T & I school Instructors Interview Results

1.) How do you characterize the graduates who are ready to enter the conference interpreting market?

All schools claim that graduates who wish to enter the conference interpreting market need to possess core-interpreting abilities, which include the abilities to perform sight, consecutive and simultaneous interpretation. Fluency in both the source and target languages are counted as the requirement of core-interpreting ability, as is stated by participant C and E. Participant C believes that passing the professional examination co-hosted by GITI and GITIS or the translation and interpretation proficiency test held by the Ministry of Education are ways to verify if the students have obtain these abilities, whereas another deems that only the students passed professional examinations in T & I schools possess core-interpreting abilities that enable them to enter the conference interpreting market. However, to successfully facilitate communication during

conferences, conference interpreters need more than core abilities. Interpreters need to stay alert and focused at all time. This point is especially stressed by participant B, C, and E. Participant E also points out the importance of a broad knowledge base allows interpreters to meet the challenges brought on by conferences of various topics across industries. Participant B believes that in-depth knowledge in certain professional domains will increase the interpreters’ opportunities to secure market share.

Most schools interviewed cannot go into further details in describing core-interpreting abilities. They often stop at naming interpreting types such as sight or simultaneous; however, they do agree that possessing core interpreting abilities does not guarantee the interpreters’ chance to secure the next job opportunity. As participant D specifically points out that, to survive the market,

conference interpreters need to be prepared with a correct and professional attitude. Both participant C and D mention the importance of being prepared and committed to the interpreting task. Being prepared means that conference interpreters must know how to obtain related material prior to the conference session and familiarize themselves with the topic concerned no matter how many times they have interpreted for similar events already. Participant B, D and E stress that conference interpreters need good people skills, and understand that communicating with the speaker and clients is also a part of the job description.

Other qualities such as work ethic, a pleasant voice, and a sense of responsibility are all assets to conference interpreters and will encourage the clients to consider working with the interpreters again.

Participant A adds patience and determination to the list of qualities novice interpreters should possess. The conference interpreting market is fairly small and closed. Novice might have to start out with other jobs related to the conference interpreting industry or those in other field before having a chance to enter the conference interpreting market.

2.) How many of your graduates have already entered the conference interpreting market?

Two of the T & I schools report having more than 20 graduates that are active conference interpreters. Another two T & I schools only have single digit number of graduates that are active in the conference interpreting market. Only one of the schools states that presently none of its

graduates has entered the market yet.

3.) How do T & I schools prepare the graduates who wish to enter the conference interpreting market? How does the design of the curriculum correspond to the training needed?

All of the T & I schools have courses in sight, consecutive and simultaneous interpreting.

For one T& I school, simultaneous interpreting courses are optional. Clearly, sight, consecutive and simultaneous interpreting abilities are the core-interpreting abilities and highlights of interpreting training. The interpreting courses are mostly divided into general and specific subject areas. Two of

the T & I schools divide their specific interpreting courses into four categories, although they did not pick the same subject areas. Other schools also integrate domain knowledge development into interpreting courses, but they either divide the courses into more categories or only offer courses in more popular domains. One of the schools with interpreting courses in more than four knowledge domains even adopted co-teaching approach to try to link interpreting training with domain knowledge acquisition.

Besides interpreting courses, all T & I schools also require students to take translating courses, stating that it will facilitate the learning of language conversion and also open the students to other doors when interpreting cases are not that easy to come by. Participant B also says that course on linguistics and language comparison will help the students gain a more in-depth

understanding of the nature of interpreting. And courses on research method and industry provide students with other options other than becoming interpreters, which, are good alternatives as stated by participant B and C. One T& I school includes the sharpening of analytical skills and good public speaking ability to their list of training.

To broaden the students’ mind and world, two T & I schools mention that they invite speakers from other departments or from a particular field to give speeches. And one school interviewed adopts co-teaching approach in classes concerning professional knowledge in other domains. These courses include a teacher in the professional field and an interpreting teacher.

Instructors in the professional field will make sure that students have a primary understanding of subject, while interpreting instructors teach them to tackle the topic as an interpreter and cultivate techniques useful in preparing cases in that subject filed.

To prepare the students for the market, three of the T & I schools interviewed hold mock conferences or try to persuade clients to give the students a chance to practice in dumb booths during an accrual meeting. Most of the schools also send their students to help out in the

international conferences and seminars held by their schools as practice training. As a matter of fact,

one school even actively introduces their students to conference organizers by setting up tours to these companies. One of the school interviewed mentions that it is working on developing partnerships with firms and organizations in the community. Hoping to open more doors for its’

students.

As for quality control, four of the T & I schools interviewed have professional tests of their own to judge if the students are proficient in interpreting abilities. One of the schools even

incorporates written exams on other professional subject fields into its professional examination to examine the student’s knowledge in these fields.

4.) T & I schools maintain quality control on their own. Is it necessary for the students in these schools to enroll in the interpretation proficiency test held by the government or other bodies?

Participant A states that the accreditation test held by the government has higher credibility.

This is a privilege individual school tests do not enjoy.

Participant B, C, and E believe a government accreditation test provides students of T & I schools another chance to prove themselves. Even if students fail to pass the professional exams at school, they can use the MOE certificate to enter the market. Participant E also points out that a nationwide test is open to all candidates, whereas professional examinations at schools are exclusive.

Participant D believes that candidates who passed the MOE test are fit to enter the escort or community interpreting market only, whereas professional examinations in schools are designed to select conference interpreters.

In conclusion, one of the T & I schools believes that the establishment of the MOE test would be a great advantage for the graduates from T & I schools because government tests enjoys higher credibility than that of schools. Three T& I schools interviewed state that the MOE test will open more doors for their graduate, whereas one school think it is not necessary for graduates who wish to enter the conference interpreting market to take the MOE test.

5.) Can interpretation accreditation held by the government stand in as a quality control mechanism for T & I schools?

Three of the T & I schools interviewed believe that they apply stricter standards in their professional examination and the judges are of higher quality, have an more in-depth understanding of the conference interpreting industry and know what they are looking for in these students. On the other hand, the MOE test is larger in scale and therefore must compromise more in the quality of judges, test design and implementation. Better quality control translates to better professional image and in the long run would elevate the status of the school.

Of the three T & I schools against the idea of replacing their professional examination with government accreditation test, two further point out that they look for students who can enter the conference interpreting market immediately and the MOE test select interpreters qualified to enter the escort interpreting market only. Although one of the two schools mentioned above adds that if the design and aim of the accreditation corresponds to the school’s needs and demands, it considers the possibility of abolishing its own test. However, at present that is not likely to happen.

Two T & I schools interviewed state that the professional examinations in T & I schools and government accreditation tests share the same aim and examine identical abilities; therefore, the accreditation test can definitely stand in as an evaluation tool.

In addition to the responses differentiating school professional examinations and

government accreditation tests, two T & I schools interviewed also state that, for the purpose of quality control, T & I schools have sources to cultivate and train interpreters through a prolonged period, whereas an accreditation system only concerns with the final result, not the training. In other words, government accreditation test is only a single test on the proficiency of the candidates. It can never replace the training and consistent quality control mechanisms applied throughout the course of training in T & I schools.

In conclusion, two T & I schools interviewed are willing to use government accreditation

test as the quality control mechanism for the school.

6.) Is an interpretation accreditation system beneficial or injurious to T & I schools?

Participant A and B do fear the consequence of the washback⁴ effect. Examination guided teaching increases the risk of training interpreters who are only capable in dealing with certain subject areas. If this happens, the students will have less chance of surviving the market where the demands actually greatly vary. Furthermore, if T & I schools become interpreting cram schools forced to focus on training testing techniques instead of preparing students for the job market like crams schools for tests like TOEFL do, the professional image of interpreters and the interpreting industry may be undermined.

Participant A, B and C claim that schools not only teach students how to cope with one single exam but all kinds of different interpreting situations. However, a government accreditation test that is prevalent and credible will inevitably become a benchmark for the quality sustained by individual T & I schools, thus generate the washback effect and limits the autonomy enjoyed by T

& I schools as participant A, B, and E point out in their responses. After all, if the test can get the students a pass to the job market, than the goal of the school training would be to help students to pass the test. Although it is obvious that passing one single accreditation test does not mean the student is fully prepared for the interpreting market, it at least opens more doors.

Participant C and D do not think that an accreditation test would limit the development or course design of T & I schools. The goals of T & I schools are more diversified than simply helping student pass examinations. Therefore, the school professional examination and the government accreditation test do not conflict with each other.

Although participant E does believe in the possible consequence of the washback effect, he/

she believes that T & I students receive formal training which allows them to be more prepared than

4 The washback effect is the influence of testing on teaching and learning (Gates, 1995). Teachers tend to model their curriculum around the focus areas, form and content of an examination or a test, especially when the test is very important to the future of the students, and pass rates are used to measure how successful the education is. This influence can be either beneficial or harmful (Buck, 1988).

those who do not. As a matter of fact, most of the candidates who passed the translation and interpretation proficiency test held by the government last December are students from T & I schools and that proves the effectiveness of formal training. Therefore a government accreditation test will not have major negative effect on the school.

7.) For the graduates who wish to become conference interpreters, what gives them a competitive edge in the market?

Participant A, B, and D all agree that referral plays the key role. However, there are other ways that may help students secure job opportunities. Participant A and C believe that work experience would give novice advantages. in addition, a nationwide certification test with credibility and necessity may become more influential than the other references in the future.

All of the T & I schools interviewed believe school resources provide students with

advantages. They try to engage other sectors related to conference interpreting such as conference organizers to increase the visibility of their students. Although to participant C, the question is actually not what would give novice interpreters an advantage but how can the market cultivate quality conference interpreters. Participant D and E stress that holding an interpreting degree to some extent implies that the students are endorsed by a professional system and they are more competent due to proper training. Even if graduates from interpreting schools may not be fully prepared for the market, the years of training they had would still make them a better candidate than those who are not trained.

Participant B states that, even if the students were introduced into the market by their instructors, the most important of all is that the students are fully prepared and willing to commit to the job. After all, reputation speaks louder than everything else. Also, professional status will help the novice in starting their career. If the clients have a better understanding of the industry and are more willing to engage interpreters, novice interpreters will have more chances to prove

themselves.

8.) Is implementing interpreter accreditation a necessary step for the conference interpreting industry? Why?

Participant B and D believe that there is no need to implement an accreditation test for conference interpreters. Although the accreditation test does have its advantages, the function and impact of the test to the conference interpreting are quite limited. Senior interpreters have already established a client base. It makes no sense to force them to take a test. A test for basic interpreting ability would not have made a difference anyway for conference interpreting involves more

sophisticated skills. Senior conference interpreters have already proved themselves capable of performing with the sophisticated skills of conference interpreting. Although government

accreditation test may help interpreters who aim for the escort or community interpreting market, it would be of no use to senior interpreters. Furthermore, the conference interpreting market is

actually fairly small. There is no need to design a test for the selected few. under such

circumstances, market mechanism is sufficient enough to screen the candidates. However, this does not mean a government accreditation test will not benefit the general interpreting industry. As participant B points out, although the low passing rate may discourage candidates to take the test in the future, it also shows the society that interpreting is not as easy a task as it seems to some people.

Thus, the professional status of the profession may improve accordingly.

Participant E states that existing interpreting certifications have so far produced mixed results. Take NATTI accreditation for example, a NATTI member states in private that it has become more a channel for foreigners to emigrate to Australia than as a system to select qualified interpreters. And NATTI accreditations are basically for business and community interpreting instead of conference interpreting. Therefore, other less prestigious interpreting accreditation systems may achieve quality control and probably would not gain the public’s trust.

As for client education, participant B argues that clients who employ conference interpreting service have a pretty good understanding of what conference interpreting is. They do not need the

certificate to convince them of the benefits good interpreters may bring. As for those who do not believe in the critical role interpreters play, they would not consider hiring a certified interpreters regardless of the existence of a certificate.

However, participant D and E also believe that although there is no pressing need, it would be no harm in establishing one. Students of T & I programs should have high passing rate. Passing the test conducted by the government means that the candidates are endorsed by the government, which in turn gives credit to interpreting schools who enjoys the most passing rate.

Presently the conference interpreting market is dominated by professional interpreters with similar backgrounds and training, as participant E points out. They will form consensus and establish market order as time goes by. This is not what a single certification can accomplish.

Participant A, C and E state that an accreditation system can exercise quality control and

establishing clear standards. At the moment, trained or not, any bilingual can enter the interpreting market. A clear standard on interpreting quality should reduce market chaos and give the

interpreters a clear idea of what they should achieve and how good interpreters should behave. Also, participant A, C and E stresses that the government accreditation test is open to all; therefore can service as a benchmark for the whole society. As a matter of fact, participant A and C point out that the interpreting market should not only contain talents from limited sources. It would not be fair to people who have potential but do not wish to enter T & I schools. People who are not trained or approved by T & I schools also need a chance to prove themselves and clients should not rely solely on T & I schools to provide competence candidates.

9.) What should be tested in an interpreter accreditation exam?

Participant B and D think that there is no need to establish conference interpreter accreditation.

Participant A and C both believe that English ability should not be tested. There are many English proficiency tests already. It is not what an interpretation accreditation is about.

Although most of the schools agree that core-interpreting should be tested, participant A thinks that there is no need to divide the test into different subject fields. For general interpreting accreditation tests, participant D believes that general topics are enough for a test screening escort or community interpreters. Furthermore, both schools agree that there are simply too many

industries that may employ the service of interpreters and it is not possible to test the candidates’

knowledge on each and every one of them. On the contrary, participant C and E believe that the test should be further divided into more participant fields like foreign affairs, culture, or physical

knowledge on each and every one of them. On the contrary, participant C and E believe that the test should be further divided into more participant fields like foreign affairs, culture, or physical