Dynamic Equivalence Blog

Photo by Billy Pasco Throughout my translation and interpreting career, I have had a number of mentors, both formal and informal who have helped me develop and grow as a professional. Recently, I was approached by an interpreter seeking my mentorship and guidance as she makes a significant transition in her professional journey, and it made me reflect on my personal journey and my best mentorship experiences. Step 1: Research  One of the many reasons to seek out a mentor is for functional mentorship or get guidance and direction to acquire a specific skill or accomplish a specific goal. In my experience, as the mentee, it is important that we do some research and have, at least, a general idea of what we want to do and who can help us accomplish it. I do not have any regrets because my professional journey has helped me develop and grow, but had I done some research, my path may have been less bumpy and windy. Early in my career, I was unsure of what direction I wanted to head, I h...

Photo by Raúl Nájera A national conversation related to the professionalization of interpreting and translation in education has been developing under the Interpreting and Translation in Education (ITE) Workgroup. One of the committees under this Workgroup is the Code of Ethics and Standards of Practice Committee. As a volunteer serving on the committee, I started reflecting on my ethical decision making journey and the many codes and standards I observe. I discovered that, in over 10 years of interpreting, my ethical decision making has evolved significantly. What is ethics? Ethics is a set of standards of behavior that tell us how we should act in any of the many situations we may find ourselves in (SCU, 2009). Codes of ethics established specifically for interpreters and translators, usually establish accuracy, confidentiality, and other commonly expected behaviors for all in our profession, as well as domain specific behaviors or practices that are specific to the sector to which w...

Photo by Armando Ramon Faur A couple of months ago, before COVID-19 was declared a pandemic, I was faced with an uncommon challenge: I was interpreting for a non-English speaker and, as a Spanish interpreter, I was unable to provide them equitable access to information. I should clarify that as a Spanish interpreter working in Southern California, I often come across speakers of indigenous languages. However, usually one or more of the participants are aware, and the services I provide are limited to confirming the next appointment when a qualified interpreter in the language they understand best will be available. In these instances, I am given an opportunity to truly partner with all participants to ensure the message is fully understood. This situation was different. Sí, hablo español. Unfortunately, as reported by Amnesty International, members of indigenous communities are often discriminated against and marginalized. Due to this, as Odilia Romero from CIELO has shared in various ...

Photo by Aaron Burden I developed my note-taking technique like many other community interpreters have: in the heat of the interpretation, out of necessity. After serving as a linguist for the US Army for 5 years, my first civilian job was as a "Translator" for a large school district. The transition from linguist to translator seemed natural, and I was excited to start a new career. However, as is common for many translators (or interpreters) in education, the role required that I do more than translate documents, I was also expected to interpret. Thus began my note-taking journey. Names & Numbers My first community interpreting experience was during a meeting announcing a new school program. I must admit that I didn't even know what I didn't know. In my preparation, I found that names and numbers were most difficult to recall and interpret accurately, and that note taking is one way to ensure accuracy. At the meeting, I was interpreting simultaneously and had pe...

Photo by Aaron Burden This Thursday I had the opportunity to co-present a webinar for the NCIHC Home for Trainers series with Nora Goodfriend-Koven on Interpreting IEP Meetings. I was able to share some of the key concepts that helped me prepare for and effectively interpret at IEPs, as shared in the Preparing for IEPs online training available through MasterWord. So, what makes interpreting at IEPs unique? Is it legal, medical or educational? In my humble opinion, one of the things that makes interpreting at IEP meetings so challenging is the intersect between legal, medical, and educational interpreting. The individualized education program/plan (IEP) is, as the name entails, a program designed for a particular student to meet his or her personal academic goals. IEPs are only developed for students who have a special need, as established by law, and qualify for modifications to the general (sometimes called regular) curriculum for their grade level. Since it is a program governed by ...

Photo by Engin Akyurt I recently received my first onsite interpreting request since the COVID-19 shutdown. It was not a COVID-19 "hang in there" email with a list of government resources to mitigate any temporary financial hardship due to a lack of work. It also did not request that I significantly lower my rates due to the current economic situation, the lack of assignments, and their desire to provide me "some work" amidst the crisis. It was a legitimate onsite interpreting request like those I received before the outbreak. Well, almost like those. The email was a typical availability request, similar to those I am accustomed to receiving from this particular client. It included key information about the assignment and a few reminders and protocols to follow: remain at the assignment until released, take your badge, sing in and out, etc. The email also included several non-standard requirements. Challenge 1: Acquiring the required PPE By now, we are all too famil...