Progress in Simultaneous Interpreting - an Evaluation of the Development of four Students

This article describes an analysis of students’ simultaneous interpreting performance. The interpreting performance of four students was recorded in the beginning and at the end of their interpreting training. The performances were then analysed by using a modified version of a model of analysis presented by Kopczynski (1980 and 1981). Factors paid attention to in the analysis were equivalence, linguistic competence, linguistic performance and style. The analysis shows that equivalence improves during the period of training but does not achieve the level of equivalence of professional interpreters. In the area of linguistic competence, progress can be noticed as well, but in the area of linguistic performance the students only progress slightly

Fullmäktigeförsamlingar i ljuset av språklig växelverkan : tvåspråkighet i tre fullmäktigeförsamlingar

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Oikeat toimeksiannot tulkkausopetuksessa

In 2006 the section for teachers and researchers of The Finnish Association of Translators and Interpreters published online instructions for the use of authentic translations in the teaching of translation. The instructions were based on a survey of the use of authentic translations in translation teaching at universities in Finland. The survey was conducted by Leena Salmi from University of Turku. This paper presents an extension of that survey with a questionnaire to teachers of interpreting. Half of the eight university departments contributing to the survey report that they include real assignments in the teaching of interpreting. Those who do not, try to create training opportunities in authentic-like situations. Based on two of my earlier surveys, the paper also presents some opinions of professional interpreters and interpreting students on training in authentic interpreting situations. The teachers, the interpreters and the interpreting students all share the view that real assignments are a good complement to classroom teaching, but that assignments should be used only for advanced students. They also stress the importance of acting according to the code of ethics for interpreters

Tolkning på olika nivåer av professionalitet

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Auktorisoidun kääntäjän tutkintojärjestelmän kehittämistyöstä vuoden 2008 jälkeen

Translators have been certified in Finland since 1967. In 2008, the organisation of the examination for authorised translators was revised and ever since it has been maintained by the Finnish National Agency for Education. Digitalisation has provided new means for the development of the examination as well as the register of authorised translators. The Optima learning management system was introduced in 2014 as a platform for the administration of the examination. The platform is used by 1) the Board for the Authorised Translator’s Examination for approving examination tasks and verifying examination assessments, 2) the participants of the examination, 3) the assessors of the examination tasks, and 4) by the Board and the responsible administrators at the Finnish National Agency for document management. In 2022, the Register of Authorised Translators was revised. In the revised register, special emphasis was placed on the accessibility for individuals seeking an authorised translator as well as on the equality among registered authorised translators offering their translation services. In this article, we discuss the benefits of this development work since 2008, including some effects related to sustainability

Tulkkien työmuistista ja toiminnanohjauksesta

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