MATHEWS, MALCOLM

NESTERENKO, YANA

OSINSKA, MARIA

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  262 TEACHING COMMUNITY INTERPRETING FROM ENGLISH  INTO UKRAINIAN IN UKRAINIAN UNIVERSITIES  YANA NESTERENKO, student MALCOLM MATHEWS, Community Services Adviser MARIA OSINSKA, Associate PhD (Philology), English Language Adviser Nottinghamshire County Council Education Department (Great Britain) O. M. Beketov National University of Urban Economy in Kharkiv  In recent years, a special type of oral translation has become increasingly popular with researchers, referred to in the English language as Community Interpreting (CI).  CI is usually defined as a special type of oral translation facilitating access to public services by mediating between service users and service providers who do not share the same language. Its particularity is that CI serves mainly the social spheres of life. One of the most obvious differences between community interpreting practice in Ukraine and abroad is connected with the classification of settings in which the interpreted event is occurred. While the most general classification into social, medical and legal settings seems to be quite universal [4, p. 44],  the further subdivision into a more precise specialization is absolutely different. For example, while in most EU countries housing and schools are included into social services   [4, p. 45], in Ukraine they are the responsibility of an absolutely different authorities (housing and communal authority, educational authority correspondingly). Unlike in the EU, child care centres are not medical, but educational settings in Ukraine [3, p. 154]. Besides, CI in Ukraine mainly involves court interpreting where a non-Ukrainian speaking immigrant is either the accused party or a witness and interpreting during the process of child adoption by foreign citizens (while in other traditional CI settings, e.i. social services and healthcare institutions, ‘natural translators’ predominate).  At the same time,  teaching Community Interpreting in specialized higher educational institutions, where translators an interpreter for the needs of urban economy are trained, seems to be essential. In 2018, the O. M. Beketov National University of Urban Economy introduced a new training program developing translators and interprets to be employed in the international departments of local authorities.  In this connection, an idea arose to develop a specialized course in CI. From the point of view of the skills involved, CI is making use of interpreting skills, linguistic skills, research and technical skills, and interpersonal skills [2, p. 162].  The interpreter may need a special psychological training to be able to face a conflict situation or the client’s psychological   263 breakdown, CI during official meetings and ceremonies requires a special knowledge of diplomatic protocol [3, p. 153]. Thus, the specialized course in Community Interpreting should include the development of the following skills:  Legal interpreting/translation skills,  Medical interpreting/translation skills, including psychological interpretation/translation,  Protocol interpreting during official meetings with the top city authorities, etc. Although CI is predominantly associated with oral practice in the western countries, due to a vast amount of bureaucratic procedures, it may require profound skills in written translation practically in all kinds of CI settings [1,                    p. 51]. To sum up, here are the main points: community interpreting has become a profession in many countries of the world. Training programs and assessment tools have been developed and the demand for services has increased significantly. Following the growing demand for the CI in a vast variety of settings in big Ukrainian cities, the CI study in Ukraine can become a highly relevant academic discipline to be developed in the near future.  References:  1. Hertog E. Community Interpreting / Erik Hertog // Handbook of Translation Studies: Volume 1 / Gambier, Yves and van Doorslaer (eds.). – Amsterdam and Philadelphia: John Benjamins, 2010. – P. 49–54. 2. Hrehovčík Teodor. Teaching Community Interpreting: A New Challenge?/Teodor Hrehovčík// Language, literature and culture in a changing  transatlantic world, International conference proceedings (April 22-23, 2009). – Рp. 160–162. – URL: https://www.pulib.sk/web/kniznica/elpub/dokument/Ferencik2 3. Osinska Maria. Community Interpreting Settings Classification / Maria Osinska // Scientific Research Priorities. – 2018: theoretical and practical value: Proceedings of the III International Scientific and Practical Conference, Nowy Sacz, Poland, 27th-30th November 2018 / Wyzsza Szkola Biznesu – National-Louis University, 2018. – P. 153–155. 4. Wadensjö C. Community Interpreting / Cecilia Wadnesjö // Routledge Encyclopedia of Translation Studies / Baker and Saldanha (eds.). – NY: Routledge, 2009. –              P. 43–47.   SOME WAYS OF INCREASING SELF-CONFIDENCE IN THE COURSE OF ENGLISH LEARNING  VALENTINA PRYANITSKA, Senior Teacher O. M. Beketov National University of Urban Economy in Kharkiv  Each teacher of English at least once in his/her life has faced the situation when learners of English are afraid of speaking up. Excessive shyness is a sign 

Teaching community interpreting from English into Ukrainian in Ukrainian universities

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Teaching community interpreting from English into Ukrainian in Ukrainian universities

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