Icebreakers and Memory Exercises
Recovery Techniques
Version 1 (easy) – Monolingual exercise, where the interpreter provides the content in the same language.
Version 2 (medium) – Bi-/Multi-lingual exercise where information is heard in the source language and communicated to the group in the target language.
DESCRIPTION
Trainers start by welcoming participants and explaining the following recovery techniques commonly used while interpreting:
• Expansion: Interpreter expands on a concept by offering a list of similar ideas or synonyms.
• Interjection: Interpreter states into the microphone that they did not understand the speaker or message by saying "Interpreter did not understand." This gives the participant the option to ask the speaker to please repeat.
• Quick decision-making: Interpreters have to make split-second decisions; sometimes an interpreter simply gives it their best shot and keeps going.
• Definition: Interpreter defines the word instead of providing a translation.
Thereafter, trainers divide groups into pairs. Each pair is given a chance to introduce themselves to the entire group. Partner 1 has 30 seconds to introduce themselves. Partner 2 listens actively. After 30 seconds, the trainer calls time. At this point, Partner 2 will repeat Partner 1's introduction as closely as they can recall. Reverse the roles: Partner 2 introduces themselves for 30 seconds and Partner 1 repeats the introduction. Go around the circle until every pair has introduced themselves. At the end of the exercise, trainers can ask the group: How did that feel? What did you notice? What recovery techniques did you find most useful?
AIM
Participants realise that these are recovery techniques that can be used in moments when they are struggling, cannot keep up or cannot find the exact word. Interpreters can use these tricks from time to time but should not rely on these techniques the entire time they are interpreting. Due to all of the things happening in your body, mind, and heart at the same time, there will be instances when it will be difficult to maintain the message. Recovery techniques are ways, or tricks, to maintain the message so that interpretation can continue. It also shows that during interpretation, a degree of loss is absolutely acceptable and essentially inevitable, insofar as it does not lead to the breakdown of communication.
Introductions in Pairs
Version 1 (easy) – Monolingual exercise, where the interpreter provides the content in the same language.
Version 2 (medium) – Bi-/Multi-lingual exercise where information is heard in the source language and communicated to the group in the target language.
DESCRIPTION
Working in pairs, one person will provide a short description of themselves and their work/organisation to their partner in the source language (1-2 min), and the partner will relay the same to the group in the target language. No notes or other tools allowed; you must relay the information from memory. After all presentations are made to the group, you will provide a quick feedback to your partner. Repeat till everyone has had a chance to be the interpreter.
(NOTE: (i) While the interpreter from the first pair is presenting to the group, the second pair leaves the room to provide the short description. Otherwise, it will not be a level playing field as some people will have to find a way to remember their information for a really long time! (ii) Source and target languages can be interchanged for those working bi-actively.)
AIM
Participants get to know each other, memory is activated, and presentation skills must also be kept in mind.
Visualisation
Version 1 (medium) – Monolingual exercise, where the interpreter provides the content in the same language.
Version 2 (advanced) – Bi-/Multi-lingual exercise where information is heard in the source language and communicated to the group in the target language.
Visualisation is when you imagine the message you are hearing in mental images. It is very useful to create an internal structure and logic for yourself, and it helps you remember the message.
DESCRIPTION
The trainer narrates a short story or describes an every-day situation that is easy to imagine. Participants close their eyes as they listen and “see” the story. Two volunteers relay the speech to the group from memory. The others who are listening note down what the volunteers might have missed/remembered wrongly.
Then discuss what visualisation techniques participants used. Provide tips like separate out each part into a different “room” in your mind, seeing images in a row above your head, imagining the speech unfurling like a video. If visualizing images feels hard, imagine keywords lined up in a row. Another technique is depositing chunks of information at spots along a familiar route (your walk from home to work). Encourage people to share their methodology; peer learning builds trust and a collaborative atmosphere.
AIM
Participants learn to identify the underlying structure of a speech and use that to help them interpret. They also learn that there is no wrong technique – the main thing is being able to recall the content as accurately and in as much detail as possible.
Fish Bowl
DESCRIPTION (medium)
Participants create a small circle within the larger circle, comprised of four chairs. Trainers asks for four volunteers to start the sharing process. There are three basic guidelines: the outside circle must remain completely quiet while the inside circle is speaking, only one person is allowed to speak at a time, everyone is encouraged to take a turn speaking. The trainer starts the process by asking folks to take a couple minutes to think about their past experience with interpreting. Participants are asked to recall memorable interpreting experiences. These can be times when the interpreting went horribly awry, when there was a breakdown in communication, or when the participants felt inadequate as interpreters. They can also be stories of successful interpreting when the communication just flowed, and the participants felt confident in their skills. Lastly, they can be stories of times where participants found themselves in interpreting situations where either ethical or linguistic decisions had to be made and the interpreters did not know what to do. After a few minutes of thinking, the trainer invites four volunteers to start the discussion. Participants are then asked to have an informal conversation – like having coffee with friends. If someone in the outer circle wants to share, they can quietly tap the shoulder of one of the participants in the smaller circle, and trade places with them. They should ask someone who’s already shared, as opposed to someone who has not shared yet. [Trainer should ask if there are any participants that do not like to be touched and if so, what signal they prefer.] The trainer plays a light role, mostly guiding the conversation if it stalls. Examples: “Has anyone ever been interpreting when the speaker said a word, and your mind totally blanked and you couldn’t come up with the equivalent word? How did you handle it?”, “Have you ever been interpreting in a situation where someone was asked a question and the person turned to you and said, ‘Don’t tell them this but...’?”
AIM
Demonstrating that there is already a lot of expertise in the room and that it can be the starting point for any further training. It will also get people comfortable about talking about themselves and their experiences in the group, creating the necessary collaborative context and trust for peer learning. A number of solutions will already be presented at this early stage, and it can help the trainer gauge the needs and level of the group, as well as bring them in troubleshooting sessions during the course of the training.