to solve a problem, they should
do so transparently, making sure everything said is interpreted.
• Interpreters must use considerable judgment and discretion when
drawing attention to cultural and linguistic problems as they arise to
avoid overstepping their role.
Learning • Review of ethics and standards of practice.
objectives • Define culture and cultural competence.
• Discuss the ethics of deciding whether or not to intervene/mediate.
• Review the limits of the role of the interpreter and discuss
applicant/participant empowerment.
• List and practice the five steps to intervention.
• Discuss problem solving in interpreted communication through
linguistic and cultural intervention.
• Plan and practice specific solutions to problems interpreters
encounter.
Materials • Participant workbooks
• Optional: Role cards and tape
• Ethics and standards matching cards
• Ethical dilemma slips
• Scripts for demonstration activity

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Unit Three

• Optional: Script prompts for culture clash role play

• Discussion prompts for decision-making intervention activity
• Optional: Bell and review questions
Components • Ethics and standards matching review
• Ethical dilemmas review discussion
• Mini lecture: Review of interpreter role
• Pair discussion: Defining culture
• Small group activity: Listing the components of culture
• Culture as an Iceberg: Group discussion
• Pair discussion: Definitions of cultural competency
• Role play: Culture clash guided improvisation
• (break)
• Optional: Who Am I? Game
• Demonstration activity: Interventions freeze frame
• Mini lecture: 5 steps of transparent intervention
• Pair activity: Unscramble the steps
• Pair activity: Practice reading intervention scripts
• Mini lecture: Strategic intervention
• Writing scripts for intervention of common events
• Role play activity: Choose an intervention and act it out
Time 4 hours

Day One Review: Ethics and Standards of Practice

Key Points NA
Objectives • Review of ethics and standards of practice
Time 30 minutes
Material Matching cards: Five key ethics and corresponding standards
Ethical dilemma slips

Review Activity: Ethics and Standards Matching

Preparation: Prepare laminated A4-size cards depicting the five key ethics, and roughly 20 standards
corresponding to the different ethics. Lay out laminated cards in the center of the learning space,
depicting the five key ethics. Count of pairs of participants. Hand out one or two laminated cards
depicting standards to each interpreter.

Execution: Direct the interpreters, in pairs, to discuss their cards and decide which ethic each standard
corresponds to. Then, have them come forward and lay their cards in front of the corresponding ethic.
Keep everyone in the center of the space until this is complete.

Guide the group discussion until all cards are appropriately placed, reviewing and asking questions
throughout.

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Unit Three

Optional Review Discussion Activity: Ethical dilemmas.

Preparation: Count off pairs or groups of three. Have slips ready with the below ethical dilemmas.
Hand one each out to pairs or groups of three participants.

Execution: Tell the pairs to discuss the dilemmas, particularly focusing on prevention: How could we
avoid getting into the situation to begin with? Give them five minutes to discuss, then call on the groups
to provide their solutions.

You are interpreting for caseworker and the caseworker leaves the interview space momentarily to get
something from her team leader, leaving you alone with the applicant. The applicant starts a
conversation with you, asking you “If I tell the caseworker about my TB, will my case be denied?” What
should you respond? How could you have avoided this situation?

Answer: Avoid this by always leaving the room when the interviewer leaves the room. Tell the applicant
you cannot answer any questions. Remind them you have to interpret everything they say. Then, tell the
interviewer what happened.

One day you are visited by a friend who will have her prescreen interview in a week. She asks what kind
of questions the case worker will ask and what kind of documents she needs to prepare. You know you
won’t interpret for her during her interview, so… How should you respond? Could you avoid this
situation?

Answer: You probably could not avoid this situation. Practice the steps for saying no. “I totally
understand you want to prepare. Why don’t you go talk to (UNCHR, Q&A, etc) to get the answers?
Unfortunately, I’m not able to give you this information because I am not allowed to-I could give you the
wrong information and your case could be delayed.”

During an interview, the caseworker asks the applicant if they have any medical conditions. The
applicant responds that they are healthy. You know that she actually has HIV. Would you tell the
caseworker? Could you have avoided this situation?

Answer: You could avoid this situation by not interpreting for someone you know, or possibly by not
talking to them before an interview. However, you should not tell the caseworker you know this
information, as this is not your role.

Lesson 1: Cultural Competency

Key Points • Each person is unique in terms of culture. Interpreters must

never attempt to explain culture or broker understanding
between two people.
• Interpreters should cultivate cultural competence and apply it in
their work.
Learning Objectives • Define culture and cultural competence
• Discuss the ethics of deciding whether or not to intervene/mediate

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Unit Three

Materials Role play slips

Time 1 hour, 30 minutes

Introduction: Start by discussion culture in a general way, talking about how we take it for granted until
we leave our own culture for another. Engage the class in a discussion about their experiences of
cultural differences.

Note that culture is very hard to define-it is extremely vast, with many definitions. Then segue into the
activity below.

Activity 3A: Defining culture (20 minutes)

Instructions: Divide the class into groups of 3-4. Invite them to discuss and agree together on their
definition of culture. One possible way to encourage discussion is to provide a piece of easel paper for
them to draw their idea of what culture means to them-with no words.
After four or five minutes, invite them to briefly discuss their results. Note how many of their definitions
revolve around lists of different aspects of culture. Validate their answers-there is no right or wrong
definition.
If you wish, share these two definitions of culture with the group:
“The ways of a people” Robert Lado (d. 1995, was a prolific researcher and author in the field of modern
linguistics and cross-cultural communication)
“Our learned humanity” Center for Cross-Cultural Health, Minnesota

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Unit Three

Exercise 3B: What aspects make up culture?

Instructions: Ask the class to refer to exercise 3.5 B in their workbooks, and ask them, in pairs or groups,
to fill in the below diagram. Answers are included for your reference during discussion.

Social
Physical Example: Gender
Example: Dance relations

Dress, architecture, language, Education, age relations, dating

art, lifestyle, food, sports and relationships, hobbies,
politeness/manners, religious
practice, values

“The ways of being and

understanding that define a social
group, including shared knowledge,
attitudes, beliefs, values, traditions,
art, science, education, and
worldview.”

Child-rearing, child discipline, Eye contact, degree of acculturation

household division of labor, to dominant culture, fears,
religious practices, diet, values etc relationship to authority figures,
age, social status, education level,
etc

Family Personal
Ex: Religious practice Ex: Personal beliefs

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Unit Three

Now, draw an image of an iceberg, and tell the class that the world over, culture is often described as an
iceberg. Ask them why. Get their help filling in the “visible” and “invisible aspects of culture.
Visible: Skin color, social institutions, architecture, language, dress, etc
Invisible: Attitudes, assumptions, worldview, beliefs, conditioning, values

If possible, use this image (source & explanation: http://www.languageandculture.com/cultural-

iceberg )

Talk about how these can be different to segue into the next activity.

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Unit Three

Demonstration: Cultural communication clash (15 minutes)

Preparation: Divide your class into pairs, counting by ones and twos. Give one partner the “applicant”
role slip and the other partner the “caseworker” role slip.
Execution: Tell them not to show each other their respective roles. Let them read over the instructions
quickly, then tell them to act out the roles on each slip.

The applicant slip says:

1. You are an applicant coming to ask about your case, which you think has taken a really long time
to process. You’re a little nervous.
2. Keep your eyes down and do not look at the interviewer.
3. Count to five before answering any question.
4. None of your answers should sound like you are blaming the caseworker for your problem.
5. Speak very softly

The caseworker slips says:

1. You are a caseworker doing Q&A, and you don’t have a lot of time. You don’t know what this
person wants-as far as you’re concerned their case is right on track, and you have a lot of cases
to get through by the end of the day.
2. Ask a lot of questions to find out what they need
3. Speak quickly
4. Ask personal questions

Now, ask them what they felt. The applicant may feel frustrated or intimidated; the caseworker may feel
as though they were acting rudely or as if they couldn’t get a straight answer out of the applicant.
Have an applicant read their instructions, and a caseworker read theirs. Point out that depending on the
culture we come from, each of us has different communication styles. Discuss.
Takeaway: By recognizing and understanding different cultural communication styles, we can improve
communication. We are all biased towards what is most familiar to us: we need to raise awareness of
our biases in order to overcome them.

Activity 3D: Cultural Competency (10 minutes)

Direct participants to their workbooks, where they will find five definitions of cultural competency. In
pairs, have them read them and decide together which one they like best and why. Allow less than ten
minutes.
Discuss their answers. There is no right answer, though the 5th is quite comprehensive and well-
rounded.
Mention that everyone who works cross-culturally should make a decision about what cultural
competency means and how to develop it.

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Unit Three

Discussion: When to intervene? (20 minutes+)

Instructions: Bring the class into the center of the learning space to create a change of space and kind of
a “circle of trust”, if they are not already oriented this way. Share a story of something that happened to
you while interpreting that required intervention. Here’s an example:

I was observing a case once in which the applicant, was being told his case was denied. He reacted badly
to this news, shouting at the caseworker about how ridiculous it was that he was being accused of lying
and that he was offended.

It turned out that the word the caseworker was using, credibility, was being interpreted in such a way
due to language difficulties that it truly sounded to the applicant as though he was being accused
outright of lying.

Although we did not discover this until after the applicant stormed out of the office, what do you think?
Should the interpreter have intervened?

Discuss your own story, and talk about when an interpreter should intervene. Invite them to give their
own examples of cultural barriers they’ve experienced. Validate, then ask what an interpreter can do
when a cultural barrier interferes with understanding.

Work toward an appropriate answer, which should be that when communication breaks down (not
immediately) an interpreter may decide that it is necessary to interrupt and try to address the problem
by informing the parties that a cultural barrier exists so that they can explore it together.

Discuss a few scenarios, if participants do not have their own to share. For each scenario, ask if the
interpreter should intervene, or just interpret-and what he or she might say.

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Unit Three

Lesson 2: Interpreter limitations and intervention (Mini lecture and Activities)

Key points • Interpreters must work within the limits of their role so that the
people they support can communicate clearly and
autonomously.
• Participants in interpreted communication may encounter
linguistic and cultural communication barriers that the
interpreter can sometimes help them to solve.
• Interpreters ALWAYS facilitate solutions to linguistic barriers to
communication, which are different from cultural problems in
that the interpreter is the only person truly qualified to present a
solution.
• When interpreters must intervene to solve a problem, they
should do so transparently, making sure everything said is
interpreted.
Objectives • Review the limitations of the role of the interpreter.
• Discuss the role of the interpreter when cultural and
communication problems arise.
• List and discuss the five steps to transparent intervention.
Materials Demonstration script prompts; workbook activities
Time 30-50 minutes

Optional Game: Who Am I? (20 minutes)

Materials:
One graphic card for each participant illustrating his or her “role”
Tape to stick it to the participant’s forehead
Rules:

Each player is given a role card to place on their forehead. They are not allowed to see the role that is
illustrated on the card, nor ask directly what their role is, but the object of the game is that after
approximately ten minutes of interaction, they will be able to guess what their social role is. Participants
will “meet” each other and make small talk as if they are strangers, and during the course of
introductions and conversations, they should come to a realization based on the way others are treating
them what their role is.

Note to trainer: There are two recommended sets of role cards, one for a camp environment, and one
for an urban environment, as below:
Urban: Camp:
Journalist Monk
Banker Teacher
Doctor Camp leader
Teacher Pastor
IRC caseworker IRC caseworker
Barber Women’s Organization Worker

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Unit Three

Police officer Camp Security Guard

Taxi driver Doctor
UNHCR resettlement officer Child Protection Worker
Judge Food Rations Leader
Social worker

Setup and explanation:

Trainer uses the example of a king, and asks the participants to give ideas of how one would treat a king.
Before the game, the trainers should play in a pair to demonstrate the kind of interaction that would
help a participant guess who he or she is. For example, when introducing himself, the king offers to
shake hands with another participant. That participant, knowing a king wouldn’t shake hands, should
look shocked and perhaps walk away. Participants can ask questions and give each other hints to help
figure out their roles.

When time runs out, trainer asks each participant to guess who they are.

Trainer-led introductory discussion

Trainer message 1: Review So we see that everyone has a role to play, right? Why is it important for
everyone to stick to their role? Would it be appropriate for a teacher to try to cure a sick person?
Interpreters have a critical professional role to play too.

Trainer elicits concepts from the previous day’s standards and ethics practice, focusing on role
boundaries. Alternatively, move straight into the review activity below.

Establishing that the interpreter role has limits and why

Interpreters make it possible for two people communicate as if they spoke the same language and come
from the same culture. Everything we do is designed to make it SEEM LIKE there is no language or
cultural barrier.

Interpreters must do their job carefully. They remove the language barrier but they do not actually assist
their clients in achieving their goals beyond providing them with the ability to communicate. They do
not make any decisions about communication for any speaker. This is called promoting participant self-
determination, where the interpreter gives the participants access to the information they need to make
their own decisions, but do not take over that decision making power themselves.

This means that interpreters do not give advice to speakers or offer opinions about a case, even if they
are asked to do so.

Interpreters are limited in their role to protect applicants and protect the resettlement process. We
place interpreters in a kind of a box, and it is important for them to stay within that box. They do this
primarily by understanding that certain activities are the responsibility of the speakers. For example, a
medical interpreter cannot give medical advice. Likewise, IRC interpreter cannot tell a caseworker if they
think an applicant is not telling the truth, nor can they explain questions to an applicant to help them
understand how to answer.

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Unit Three

Trainer communicates this image for the class (draw, print, verbalize, etc):

COMPLETE, FAITHFUL INTERPRETATION

CONFIDENTIALITY
IMPARTIALITY

CLIENT SELF-DETERMINATION
The “interpreter box”

But sometimes, we run into problems that require us to stop interpreting and do something else to keep
the conversation going. We call this “intervention” or “intervention”.

Let’s take a look at how this works…

Demonstration activity (10 minutes):

Preparation: Ask for two volunteers to play an applicant and an interviewer, and have them join you in
the center of the learning space. Have a slip of paper prepared with two short scripts your “interviewer”
will read.
Execution: Announce that you will be doing a short demonstration. Advise the audience that you’re in
the middle of an interview at this time. Settle into a correct seating arrangement, and tell the
interviewer to read the script:

Interviewer: “When you go to the US, you will have to register with the selective service. All males in the
US between ages of 18-26 are required to do so. If you do not, you risk losing access to refugee benefits
offered by the US government. Please sign this form stating that you agree to register.”

Now, as the interpreter, say: “Whoa, hang on a minute there. I’m lost. What did you say? And could you
maybe, like, simplify that a little bit? I have no idea what the Selective Service is and I’m pretty sure the
applicant isn’t going to get it either.”

Stop. Ask the group if this was appropriate. They will say no. Ask them what you SHOULD have done.
Now ask the interviewer to read the slip again. Start a “freeze-frame demo”, meaning that you will work
your way through this demonstration with audience participation, trying to elicit the basic steps to
intervention as below:

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Unit Three

• You should have interpreted everything except selective service (because that’s the only thing
you didn’t know. Keep that in English)
• You should then interrupt the session with a gesture and then identify yourself as the
interpreter.
• You should request clarification of the term “selective service”
• You would then interpret that message back to the applicant (“I just asked the interviewer to
clarify “selective service” so that I can interpret it)
• Return to regular, unobtrusive interpreting

Now, repeat in full frame mode, demonstrating a proper intervention. This time you can have your
interviewer read the second slip, which says:

Interviewer: Ah, yes. You could also refer to the Selective Service as the United States’ national military
registration system. It doesn’t mean you’ll have to be a soldier. It just means that in case of an
emergency, you may be called to serve temporarily, and by signing this agreement, you agree that you
will register when you arrive in the US.

Now, go over the steps to intervention, using a visual aid to display them.

1. Interpret what was just said, leaving in English the part that needed clarification. *This is the part that
everyone forgets!
2. Identify yourself as the interpreter
3. Address the interviewer briefly
4. Interpret what you said to the interviewer back to the applicant (transparency!)
5. Return to regular, unobtrusive interpreting

Activity 3D: Unscramble the steps (5-10 minutes)

Hide the steps. Now, direct participants to activity 3D in their workbook. Divide them into pairs and have
them unscramble the steps. This can be conducted verbally with the group depending on your audience.

Discuss the results.

Lesson 3: Strategic Intervention: Avoiding the pitfalls of intervention

Key Points • Interpreters must use considerable judgment and discretion when
drawing attention to cultural and linguistic problems as they arise
to avoid overstepping their role.
Objectives • Discuss problem solving in interpreted communication through
linguistic and cultural intervention
• Plan and practice specific solutions to problems interpreters
encounter
Materials Workbook
Time 1 hour, 15 minutes

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Unit Three

Introduce this topic by telling interpreters that now that they know what the steps are, they will learn
what to say when problem solving to avoid getting caught up in side conversations or giving too much
information.

Activity 3E: Practice different kinds of intervention (10-15 minutes)

Direct the same pairs to activity 3E. This activity will allow them to read a script that walks them through
five different kinds of intervention. Instruct one partner to act as the interpreter, and one as the
provider. The provider does not need to do anything. They will read the situation together, then the
interpreter will read the intervention aloud.

Then, switch roles and move onto the next situation until all five are finished.

Instructor Mini Lecture (15 minutes)

Instructions: Use this time to discuss the below possible issues with intervention and tips for successful
intervention.

As interpreters, we want to intervene as little as possible. Particularly for DHS interviews, but also to a
certain extent for prescreen, we should really wait until communication is at the point of breaking down
and the participants cannot mend it on their own without information from the interpreter.

Interpreters need to avoid getting too involved in an interview. If you find yourself intervening all the
time, ask yourself: whose interview has become? Are you now controlling communication, or
interrupting delicate lines of questioning? Be aware that the interviews we do have legal ramifications,
and some questions that may seem odd or culturally insensitive are asked deliberately. Allow the
interviewer space to do this.

Ask yourself these questions before intervening:

1. What is the problem?

2. What, if anything, can I do about it?
3. Why?

Besides inadvertently taking control of an interview by intervening too often or providing too much
information, what kinds of undesirable situations do you risk becoming involved when you stop
interpreting and start speaking as the interpreter? Accept all responses, process them all and validate
them. Talk specifically about side conversations-that’s the biggest concern.

1. Side conversations
Your number one risk is getting involved in a side conversation. That is why we advise interpreters to
keep interventions short, provide minimal information, and direct further questions to the applicant.

Interpreters frequently end up in side conversations when their intervention provides too much
information. For example:

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Unit Three

“Excuse me, as the interpreter, I’m concerned that the applicant may not have any experience with a
legal marriage. You see, in our villages, we don’t register with the government. Most people don’t really
know about these things and don’t have much education. Sometimes, we don’t even meet who we’re
going to marry, but we are considered married to them because our parents have already agreed that
we are married.”

By providing an intervention like this, you make it difficult for yourself to interpret back to the applicant
completely and without sounding condescending. Your interviewer is also likely to start asking you
further questions-meanwhile, the applicant has no idea what you are saying.

Tips:

1. Plan your interventions. There are some that happen over and over again. Develop a script for these.
2. Keep your interventions very short and to the point.
3. Don’t answer questions-usually, it is best to just interpret a question. The other party usually answers
the question, saving you from a side conversation or difficult dilemma.

Activity 3F: Writing/Planning scripts for common intervention events and Role
Play Practice (45 minutes)
Preparation: Divide the class up into groups of three or four. Direct the group’s attention to exercise 3F.

Execution: Divide this activity into two segments. Announce that they will now work together in groups
to write out or plan their intervention response to each scenario. Below are some suggested solutions,
but be sure to emphasize that interpreters must come up with their own interventions in their own
words. Accept any intervention that gets the job done and doesn’t overstep their role.

Exercise 3F: Writing responses to common intervention events

Instructions: Working in groups of three, write out your responses to the following intervention events.
1. The interviewer uses a word that has no direct translation/equivalent in your target language
(such as hijacking, espionage). What do you do?

“Excuse me, as the interpreter, I would like to let you know this word has no direct translation in (x
language). Could you explain it in a different way so that I can interpret clearly?”

2. The interviewer uses a word you don’t know. What will you say?

“Excuse me, as the interpreter, I would like to ask you to explain (x word) as I do not understand it/do
not know how to interpret it)

3. The applicant has just given a response that you did not understand, and that you would like
them to repeat. What do you do?

“Excuse me, as the interpreter, I’d like to ask if you can ask the applicant to repeat what she just
said, as it wasn’t clear to me”.

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Unit Three

4. The applicant seems completely lost because the interviewer is using very complicated language
to ask questions, and you are concerned. You can’t simplify the interviewer’s questions, so what
do you do?

“Excuse me, as the interpreter, I am concerned that although I am interpreting exactly what you are
saying, what I am interpreting may not be clear as the terms are a bit complicated. Could you
rephrase what you’ve just said in a simpler way and I will interpret again?”

5. After interpreting a difficult exchange between applicant and interviewer, you believe there is a
cultural misunderstanding and the interviewer is simply asking the wrong questions. Without
explaining the cultural problem to the interviewer, what do you say to get the interview back on
track?

“Excuse me, as the interpreter, I am concerned there is a cultural misunderstanding about (x issue).
You may wish to ask the applicant a bit more about this.”

6. The applicant uses a word that you know but that has more than one possible interpretation or
that you are not sure how to interpret into English. What will you do?

“Excuse me, as the interpreter, I’d like to let you know the applicant has used a word that has more
than one meaning, and I need to make sure I interpret the correct one. Can I ask the applicant what
she meant?”

Give them 10-20 minutes for this activity.

Now, instruct them to write/plan short role plays around each scenario. Each interpreter in the group
should perform the role of the interpreter one time.

Invite the groups to perform their scenarios. Each interpreter in the group should perform the role of
the interpreter one time. Discuss each scenario as necessary.

Conclude with the following takeaways:

• At any time during a session, you are either interpreting, or intervening

• Use careful judgment when intervening-you do not need to intervene every time there is a
problem. Get involved as little as possible.
• Learn the steps for intervention and apply them every time
• Always intervene transparently
• Keep the intervention short
• Keep a list for your own use of scripts for common interventions.

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 Unit 4: Functional Resettlement
Vocabulary
Unit 4: Introduction to Functional Resettlement Vocabulary

Key Points N/A

Objectives • Practice twelve key terms for family members in English
• Discuss the five protected grounds for granting protection, and discuss
how they should be expressed in the interpreter’s working language(s)
• Discuss and practice writing the full names corresponding to twelve
commonly used acronyms related to resettlement.
• Discuss and translate 24 specialized vocabulary terms related to US
resettlement
Materials • Workbook
• Family Tree graphic visual aid
• Yellow folder visual aid
Components • Family Tree activity
• Instructor-led discussion of the 5 protected grounds
• Pair activity to translate the 5 protected grounds
• Instructor overview of resettlement acronyms
• Pairs “lightning activity” : Write out the acronyms (or optional
competition activity)
• Pair work: Translate common terms used during interviews
• Final review activity: Stations
Time 2 hours, 10 minutes with breaks

Introduction: The words and activities chosen for this section were chosen to introduce
interpreters who are new to US resettlement to the jargon and acronyms that they will
confront. “Advanced” family terms are also included, and even experienced interpreters may
benefit from a discussion of family relationships, particularly when it comes to the English ways
of denominating generational differences and maternal/paternal relatives, given the specificity
of terminology that some languages have for these family members.

If you are doing this training for a group that is likely to have already been exposed to most of
the terms, it may be more helpful to focus on the supplementary vocabulary list, or replace the
chosen vocabulary with your own terms. If you have a mixed group where Thai and English are
both interpreter target languages, you may need to exercise some creativity in modifying and
delivering this unit based on your audience.

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Unit Four

Lesson One: Family terms

Key Points N/A

Objectives • Practice twelve key terms for family members in English
Materials Workbook
Family Tree graphic visual aid
Time 25 minutes

Exercise 4A: Family Terms

Divide the class into small groups, or pairs if necessary. Direct their attention to the word list, either in
Thai or English, of higher-level family terms. Ask them to discuss the list and come up with meanings
and/or translations. They should spend ten minutes on this. Then, they should take the next ten minutes
to fill in the family tree with the appropriate terms.

Then, discuss the results as a class, correcting any misconceptions. Allow them to check their work with
a visual aid of the completed worksheet, below, if possible.

Words for family Your notes: Definitions Self-Study: Translation

Siblings
___In-law
Spouse
Great-
Cousin
Maternal (also: on the
mother’s side)
Paternal (also: on the
father’s side)
Half-
Parent
Adopted
Step-
Niece/nephew

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Unit Four

Lesson 2: The Five Protected Grounds

Key Points N/A

Objectives • Discuss the five protected grounds for granting protection, and discuss
how they should be expressed in the interpreter’s working language(s)
Materials Workbook

Time 15 minutes

Exercise 4B Instructions: Ask the class what the five protected grounds are, to check for knowledge. Go
over the English meaning of each, as necessary, eliciting (or giving) examples.

Then, ask the groups from the previous exercise to come up with translations. The instructor should
note that this may actually be a very difficult exercise in some languages-be prepared to curtail
discussion and recommend sources of accurate translations.

The Five Protected Your notes: Definition Translation

Grounds
Nationality/Country
of origin
Race/Ethnicity

Religion

Political Opinion

Social group

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Unit Four

Lesson 3: Talking about Resettlement

Key Points N/A

Objectives • Discuss and practice writing the full names corresponding to twelve
commonly used acronyms related to resettlement.
• Discuss and translate 24 specialized vocabulary terms related to US
resettlement
Materials Workbook
Yellow folder visual aid
Time 1.5 hours

Exercise 4C: Acronyms lightning round! (15 minutes)

Briefly go over the meanings of the below acronyms, using a visual aid. Then, divide the class into pairs,
and hide the visual aid. Tell them they have five minutes to write out the full name of as many acronyms
as possible.

Ask how many they got, then go over the answers.

Acronyms Full term Translation, if applicable

DHS Department of Homeland Security

IOM International Organization for

Migration
UNHCR United Nations High Commissioner for
Refugees
PA Principal Applicant

Q&A Questions and Answers

RFR Request for Review

IRC International Rescue Committee

OPE Old name: Overseas Processing Entity

IDC Immigration Detention Center

(Bangkok urban only)
RSC Resettlement Support Center

PRM Population, Refugees and Migration

(bureau of)
BRC Bangkok Refugee Center
(Bangkok urban only)

66
Unit Four

Exercise 4D: General Resettlement Terms (25 minutes)

Instructions: Walk through each of these terms, one by one, using any reinforcement or discussion
technique you prefer. Then, direct participant attention to the fill-in-the blanks exercise in the
workbook. Working in pairs, they should take around ten minutes to correctly fill in the correct word for
each blank, using this list as a word bank.

Once most people have finished this, take a few minutes to review and correct the exercise.

Let the pairs know that if they finish early, they should work on supplementary exercise 4F.

Resettlement Terminology Your notes: Definition or translation

UN registration
Approve
Deny
Resettlement
Refugee Status
Claim
Case
Application
Refer/make a referral
Case counseling
Decision
Approval letter
Credibility

The first step in the refugee resettlement process is to apply for refugee status. They must do this
through the UNHCR, which will either approve or deny their claim/application(either is correct). If the
application is approved, the UNHCR will issue a UN registration document stating that the applicant is a
recognized refugee. If the refugee’s best solution is resettlement, the UNHCR may make a referral to a
third country. That third country will likely need to interview the refugee again, and will evaluate the
credibility of the refugee’s story to determine whether it is true or false. Once the third country makes a
favorable decision, they may issue an approval letter, and the refugee can proceed to resettle. It may
take a long time for a refugee’s case to be processed, as there are often many other people waiting.

Exercise 4E: Fill in appropriate translations for the special US resettlement

terminology. (40 minutes)

Instructions: Go over the meanings of the terms below, taking less than ten minutes to do so. Then, ask
the students to take what they know and, working in pairs, create translations in their target languages.
Pair work is useful even if the interpreters do not speak the same language, as they can discuss the
meanings of the terms and alternate ways of expressing the same idea. They may use dictionaries or any
other resource to come up with the terms. You may also support them as they work.

67
Unit Four

Let them know that if they finish early, they should continue with the supplementary wordlist (exercise
4F)

Selective Service This is the US government’s military registration

system. Literally translate this-don’t say what it is. CW
must explain this term.

Hard/Soft cross reference (think of it as a link)

Yellow folder

Confidentiality form

Family ties

Family tree

Cultural orientation

Caseworker

Free of charge

Security clearance

DHS Officer

68
Unit Four

Supplementary word list

Exercise 4F: For participants who finish early in any section, ask them to work in pairs to come up with
a translation for each of the below terms.

They may use dictionaries or any other resource to come up with the terms, or you may support and
assist them.

Terms: Leaving the Country Translation

Smuggler

Flee/Run away

Escape

Hide

Border

Guards

Authorities

Confiscate

Deport

Passport

Displaced

Shelter

Detention center

Persecution

Abuse

Arrest

Beat/beat up

Blackmail

Bribe

Burn/burn down

69
Unit Four

Compensation/to compensate

Detain

Exploit

Extort

Forced labor

Handcuff

Harassment

Hard labor

Hardship

Harm

Imprison

Kidnap

Mistreatment

Sexual abuse

Terrorism

Threaten

Torture

Trafficked/trafficking

70
Unit Four

Optional replacement or supplementary activities

This unit is intentionally limited to under four hours to allow space for other units to overflow or to
include supplementary activities at the instructor’s discretion. The below options are offered for the
instructor’s consideration: they may supplement the activities included, or replace one or more,
according to the preferences of the instructor. The activity descriptions are currently written to apply to
the supplementary word list, for which no activity is otherwise offered.

Word Lucky Draw (30-45 minutes)

Trainer prepares Lucky Draw bowl with the word cards from the supplementary word list in this tool kit,
or creates his or her own. Each participant draws a card, and they work with their peers and with
dictionaries for two to five minutes to understand the meaning. The instructor then asks each
participant to offer a sentence that demonstrates their understanding of the term. Repeat until the bowl
is empty and all words are understood.

Interpreting exercise (30 minutes)

Trainer prepares copies of statements in Burmese, Karen, English, and Thai using the supplementary
words from this tool kit, or chooses his or her own. Participants are split into groups of three or in pairs,
preferably separated by target language (Thai or English). Each person is assigned a different role as
follows: statement reader, interpreter and observer.

The statement reader reads a short statement written in Burmese or Karen and waits while the
interpreter renders it into English. The observer corrects the interpreter using the prepared target
language translation include with the statements, then they switch roles.

This can be reversed to read the statement in English or Thai with the person playing the role of the
interpreter interpreting to Burmese or Karen.

71
Final Review

Final Review Activity: Stations

Key points • Ethics are the rules that interpreters MUST follow while interpreting.
Standards of practice are the guidelines that explain how the rules should
be followed.
• The five key ethics are accuracy, confidentiality, impartiality, adherence to
role boundaries, and professionalism.
• First person interpreting is key to professional, accurate interpretations
• Interpreters must promote direct interaction between participants
through positioning and avoiding engagement with either party
• Interpreters should signal to manage the pace of communication
• The four steps of message analysis are: understand, break down, find
conceptual equivalents, reframe and reconstruct in target language
• Interpreters take notes to support their memories with “placeholders”
rather than trying to write down everything said.
• An interpreter must develop and practice cultural competency, knowing
that each individual has their own unique manifestation of culture.
• Interpreters never explain culture as part of their work, merely point out
potential cultural problems for speakers to address on their own.
• If an interpreter needs to solve a problem during an assignment, he or she
must do it transparently
• The five steps to transparent intervention are: interpret the last thing said,
identify yourself as the interpreter, briefly explain the problem, interpret
what was said to the other party, return to basic interpreting.
• Interpreters must use their judgment and intervene strategically to avoid
overstepping their roles and/or becoming involved in non-transparent side
conversations.
• Vocabulary
Objective • Review and discuss the material learned during training.
Materials Station markers
Envelopes with question slips
Workbook
Time 1 hour

Instructions: The instructor will set up four “stations” around the room, using poster paper or
other markers. Each station will function as a group review of one of the units.

The instructor will place envelopes with several question slips corresponding to each review
topic inside at each station. In the student workbooks, there are tables with space for the
participants to write the answers to each question.

Start by counting off the group. Ones will start at station one, twos at station two, and so forth.

Place the following text on a visual aid, and walk the groups through the activity, using one of
the questions from one of the envelopes as an example.

72
Final Review

Final Review: Stations

Instructions: The class will be divided into four teams. In order to complete this activity, each team will
move from station to station at the instructor’s signal. Each team will remain 8-10 minutes at each
station. While your team is at a station, do the following:

First, appoint someone from your team to be the scribe for that station. Everyone else should be
prepared with their notes and dictionaries.
1. Have anyone from your team pick up the envelope for that station and open it.
2. Take out one of the cards from inside the envelope.
3. Identify the topic on the card in the relevant table.
4. Find the answer to the question about the topic
5. Ask your scribe to write down your team’s answer beside the corresponding topic.
6. Pull out another card and repeat the procedure.
7. If you finish all your cards and the instructor has not yet given the signal to change stations,
you may complete the bonus questions in your workbook.
8. When your instructor gives the signal, put the cards back in the envelope and move to the
next station.

Then, give the signal to begin. Allow about ten minutes before the groups rotate. Once all the
groups have been through the stations, tell the groups to swap sheets, and provide an answer
sheet, or go over the answers out loud. Have small prizes for everyone, but give something
special to the group with the most complete worksheet.

Instructor: Prepare envelopes with slips of paper, one slip per question, and place them at the
corresponding stations. Make sure the question numbers are very obviously marked on the slips, so
that the participants can note down the number each answer corresponds to in the appropriate boxes
on the worksheet, regardless of the order in which they answer them.

Station One Questions: Ethics and Professionalism

1. List the five key ethics

2. List two standards of practice for accuracy, for example, “Interpret the complete message
exactly as it is said, adding or subtracting nothing. (do not use this example).
3. List one standard of practice for impartiality, for example “do not accept gifts” (do not use this
example)
4. A caseworker asks you to make a follow up phone call to an applicant to ask them whether or
not they completed high school, and if so, what the name of the school was. Is this within your
role as an interpreter?
5. A caseworker asks you to sight-read the confidentiality form to an applicant. Would you agree to
do this? Which ethic or standard of practice applies (there are more than one)
6. List the three steps for saying no
7. Bonus question: List one standard of practice each for professionalism, adherence to role
boundaries, and confidentiality.

73
Final Review

Station Two questions: Skills

1. Give two reasons why professional interpreters interpret in first person

2. Give one strategy for promoting applicant-interviewer direct communication
3. What two statements should an interpreter introduction ALWAYS contain, whether the
introduction is given by the interpreter or the interviewer?
4. What are the four steps of message analysis?
5. Bonus question: List three ways you could cultivate a “reflective practice” to improve as an
interpreter moving forward.

Station Three Questions: The Role of the Interpreter in Cultural and Linguistic Intervention: Limits and
Problem-Solving Techniques
1. Write your group’s definition of cultural competency, in your own words.
2. The interviewer asks a question about the applicant’s aunt. You don’t know which aunt the
interviewer means, and in your language, there are four terms you could use for aunt depending
on the aunt’s age and relationship to the applicant. Do you explain this problem to the
interviewer?
3. The interviewer seems ignorant of the fact that the Islamic traditional period of fasting,
Ramadan, is calculated based on a lunar calendar and therefore changes dates every year by the
Western calendar. The interviewer clearly believes it always falls toward the end of the Western
solar year. He accuses the applicant of lying, saying: “You said you left during Ramadan, but your
passport says you left in April.” Do you tell the interviewer that Ramadan changes dates every
year and that it does sometimes fall in the month of April?
4. List the five steps to transparent intervention.
5. Bonus question: Write an ideal interpreter intervention for question 3.

Station Four Questions: Resettlement Vocabulary (Participants may use notes and dictionaries at this
station ONLY).

1. Write out the full names corresponding to the acronyms for UNHCR, PRM, DHS, and IOM.
2. What organization(s) can make referrals to the US resettlement program?
3. What is the Selective Service?
4. What are family ties? Give an example.
5. If a case is soft cross-referenced (soft linked) with another case, will the two cases definitely
travel together to the US?
6. What is a security clearance?
7. Bonus question 1: Write sentences using the below three terms correctly:
a. Credibility
b. Trafficking
c. Compensation
d. Displaced
8. Bonus question 2: What is the difference between extortion and blackmail?

Pass out evaluations and certificates, and conclude the session.

74
 Appendix:

Monitoring Rubric:
Interpreter Best Practices
Certificate of Attendance template
Codes of Ethics

75
 Monitoring guide for observing interpreter best practices
Instructions: Monitor will observe an entire interview and will score it based on the interpreter’s display of each of the three categories of best practices listed below, adding to obtain a total
numerical score. Minimum score for overall excellent rating is 15, minimum score for overall good rating is 11, and any score below 8 is considered unacceptable. Any rating in the
“unacceptable” category automatically caps the total score at 8 or below.
1. Accuracy: Interpreter clearly, completely, and accurately conveys all messages expressed by the speaker(s).
Excellent (4) Good (3) Needs improvement (2) Unacceptable (1)
• Message is interpreted completely and
• Message is interpreted completely and • Basic message is interpreted, but may be • Message is distorted and is difficult to
clearly, with attention to tone,
clearly. difficult to understand or incomplete. understand.
formality, and emotional content.
• Mistakes are infrequent and always • May make frequent mistakes, some of • Mistakes are frequent and not corrected.
• Mistakes are infrequent and always
corrected. which are not corrected. • Interpreter summarizes or gives
corrected.
• Word choice and grammar are mostly • Grammar and word choice may interfere incomplete interpretation.
• Interpretation is grammatical and words
appropriate. with understanding. • Grammar and vocabulary usage constantly
are chosen with precision.
• Interpreter is generally transparent, with • Interpreter often fails to interpret interfere with understanding.
• Interpreter is transparent, interpreting
few lapses. everything said to both parties. • Interpreter is not transparent.
everything said to both parties.
2. Role boundaries: Interpreter works ethically within the boundaries of his or her role, and presents solutions to communication problems as necessary and appropriate.
Excellent (4) Good (3) Needs improvement (2) Unacceptable (1)
• Interventions are inappropriate or non-
• Interventions are clear and relevant. May
• Interventions are not made, lack precision, existent, resulting in miscommunication.
occasionally lack precision or provide
• Interventions are appropriate, clear, or are not entirely appropriate. • Interpreter may overstep role, such as by
slightly more or less information than
precise, and relevant. • Interpreter may often speak to the offering inappropriate extra information,
necessary.
• Interpreter always asks permission applicant without permission to request or answering questions for applicant.
• Interpreter generally avoids speaking
before speaking directly to an applicant. repetition. • Interpreter frequently addresses the
directly to applicant without permission,
• Interpreter avoids side conversations. • Interpreter may engage in short side applicant without permission.
with few lapses.
conversations. • Interpreter engages in short and long side
• Interpreter avoids side conversations.
conversations.
3. Impartiality and Professionalism: Interpreter adheres to high standards of professionalism and impartiality during an interview.
Excellent (4) Good (3) Needs improvement (2) Unacceptable (1)
• Interpreter’s conduct and demeanor are • Interpreter’s conduct and demeanor are • Interpreter’s demeanor or conduct show
• Interpreter often visibly reacts to interview
neutral throughout the interview. mostly neutral, with few visible reactions bias or otherwise compromise neutrality.
content, or conduct may suggest a lack of
• Interpreter is respectful and to interview content. • Interpreter displays lack of respect or is
neutrality or professionalism.
professional. • Interpreter is respectful and professional. otherwise unprofessional.
4. Consecutive Interpreting Technique: Interpreter displays correct consecutive interpreting technique that promotes accurate interpreted communication.
Excellent (4) Good (3) Needs improvement (2) Unacceptable (1)
• Interpreter uses 1 person consistently. • Interpreter uses 1 person consistently, • Interpreter may switch to 3 person
st st rd
• Interpreter frequently uses 3 person.
rd
• Interpreter demonstrates note taking but may slip under pressure. interpreting occasionally.
• Interpreter consistently allows speakers to
techniques or other strategies sufficient • Interpreter rarely allows a speaker to go • Interpreter often allows speakers to go on
speak for too long before starting
to recall longer chunks. on for longer than they can handle. longer than they can handle, usually
interpretation and does not adequately
• Interpreter does not allow speakers to • Interpreter effectively uses notes or compensating by asking for repetition.
compensate, resulting in
continue for longer than they can other strategies to recall names, dates, • Interpreter’s recall strategies are not
miscommunication.
handle. places, lists, etc. consistently effective.

76
 This certificate is presented to

For attending the IRC’s 16-hour introductory interpretation course covering interpreter ethics, the role
of the interpreter in linguistic and cultural interventions, techniques for effective interpreting, and
functional resettlement vocabulary on (date).
THE INTERPRETER’S PLEDGE

Accuracy: I will always provide a faithful and accurate interpretation to the best of my ability, adding
nothing to the message and including all of its parts.
Impartiality: I will remain neutral as an interpreter, and will never show bias or favoritism. I will
disclose if I have any kind of relationship with someone I am expected to interpret for, and will not
interpret for any case where I cannot be seen as impartial.
Confidentiality: I will maintain everything I learn through my position as an interpreter completely
---------------------------------------------
confidential to protect the dignity of refugees and the integrity of the resettlement program (instructor name)
Adherence to Role Boundaries: I will strive to work professionally within the limits of my role, (title)
providing no service other than interpreting or translating and avoiding personal involvement in the International Rescue Committee
cases I support.
Resettlement Support Center
Professionalism: I will pursue excellence in my work, show respect for the dignity of those I support,
and always present a positive professional image so people may trust that I am interpreting faithfully
for them.
77
COMMUNITY INTERPRETER'S CODE OF ETHICS

PREAMBLE

A. Role of the Community Interpreter

Any person who is rendering services as a community interpreter must have knowledge
of the interpreter's code of ethics and professional responsibilities. The role of the
community interpreter is to ensure that accurate and effective communication occurs
between all parties involved. An interpreter shall not give advice or express personal
opinion outside their realm of expertise; (s)he understands the limitations of their cultural
competency. An interpreter is a language specialist, not a cultural expert. The interpreter
shall always act in the best interest of the parties to communication. The interpreter
protects his/her own privacy.

B. Interpretation Settings

Community interpretation typically occurs in the fields of health care, education, social
and legal services. Service-providers are usually professionals who are not familiar with
the language/ culture of their limited-English proficient (LEP) clients. LEP individuals are
usually language minorities or immigrants who may lack basic understanding of the role
and practices of the service provider. Thus, there is nearly always the potential for some
adverse consequence if communication is not understood.

C. Modes of Interpretation

1. Consecutive interpreting: The interpreting is delivered immediately after the source

is presented, i.e. English speaker says a few sentences, interpreter delivers message to
non-English speaker, and vice versa. This is the main mode in community interpreting,
used for face to face interviews, meetings, discussions, or presentations before a group.

2. Simultaneous interpreting: The interpreting is delivered at the same time as the

source is presented; mainly used when a LEP person participates in a group session
along with English speaking clients of the service-provider (English-target language
only).

3. Sight translation: Oral translation of written documents such as intake forms,

immigration documents, information release documents, waivers, etc. Sight translation is
an expected part of the interpreter's job and is done at the time of interpretation
assignment. The interpreter is not responsible for written translation of any document.

4. Summary interpreting: The interpreting follows delivery of the message, although

only a condensation of the message is delivered. Should be used only for simple
instructions and directions, and only with the understanding and consent of all parties.

PRINCIPLES
A. Accuracy and Completeness

The interpreter must interpret exactly what is said without omitting, adding, or altering
anything said or written. It includes accuracy of style or register of speech, non-distortion
of the meaning of the source language even if it appears incoherent, non-responsive, or
offensive. The interpreter advises all parties that everything they say will be interpreted.
The interpreter identifies and corrects errors as soon as possible. Upon recognizing any
communication misunderstanding, the interpreter requests direction from the parties
involved.

B. Confidentiality

The interpreter must understand and uphold the patient-doctor and attorney-client
privileges. He/she must respect the confidentiality of the communication. The interpreter
has the obligation to refrain from repeating or disclosing oral or written information
obtained during the course of employment unless required by law. The interpreter should
not derive any profit or advantage from any confidential information acquired while acting
in a professional capacity.

C. Impartiality

The interpreter does not advocate, mediate or speak on behalf of either party, or
otherwise interfere with the right of individuals to make their own decisions. The
interpreter informs all parties of his/her obligation to remain impartial, and demonstrates
respect for all parties. The interpreter maintains a non-judgmental attitude about the
contents of the discourse to be interpreted. The interpreter shall refrain from conduct that
may give the appearance of a conflict of interest. If an actual conflict of interest or an
appearance of same arises, the interpreter must inform the client. The interpreter must
disclose any and all prior involvement with the assignment, however, such disclosure
shall not include privileged or confidential information. If all parties agree that it is in the
best interest that the interpreter continue, the interpreter may remain with the
assignment.

D. Cultural Bridging

Under certain conditions, the interpreter may provide explanation of cultural beliefs
and/or practices as (s)he is familiar with them, these conditions being:

a. that the explanation is necessary for accurate understanding of the communication;

b. the parties are unable to explain in their own words;

c. all parties consent to this intervention.

The interpreter alerts the parties to potential misunderstandings based upon

stereotyping and/or different cultural expectations without contributing stereotypes or
personal opinions.

E. Proficiency
By accepting an assignment, the interpreter implies the capacity to perform accurately in
the given setting, to interpret efficiently and understand the dialect(s) spoken. The
interpreter should decline an assignment that requires knowledge or skills beyond their
competence or involves an unfamiliar dialect. Interpreters are responsible for accurately
representing their certifications, training, and pertinent experience. Interpreters should
strive continually to improve their skills and knowledge through formal and informal
continuing education, and to obtain available accreditation and/or certification.

F. Professionalism

Interpreters ensure that their role and obligations are understood by all parties.
Interpreters perform their duties as unobtrusively as possible. Interpreters do not
promote personal interests while on assignment and shall not receive gifts or secondary
remuneration above and beyond their set fees. Interpreters are punctual, prepared, and
dress in appropriate manner; they do not bring children or other guests to assignments.
Interpreters bring to the attention of an appropriate person any circumstance or condition
that impedes full compliance with any principle in this document, including interpreter
fatigue, inability to hear, or inadequate knowledge of specialized terminology.
Interpreters must decline assignments under conditions that make such compliance
patently impossible.
 National Association of Judiciary Interpreters & Translators

Code of Ethics and Professional Responsibilities

▪ Preamble Court and all parties as soon as the interpreter or transla-

tor becomes aware of such conflict of interest.
M any persons who come before the courts are non- or
Canon 3. Confidentiality
limited-English speakers. The function of court interpreters
Privileged or confidential information acquired in the
and translators is to remove the language barrier to the ex-
course of interpreting or preparing a translation shall not
tent possible, so that such persons’ access to justice is the
be disclosed by the interpreter without authorization.
same as that of similarly-situated English speakers for
whom no such barrier exists. The degree of trust that is
placed in court interpreters and the magnitude of their re- Canon 4. Limitations of Practice
sponsibility necessitate high, uniform ethical standards that Court interpreters and translators shall limit their partici-
will both guide and protect court pation in those matters in which they serve to interpret-
ing and translating, and shall not give advice to the par-
ties or otherwise engage in activities that can be con-
▪ Applicability
strued as the practice of law.
All NAJIT members are bound to comply with this Code.
Canon 5. Protocol and Demeanor
Canon 1. Accuracy
Court interpreters shall conduct themselves in a manner
Source-language speech should be faithfully rendered into
consistent with the standards and protocol of the Court,
the target language by conserving all the elements of the
and shall perform their duties as unobtrusively as possi-
original message while accommodating the syntactic and
ble. Court interpreters are to use the same grammatical
semantic patterns of the target language. The rendition
person as the speaker. When it becomes necessary to
should sound natural in the target language, and there
assume a primary role in the communication, they must
should be no distortion of the original message through
make it clear that they are speaking for themselves.
addition or omission, explanation or paraphrasing. All
hedges, false starts and repetitions should be conveyed;
Canon 6. Maintenance and Improvement of Skills and
also, English words mixed into the other language should
Knowledge
be retained, as should culturally-bound terms which have Court interpreters and translators shall strive to maintain
no direct equivalent in English, or which may have more and improve their interpreting and translation skills and
than one meaning. The register, style and tone of the source knowledge.
language should be conserved.
Canon 7. Accurate Representation of Credentials
Guessing should be avoided. Court interpreters who do not Court interpreters and translators shall accurately rep-
hear or understand what a speaker has said should seek resent their certifications, accreditations, training and
clarification. Interpreter errors should be corrected for the pertinent experience.
record as soon as possible.
Canon 8. Impediments to Compliance
Canon 2. Impartiality and Conflicts of Interest Court interpreters and translators shall bring to the Court’s
Court interpreters and translators are to remain impartial attention any circumstance or condition that impedes full
and neutral in proceedings where they serve, and must compliance with any Canon of this Code, including inter-
maintain the appearance of impartiality and neutrality, preter fatigue, inability to hear, or inadequate knowledge of
avoiding unnecessary contact with the parties. Court in- specialized terminology, and must decline assignments
terpreters and translators shall abstain from comment on under conditions that make such compliance patently im-
matters in which they serve. Any real or potential con- possible.
flict of interest shall be immediately disclosed to the

National Association of Judiciary Interpreters & Translators

1901 Pennsylvania Avenue, NW · Suite 804 · Washington, DC 20006 tel: 202-293-0342 · fax: 202-293-0495 · email: [email protected]
 Code of Ethics for Interpreters in Health Care

‰ The interpreter treats as confidential, within the treating team, all information
learned in the performance of their professional duties, while observing relevant
requirements regarding disclosure.

‰ The interpreter strives to render the message accurately, conveying the

content and spirit of the original message, taking into consideration its
cultural context.

‰ The interpreter strives to maintain impartiality and refrains from counseling,

advising or projecting personal biases or beliefs.

‰ The interpreter maintains the boundaries of the professional role, refraining

from personal involvement.

‰ The interpreter continuously strives to develop awareness of his/her own and other
(including biomedical) cultures encountered in the performance of their professional
duties.

‰ The interpreter treats all parties with respect.

‰ When the patient’s health, well-being, or dignity is at risk, the interpreter may be
justified in acting as an advocate. Advocacy is understood as an action taken on behalf
of an individual that goes beyond facilitating communication, with the intention of
supporting good health outcomes. Advocacy must only be undertaken after careful and
thoughtful analysis of the situation and if other less intrusive actions have not resolved
the problem.

‰ The interpreter strives to continually further his/her knowledge and skills.

‰ The interpreter must at all times act in a professional and ethical manner.

A National Code of Ethics for Interpreters in Health Care • July 2004 • Page 3 of 25
© 2004 National Council on Interpreting in Health Care, Inc., All Rights Reserved. The NCIHC National Code of Ethics is in the
public domain and may be reproduced as is in its current format under the copyright law of fair use. No changes may be made to the
document except by the National Council on Interpreting in Health Care. Persons seeking to use this document should contact
NCIHC.
 Code of professional ethics –AIIC
(International Association of
Conference Interpreters)

I. Purpose and Scope

Article 1

1. This Code of Professional Ethics (hereinafter called the "Code") lays down the standards of integrity,

professionalism and confidentiality which all members of the Association shall be bound to respect in their work

as conference interpreters.

2. Candidates and precandidates shall also undertake to adhere to the provisions of this Code.

3. The Disciplinary and Disputes Committee, acting in accordance with the provisions of the Statutes, shall impose

penalties for any breach of the rules of the profession as defined in this Code.

II. Code of Honour

Article 2

1. Members of the Association shall be bound by the strictest secrecy, which must be observed towards all persons

and with regard to all information disclosed in the course of the practice of the profession at any gathering not

open to the public.

2. Members shall refrain from deriving any personal gain whatsoever from confidential information they may have

acquired in the exercise of their duties as conference interpreters.

Article 3

1. Members of the Association shall not accept any assignment for which they are not qualified. Acceptance of an

assignment shall imply a moral undertaking on the member's part to work with all due professionalism.

2. Any member of the Association recruiting other conference interpreters, be they members of the Association or

not, shall give the same undertaking.

3. Members of the Association shall not accept more than one assignment for the same period of time.

Article 4

1. Members of the Association shall not accept any job or situation which might detract from the dignity of the

profession.

2. They shall refrain from any act which might bring the profession into disrepute.

Article 5
 For any professional purpose, members may publicise the fact that they are conference interpreters
and members of the Association, either as individuals or as part of any grouping or region to which
they belong.

Article 6

1. It shall be the duty of members of the Association to afford their colleagues moral assistance and collegiality.

2. Members shall refrain from any utterance or action prejudicial to the interests of the Association or its members.

Any complaint arising out of the conduct of any other member or any disagreement regarding any decision taken

by the Association shall be pursued and settled within the Association itself.

3. Any problem pertaining to the profession which arises between two or more members of the Association,

including candidates and precandidates, may be referred to the Disciplinary and Disputes Committee for

arbitration, except for disputes of a commercial nature.

III. Working Conditions

Article 7
With a view to ensuring the best quality interpretation, members of the Association:

1. shall endeavour always to secure satisfactory conditions of sound, visibility and comfort, having particular regard

to the Professional Standards as adopted by the Association as well as any technical standards drawn up or

approved by it;

2. shall not, as a general rule, when interpreting simultaneously in a booth, work either alone or without the

availability of a colleague to relieve them should the need arise;

3. shall try to ensure that teams of conference interpreters are formed in such a way as to avoid the systematic use

of relay;

4. shall not agree to undertake either simultaneous interpretation without a booth or whispered interpretation

unless the circumstances are exceptional and the quality of interpretation work is not thereby impaired;

5. require a direct view of the speaker and the room and therefore will not agree to working from screens except in

exceptional circumstances where a direct view is not possible, provided the arrangements comply with the

Association's appropriate technical specifications and rules;

6. shall require that working documents and texts to be read out at the conference be sent to them in advance;

7. shall request a briefing session whenever appropriate;

8. shall not perform any other duties except that of conference interpreter at conferences for which they have been

taken on as interpreters.

Article 8

Members of the Association shall neither accept nor, a fortiori, offer for themselves or for other
conference interpreters recruited through them, be they members of the Association or not, any
working conditions contrary to those laid down in this Code or in the Professional Standards.
 National Standard Guide for
Community Interpreting Services

Supported By:

Printed with the financial support of:

Association de l’industrie de la langue/Language Industry Association
Published by the Healthcare Interpretation Network – HIN
Toronto, Canada.
First Edition. November 2007.
Copyright © 2007 Healthcare Interpretation Network.
www.healthcareinterpretationnetwork.ca

The National Standard Guide for Community Interpreting Services is of the public domain
and may be reproduced in its current format under the copyright law of fair dealings. No
changes may be made without the written permission of the Healthcare Interpretation
Network - HIN Policy Committee.

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Standards of practice and ethical principles are complementary guideposts to equip an
interpreter with clear parameters for delivery of quality interpretation service.
The development of and adherence to standards of practice and ethical principles
reinforces and supports consistent practice for all interpreters. Standards of practice
serve in all areas where criteria for professional performance are needed in making
decisions and may be used in making determinations regarding professional misconduct,
incompetence or incapacity. Standards of Practice enable service providers, employers
and non/limited English speakers requiring the services of an interpreter to recognize
what standards of performance can be expected by a competent interpreter. They also
assist educators in developing curriculum and in providing appropriate instruction.
In the event that the Standards of Practice set a standard that is higher than an
employer’s or service provider’s policy or procedure, the interpreter should comply with
the standard set by the Standards of Practice.
The recommended standards of practice and ethical principles for the LITP integrates the
work of Across Languages Translation and Interpretation Service, a London, Ontario
based community interpreter service and the American National Council on Interpreting in
Healthcare.
There are forty-seven standards of practice interconnected with eight ethical principles:

1. Accuracy and Fidelity

2. Confidentiality
3. Impartiality
4. Respect for Persons
5. Maintaining Role Boundaries
6. Accountability
7. Professionalism
8. Continued Competence

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Standard of Practice Ethical Principle

Accuracy and Fidelity

Objective: Preservation of the meaning of the message.

1. The interpreter renders all utterances and written
communication faithfully using the same grammatical person
as the speaker or writer. The rendition should sound natural
in the target language and there should be no distortion of
the original message through additions, omissions, or
explanation. The idiom, register, style and tone of the
speaker is preserved.
2. The interpreter advises all parties that everything said in the
encounter will be interpreted. If any party requests that the Interpreters strive to
interpreter refrain from interpreting all utterances, the render all messages
interpreter is obliged to inform all other parties of the request
and seek direction. in their entirety
3. The interpreter retains English words mixed into the other accurately, as
language, as well as culturally bound terms which have no
faithfully as possible
direct equivalent in English, or which may have more than
one meaning. Whenever possible, the interpreter will and to the best of
attempt a translation of that word to provide the listener with
their ability without
an idea of what the word means.
addition, distortion,
4. The interpreter asks for repetition, rephrasing, or
explanation, if anything is unclear. Upon recognizing that the omission or
interpreter has misunderstood the communication, he/she
embellishment of the
identifies the misunderstanding and requests direction from
the parties involved. meaning.
5. The interpreter ensures that the meaning of gestures, body
language, and tone of voice is not lost, by replicating what
has been seen or heard by the interpreter.
6. The interpreter uses a mode of interpreting appropriate for
the setting. In most interview situations, spoken-language
interpreting is done in consecutive mode.
7. The interpreter performs summary interpretation (i.e. some
of the elements of the communication are not interpreted)
only with the knowledge and consent of all parties.

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Standard of Practice Ethical Principle

Confidentiality

Objective: Protection of the privacy of all parties and the

confidentiality of information.
Interpreters will not
8. The interpreter advises all parties that she or he will respect
the confidentiality of the encounter. All parties in an disclose and will
interpreted encounter have a right to expect that the treat as confidential
interpreter will hold information about them in confidence.
all information
9. The interpreter does not disclose information spoken, seen
or written outside of the interpreting situation without the learned, either
expressed permission of all parties or unless required by uttered or written in
law. If disclosing the time and/or place of an encounter may
identify the purpose, persons or content, the interpreter shall the performance of
not disclose such information. their professional
10. The interpreter may, where collaborative work with other duties, while
professionals is required, be briefed, or participate in,
relevant discussions with other interpreters, members of the adhering to relevant
team involved with the other party, authorized requirements
representatives of the interpreting agency and/or the
service-providing institution. Anyone receiving information in regarding disclosure.
order to provide interpretation service is ethically bound by
the duty of confidentiality.

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Standard of Practice Ethical Principle

Impartiality

Objective: Full communication not impeded by any bias or

preference of the interpreter. Avoidance of the perception that
the interpreter has a preference or bias towards any party
involved in the interpreted encounter.
11. The interpreter remains impartial at all times and informs all
parties of the duty to remain impartial.
12. The interpreter declines to interpret when she or he has a
personal or any vested interest in the outcome of the Interpreters strive to
encounter.
maintain impartiality
13. The interpreter declines to interpret when his or her
personal or other relationship with any party may affect, or by showing no
be perceived by any party to affect, impartiality. preference or bias to
14. The interpreter declines to interpret when any situation, any party involved in
factor, or belief exists that represents a real or potential
conflict of interest for the interpreter. the interpreted
15. The interpreter discloses to all parties in the encounter any encounter.
personal or other relationship that may affect, or be
perceived by any party to affect, the interpreter’s impartiality.
16. The interpreter informs the interpreter service
agency/organization when he or she has a personal or other
vested interest in the outcome of the assignment or when
any situation, factor, or belief exists that represents a real or
potential conflict of interest which will impact an interpreter’s
ability to interpret everything faithfully and impartially.

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Standard of Practice Ethical Principle

Respect for Persons

Objective: Respect of parties to the interpreted encounter.

Demonstration of an acknowledgement of the inherent dignity Interpreters
of all parties in the interpreted encounter. demonstrate respect
17. The interpreter demonstrates respect for all parties. towards all parties
18. The interpreter promotes direct communication among all involved in the
parties in the interpreted encounter.
interpreted
19. The interpreter engages in behaviour that promotes
autonomy and personal choice of the individuals involved in encounter.
the interpreted encounter.

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Standard of Practice Ethical Principle

Maintenance of Role Boundaries

Objective: Protection of professional integrity. Reduction of

exposure to liability. Maintenance of emotional well-being and
physical safety of interpreter.
20. The interpreter’s role is to enable communication between
parties, who speak on their own behalf and make their own
decisions.
21. The interpreter does not advocate on behalf of any party.
22. The interpreter does not enter into the discussion, give Interpreters strive to
advice or express personal opinions about the matter of the perform their
encounter, or show reactions to any of the parties.
professional duties
23. The interpreter does not filter communication, mediate, or
speak on behalf of any party. within their
24. The interpreter avoids unnecessary contact with the parties. prescribed role and
Prior to the encounter, the interpreter may initiate contact to refrain from personal
ensure understanding of the language, to confirm details of
an appointment, and to convey any information about the involvement.
encounter needed by the non-English speaker.
25. The interpreter does not perform services other than
interpretation services for any party.
26. The interpreter utilizes the least obtrusive mode of
interpretation.
27. The interpreter protects her or his own privacy, well-being
and safety.

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Standard of Practice Ethical Principle

Accountability

Objective: Responsibility for the quality of the interpreter’s work.

Accountability for maintaining role boundaries and standards.
Adherence to laws and standards.
28. The interpreter identifies and corrects interpretation errors
as soon as possible.
29. The interpreter declines assignments that require
knowledge or skills beyond his or her competence.
Interpreters are
30. The interpreter informs the parties immediately and requests
direction in the course of an encounter, if it becomes responsible for the
apparent to the interpreter that expertise beyond her or his quality of
competence is required.
interpretation
31. The interpreter maintains his or her role, limits and
obligations and takes steps to ascertain that all parties provided and
understand them. accountable to all
32. The interpreter conducts her or himself in compliance with parties and the
legislative requirements and generally accepted standards
of the profession. organizations
33. The interpreter maintains transparency. When clarification is engaging the
necessary, the interpreter says to all parties, “I, the interpreter’s service.
interpreter, need clarification on….”
34. The interpreter brings to the attention of an appropriate
person any circumstance or condition that impedes full
compliance with any standard in this document, including
but not limited to conflict of interest, interpreter fatigue,
inability to hear or inadequate knowledge of specialized
terminology, and declines to continue any assignment under
conditions that make such compliance patently impossible

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Standard of Practice Ethical Principle

Professionalism

Objective: Maintenance of professional conduct and

comportment.
35. The interpreter behaves in a manner consistent with the
highest professional standards and the protocols and
procedures of the interpreter service agency.
36. The interpreter performs her or his duties as unobtrusively
as possible.
37. The interpreter completes the assignments she or he has Interpreters at all
accepted. times act in a
38. The interpreter arrives on time at the appointed location of
professional and
the encounter.
ethical manner.
39. The interpreter remains at the appointed location until the
encounter ends or until dismissed.
40. The interpreter dresses in appropriate business attire for
face-to-face encounters.
41. The interpreter does not conduct personal or other business
while on an interpreting assignment.
42. The interpreter creates a working environment conducive to
performing interpretation over the telephone.

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Standard of Practice Ethical Principle

Continued Competence

Interpreters commit
Objective: Achievement of the highest level of competence.
Demonstration of certifications, accreditations, training and themselves to life
experience. Maintenance and improvement of skills. long learning in
43. The interpreter takes available courses and examinations to recognition that
obtain accreditation and/or certification.
languages,
44. The interpreter maintains and expands skills and knowledge
through self-teaching, formal and informal continuing individuals, and
education.
services evolve and
45. The interpreter seeks evaluative feedback and practices
change over time
self-evaluation concerning performance.
46. The interpreter is prepared to demonstrate her or his and a competent
certifications, accreditations, training and pertinent interpreter strives to
experience.
maintain the delivery
47. The interpreter maintains membership in appropriate
professional associations of interpreters and complies with of quality
the code of ethics of such associations. interpretation.

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