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  • I'm moving!

    I have decided to change blog platform and I hope you would like to continue to follow me here.

    In case the link does not work, it should be www.interpretings.net

    See you there!

  • Of course I am science, too

    Have you seen the twitter hashtag #IamScience? An initiative started by Kevin Zelnio and with the aim to share stories of how scientists became what they are. Kevin published his post end of January, and since then researchers have shared their, in most cases, less than straight path to science. Kevin Storified #IamScience here and stories are also shared on Tumblr. And Mindy WeisbergerÂ’s collected quotes in a video.

    Although, my path to science was by no means as rough as some of the stories that have been shared, it was far from straight either. I have touched upon parts of my background in earlier blog posts, but here I will share my way from high school to PhD scholarship a short story of some 20 years. This post is mostly for my students, who usually believe I had a career as straight as a highway in the US :-).
    My senior year in high school was very tough. I completely lost my drive, and just couldn't force myself to go to school. Unfortunately, I had moved out from my parents' that year, so not much of parental control either. My grades started declining, and by the time I reached graduation my grades were mediocre. Luckily for me since I came from being a good student, at least I got my diploma. Today, my children laugh so hard at the fact that their mother had an (equivalent to) E in English. They also laugh hard at pictures from this period since I was experimenting a lot and my hair changed between colours such as blue, red, Bordeaux and black.

    I did graduate after all, but I swore I would never go back into a classroom ever again. I started working, first various unskilled jobs, and eventually with horses. The only thing I wanted to do at that time was working with horses, and I took a job as a groom. My horse career was not brilliant, but I was happy doing what I did. Personal life was worse though, my father passed away, and I ended up in an abusive relationship which cost me most of my friends and almost the relationship with my mother. On top of that, I wasted the savings my parents had entrusted me and ended up indebted.

    After four rather dark years, I took a course in logging with horses. I spent a year learning horse carriage driving and logging, and I finally left the guy. But horses is a tough business there are thousands of talented and skilled young people (girls) around, who will work for nothing. Although, I had managed to get a few really nice (though short-term) jobs, the truth started to dawn on me – since I was neither rich enough or talented enough – I would most likely spend the better part of my youth working very hard with other people's horses without ever being able to own one myself. And I still had my debts to pay.

    Usually, in everybody's life there is always someone special, a person that really made a difference. In my case, I'm happy to still have him by my side. When I met my husband I was as deep down as somebody can be without using drugs or being locked up. I still have no idea what he found in the selfish, shallow, big mouthed, surface I exposed in order to protect my empty, hurt soul. Luckily he saw behind that. When I met him I was between horse jobs, but worked double shifts to pay my debts, nights as a security guard, days as an office hand. He would listen for hours, but also challenge me: “Was this really how I wanted to spend the rest of my life?” With him I figured out that I loved teaching and he reminded me that despite my E in English, I was actually fluent in both English and French, wouldn't teaching be a good idea? It was really hard to swallow. I had sworn I would never set foot in a classroom, and here I was discussing a career that would put me in a classroom for the rest of my life! I'm not sure I would have done it hadn't it been for an extended dead line to apply for the teacher training program. Vite fait, bien fait.

    I'm not sure where the change took place, probably somewhere in my first, fairly chaotic, year. I was still working two jobs on top of school, and it was not easy to adapt to academia. But somehow I realized I could not get enough of learning. I loved learning new stuff. As I approached the end of the 4-and-a-half years of study, one of my big concerns was to leave university life and look for a job, I was not, as many of my friends (and quite opposite my high school experience) tired of studying. But then another opportunity opened up, I could go on to interpreting school a do a master in conference interpreting. I jumped to that, not that I didn't want to become a teacher, but because it seemed fun to try something different. After a year of interpreting school and with a Master's in Interpreting, I had to start working. I started working as an interpreter, but went back to university part time, immediately. At first because my teacher training degree was a Bachelor of Education and I wanted a Bachelor of Arts, and I thought it could be fun to write papers in French and English (yes, IÂ’m serious), later because I wanted to write a Master's thesis.

    Both teacher training and interpreting school went fairly smoothly, but my papers and theses have been another laughing stock in the family. English – two terms instead of one, French – three terms instead of one. Master's – six (!) terms instead of two. But hey, I have worked and had three children at the same time.

    When I met the director of studies to discuss a possible Master's thesis, she asked me: “Would you be interested in doing a PhD?” I couldn't even imagine myself doing a PhD, PhD students were those nerds who didn't have a life and were digging themselves down in something as uninteresting as "The use of "so" in news paper texts". I, for my part, was just pursuing something I thought was fun at the moment, but of course the director of studies sow a seed.

    And here I am, I'm hopefully soon done with my PhD thesis, I would love to continue researching, I love teaching. I'm not particularly young anymore, but when I look back, I don't think I would have been as happy and as confident with what I'm doing had I chosen a shorter or more direct path. And of course, I am science too.

  • Why I keep paying my insurance

    In Want Word's eminent business school for translators Marta Stelmaszak gives a number of good reasons for paying your insurance. Although the comments reveal that there are examples of translators being sued, it still is a rare thing.

    I would like to share an experience with you that I had early in my career. It was only an incident and I was never sued, but since then I have always happily paid my insurance. When I first got my insurance, I was mostly worried about breaking something during an assignment (I am extremely clumsy). I had never heard about someone being sued for misinterpreting or something similar.

    I did have a problem with one of the agencies though. It was one of those wheelin'-n-dealin' agencies, I'm sure you have all come across them. This was for conference interpreting assignments and quotes were ALWAYS negotiated, strange fees showed up, contracts never showed up, language directions were rarely respected - "But you know English, right? Then you can interpret into English as well". The agency recruited young, inexperienced interpreters and put them in situations where a lot was left to wish for, but where they expected interpreters to deliver in loyalty to the client.

    I had thought they would respect my conditions, if I was only clear about what I expected. I was proven wrong time after other. By now, I had reached the point where I had more than enough, and was looking for a way to end our relationship, and had started to be very busy on dates they were looking to hire me. I did, however, have a few more assignments booked with them. Luckily, I had demanded and gotten contracts for those.

    The day before one of my last assignments the agency called me to make a few last minutes arrangements and just before hanging up they told me: "So, since you're working with X, and their English is not a 100 %, we thought you'd do the English retour".

    In the contract, I had demanded and gotten, I was scheduled to work with Y, another colleague who had and English retour and who, according to the contract would work into English while I worked into Swedish. At this point I'd had it. I calmly told the agency that in case I would not work according to my contract, I would not work at all.

    When the information had sunken in, the person from the agency shouted: "You realise what this will lead to, don't you? I'll see you in court", and hung up.

    A couple of months went by, and I was very worried I would get sued. But nothing happened. Other than that I never heard of that agency again.

    Since that day I have never doubted the usefulness of paying my liability insurance.

  • Day 17 My best interpreting memory

    This is one of the hardest questions to answer. What is my best interpreting memory? And by that I don't mean that I need to have a good memory in order to interpret. But was there one really special occasion when I interpreted? Something that I will always remember.

    The problem is that there are so many fantastic times. First of all purely physically, the adrenaline rush, the flow, the feeling of complete control. But then all the fantastic people that you get to interpret for, and the great colleagues you work with. Sorry if I sound a bit pathetic, and I know not all days are like that, but those are the moments you live for.

    When I started working for the European Institutions, I spent quite a lot of time in Luxemburg. It's sort of their plant school. Interpreting for the meetings in Luxemburg is usually very technical and can be extremely difficult, but I remember how much fun I had with my colleagues there, and what a team we were.

    Some speakers I have interpreted for have been magic. Maybe not because they were very famous, or very important, but because they were such wonderful speakers. You get dragged into their way of speaking, and if it clicks with your way of interpreting, nothing is more rewarding.

    Then there are also the situations where you feel that you really made a difference for somebody. The fact that you were there at the doctor's appointment, or in court that day actually made a difference for the person you interpreted for. I don't mean to say that interpreters don't usually make a difference, but I'm sure you understand too that there are days where you are more important than other days.

    So I'm not sure I can pick out my best memory. Or, yes, of course I can – it's the day when I passed my final exams at interpreting school. Otherwise, I would not be here.

    This post is part of a list, 30 days of interpreting. You can view the whole list here.

  • The comfort zone dilemma in interpreter training - my view

    The 16th conference DG Interpretation - Universités was held on March 15 and 16. Unfortunately, I could not follow the proceedings, but there has been a lot going on via Twitter, thanks to @GlendonTranslate both days have been archived here and here. And Matt Haldimann wrote two blog posts on it over at 2interpreters. In one of the posts he discussed Brian Fox's presentation where one of the issues was that stress is an important factor behind candidates not passing the EU accreditation test.

    I'd like to follow up on Matt's post and my own experience of the comfort zone in interpreting training. But, first of all, the European institution's problem that students graduating from interpreting school do not pass the accreditation tests is not a new one. I'm not sure that you actually CAN pass an EU accreditation test immediately after interpreting school. I'm not saying that to discourage anyone, but just compare any graduate from any training. You don't graduate from a Political Science program and start as a senior ministry official, ministries usually have internships, training programs and so forth. You don't graduate from law school and become a lawyer immediately. Medical doctors are required to be interns before they practice. The institutions have started running training programs for prospective interpreters which is great, but of course schools should prepare interpreting students as well.

    Traditionally, interpreting training is very tough. I don't remember much of comfort zone from my own interpreting training, and ask any interpreter and they will tell you horrible stories about austere teachers literally decomposing students. Students sometimes feel that they are thrown into the water and those who swim survive. Much of these feelings stem from the fact that you are trying to learn a very complex skill that is also closely linked to both your personality, your voice and your language so clearly it is hard.

    As a teacher I would not describe the way I practice as throwing students into the water and see who comes up. In fact, I work very hard to be a coaching, positive teacher. Yet, I know that my students also seem to be struggling like I did.

    Matt suggests to build on trust, and to work with other skills such as public speaking, he mentions his own experiences of improvisational theater, and last but not least - mock conferences. I think these are great ideas and it also points to something that we may need to refine even more - modular learning. I know that several schools work with modules. The most obvious module being of course that first you work with memory exercises, then with note taking, then with consecutive and so forth. But modules can also be broken down into for instance: interpreting figures, conveying sadness, interpreting names, conveying anger and so forth. And it can of course also be used to train: interpreting under stress, interpreting with text, interpreting at an exam and so forth. And everything does not have to be dealt with in interpreting class; managing stress, voice coaching, public speaking can, together with contemporary social and environmental studies, terminology, study technique and so forth, be done in separate lectures. The social side of interpreting is also often a sadly forgotten business - we should teach students how to deal with clients, how to behave in the booth, how to establish yourself on the market and so forth.

    But - and here comes the big but - many interpreting schools have classes specializing on interpreting two or four hours per week. And classes can be huge. If you are the only interpreting teacher for 30 students 4 hours per week, it is very likely 90 % of your students will never make it to interpreters. Maybe 80 % of them just took the course because they heard it was not much reading required. So you teach them how to teach themselves how to master the skill and those who wants to and take it seriously hopefully benefits from that and use the time appropriately. So in order to be able to give our students all this support we need: more teaching hours, smaller groups (if groups are big), access to other teachers who can work with us for the interpreting students, and maybe even access to specialists who could work with the students on an individual basis (voice coaching, stress).

    I have two good bets; teacher training and more money. How does that sound?

  • Interpreter mediated illusory communication

    This is a post that I have translated from Anne-Birgitta's tolkeblogg and publish with her permission. My apologies in advance to Anne-Birgitta and other Norwegian speakers if I have misunderstood or mistranslated something (in that case please let me know, I need this caveat since neither English nor Norwegian are my mother tongue). I wanted to share it on my blog because I think it's a very good illustration of what can and do happen in interpreter mediated events. This is an illustration of why we need to train interpreters and work on interpreting ethics and standards.

    The term, 'interpreter mediated illusory communication'(tolkemediert skinnkommunikasjon) is defined here as two parallel dialogues with different contents, and where the interpreter is the only one who understands what is actually being said, as in the example below from an interview with an angry Palestinian who considers himself a victim of racism:

    1. Police: So the police is lying about this?
    2. Interpreter: Are you saying that the police is lying?
    3. Suspect: He is a liar, yes, his mother is a liar, his father is a liar (raises voice)
    4. Interpreter: Yes
    5. Suspect: Tell him his father is a liar, his mother is a liar, the racist pig
    6. Interpreter: (laughing out loud)
    7. Suspect: His mother and his father are liars
    8. Police: What's he saying now?
    9. Interpreter: Yes, the police is lying and mother and father also lying (laughs so much that the phrase is almost inaudible)
    10. Suspect: Tell him that racism is like AIDS, the disease AIDS, racism is in his blood
    11. Police: What does he say about AIDS?
    12. Interpreter: (laughs)
    13. Suspect: Tell him that he has the racist disease, like AIDS
    14. Interpreter: They all have it, the police is sick (laughs)

    In the example we see that the interpreter does not render what the suspect says, and that the discussion sounds quite different in Arabic and Norwegian. This example is taken from a tape recording of a police interrogation and is described in: Andenæs, Kristian et. al. Of 2000. Kommunikasjon og rettssikkerhet. Utlendingers og språklige minoriteters møte med politi og domstoler. Oslo: Unipub publishers.

  • Distance teaching from a (not too) distant teacher

    Last #IntJC was dedicated to distance teaching. Now it may sound as if I'm only blogging about #IntJC topics, but hey, if the topic is good...

    When I took up my PhD post it involved teaching an introductory course in interpreting. I'm commuting to Bergen so I wanted to plan my course in blocks. The idea was to have for instance four blocks of teaching, each one over a couple of days displayed evenly over semester. But there was another problem too, students taking French in this BA program had their Erasmus exchange the same semester as I gave my compulsory course. And those students were supposed to follow my course, although they were in France for seven weeks.

    The solution was to teach on a distance platform. I cut down the on site teaching to two times two days, and the rest has been given on internet for the past three years. As said, #IntJC was discussing distance teaching last time and I'll take this opportunity here to dwell on my experiences from these past three years.

    The course has first and foremost been a theoretical course. It's an introduction to interpreting. We have had a few hours of practice, but it has been done on site. The course schedule included two days in the beginning of the term with lectures and introduction to interpreting and note-taking, then a lecture series over seven weeks on internet, and a last meeting of two days at the end of the term. Parallel to the lecture series students also had practice in dialogue interpreting.

    The fact that we do it on distance has many advantages. Obviously, students (and teacher) can participate regardless of location, but since we also record it and put it on our intranet, every lecture, with power points and discussions is available for students afterwards. When they prepare their exam paper or other compulsory tasks, they can access all the lectures they need. This is very powerful compared to only relying on your own notes or hand outs from the teacher.

    I have planned my courses fairly traditionally, a text to prepare before the course, sometimes with questions, sometimes without. Then, during the lecture, I started with introduction to the text and after that hopefully a discussion. I say hopefully, because the discussion part has been the most challenging every year. In my experience I usually get a few questions via chat during my presentation, but when we come to the discussion part both chat feed and demands for microphone are troublingly silent.

    Obviously, I have thought about what may be the reason behind this. Presumably, the learning experience will be better if we have (preferably animate) discussions about the topic. I have a few ideas, but so far I have not managed to overcome the lack of discussions.

    First, the tech problems; although most students of today are labeled digital natives (I'd say average age of the group I teach is 20-25, I must admit that the tech side is challenging. I dedicate one hour at the start up, on site, seminar to introduce the platform. We have used the Adobe Connect platform which I find a fairly easy to use and straight forward platform. We don't use the video-mode in order to minimize tech problems. And in order for everyone to have easy access to the lectures we keep one of the computer rooms on site open so that all students should have easy access to a computer. Still, we spend at least half an hour of the first class overcoming different tech problems, the most common being problems with sound.

    Second, the medium; maybe the fact that we are on the Internet and that the simplest questions will be recorded is intimidating. We record all the sessions, and they are saved in its entirety – chat, audio, power point, notes, and so forth. This is put on an intranet server only accessible to our students, but still… Maybe it's hard to have the impression that you ask stupid questions, come with “wrong answers” or just speculate when it's on tape and can, and probably will, be viewed by teacher and fellow students.

    Third, the power balance; when we chat over #IntJC we are all equal. Some are seasoned professionals, some are students, but we gather there to discuss a text that one of us chose and everyone is curious to hear everyone’s opinion, no grades are given, there is no right or wrong answers. Whereas, at my online course, I'm the teacher, I grade their papers, and although I don't want to see it that way, they seem think that I have a final judgement on what is right or wrong and they probably feel they need to produce the “right answer”.

    I'm not sure what the course will look like next term, but I have a few things I would like to test from #IntJC;
    a) I will systematically produce a couple of discussion questions for every text.
    b) I will dedicate part of the class to chat discussion only.
    c) I will try to couple my texts with other material (other texts, you tube videos, news articles of films).

    When I started teaching this course three years ago, I was desperately seeking the Internet for examples, background, things to deepen my students understanding. I think it's safe to say that there was not much around. I found some good stuff, but it was by no means evident. Since then I'm happy to say that interpreting discussions on Internet has exploded. Every year I have more stuff to choose from and since #IntJC and #EPT started, together, of course, with a lot of great blogs (by all means go through my blog roll), I can safely say that I will have great material for my background readings and contrastive texts.

    So, IÂ’m excited for next version of the course. IÂ’ll keep you posted.

  • Me and my hats (there's more to it than interpreting)

    Next topic on #IntJC will be on professional identities. How do you juggle your professional hats? And can you be credible in your different identities when you have several different ones?

    Since I will not be able to participate I'll give you my own experiences here, in case you need some background reading :-)

    When I finished high school in Sweden it was important not to give future employers the impression that you were a job-hopper. Your CV needed to be consistent. If not the same student job since age 15, at least within the same sector, preferably giving you relevant work-life experience for your future training and career. Need I tell you that already here I was already heading in the wrong direction?

    Some ten years later life seemed to be on the right track from a consistency perspective. I was near the end of teacher training and had had the same student job for the past four years - I could see my future the coming five years... ten years... fifteen years... and I felt... claustrophobic.

    Luckily, I came across the most interesting, fascinating job where it didn't matter that my professional background looked more like a patchwork than a tightly knit plaid. Even better, the patchwork was an advantage! So perhaps not surprisingly I'm juggling many hats with pride. However, sometimes I get the feeling that for, let's call them, more consistent people out there my different hats sometimes raise professional suspicion. Am I really serious? Well, I hope to prove here that I am probably more serious than most - otherwise you cannot juggle.

    First question to be addressed on Saturday: Tell us about your professional hats: how many do you have? What are they?

    I'm a researcher in interpreting (which in a way makes me an eternal student). I'm an interpreter and my interpreting hat is split into conference interpreter and public service interpreter. I'm also a teacher, I have taught horseback riding, horse carriage driving, languages and interpreting. I also see myself as a blogger and twitterer, although, admittedly I blog and tweet about interpreting and it's not really professional.

    Second #IntJC question: Of all the hats you wear, which are the most/least loved by you? The easiest/hardest to accomplish?

    I love all my hats! Maybe my love for interpreting is a little bit stronger since it has allowed me to carry on with the rest of my hats. It is a very large and flexible hat.

    Third question: How do the majority of the clients see you (which hat/role)? How do you want to be seen?

    Well, I cannot say that I have clients who see me as a researcher, not yet anyway. My university hat interacts with other university employees and fellow researchers - today it takes 70 to 80 percent of my time and I hope that most of them see me as researcher. My interpreting clients see me as an interpreter of course. I struggle with my students, who are in a way clients too, for my interpreting students I want them to see me as an interpreter, but I think the teacher hat imposes itself so much on them that they have difficulty seeing me in a booth.

    Question four and here we come down to nitty-gritty: What are the factors behind the uneasiness some feel about defining themselves as a professional with many hats?

    It is this consistency again - for me as a researcher I am sometimes viewed as less serious because I exercise the profession I am researching. This means for some that I am biased in my study of the profession, that I will let my background beliefs influence my results. It is also so very easy within humanities research, especially in a small research community, to undermine results simply by hinting that they may be biased by the researcher's own world view.

    Needless to say the sword is two edged. As an interpreter I sometimes get negative reactions from colleagues because I have "crossed the line". I have started to research an area impossible to research. Interpreting skill is innate and there is nothing more to it. Nurture your skill instead of digging into impossible studies. Nevertheless, I'm convinced that interpreting is both researchable and even that interpreting benefit from research.

    For my interpreting clients it sometimes feel as the most difficult part is to prove that I am a professional at all, that I'm not a language student, that this is what I do for a living, that I have actually gone to university to master a skill. Or, like one doctor said after I had interpreted a medical appointment: So, you are really a professional interpreter? (Me: Yes) Well, I have to admit it's much easier when you are around.

    Question five: The million dollar question. What would you suggest as tactics to stand up for your professional selves and feel confident?

    This is where the seriousness comes in. I try to do the juggling with my hats with as much seriousness as possible. I cannot "ad lib", I cannot hope for the best, I cannot "see how things go".
    As a teacher I have to be extremely good at respecting deadlines, planning classes, giving feed back - because if I'm not I will loose my confidence and the credibility from my students and colleagues eyes.
    As an interpreter I strive to be a good, well prepared, pleasant co-worker and languages service provider (and always arrive well before time), because if I'm not I will loose my confidence and the credibility from my clients.
    And as a researcher I try to present minutely planned and methodologically sound studies where I take great pain in testing and reporting my methods, because if I don't I will loose confidence and my fellow researcher will so easily be able to say: "Oh, you know it's because she's an interpreter - she may actually have let her own opinion influence her results."

  • Slightly off topic: What was my life and interpreting jobs like five years ago?

    Yesterday the patent translator published a post based on a letter his son sent him five years ago, but that was planned not to reach him until yesterday. The letter inspired him to look back five years. His post inspired me to do the same.

    Five years ago we lived in Paris, and I was seriously starting to consider doing a PhD in interpreting. Interpreting jobs had picked up after the blow in 2004 when the Swedish conference interpreting market went absolutely dead. In 2004, The Swedish government decided they should spearhead their English only plan for the European Union. They only used the absolute minimum requirements for interpretation and as a result the market collapsed. Many of my colleagues decided to change careers. In 2007, the marked had picked up, and the fact that I lived in Paris also improved one of my unique selling points (proximity) as they liked to call it.

    I did not have any teenagers at home, my oldest was 10! We still had an au pair girl living with us, which sometimes is challenging, but mostly really nice both for children, parents and career. I had the great benefit to ride once a week in central Paris, sometimes very tough (old French pedagogy) and sometimes mesmerizing. Other than taking interpreting jobs I also taught French (yes! me! a foreigner! in France!, but I have an FLE teacher degree mind you) and had I blogged in Swedish about Paris and bilingualism mainly. This blog started a little over a year later.

    I thoroughly liked Paris and could have stayed for much longer, but we were homeward bound in the summer and I had to decide whether I should apply for a PhD or not. I knew that a PhD would require a lot of work and not necessarily give any more job afterwards. But I also freshly remembered those years after 2004 when I was happy if I got two days interpreting jobs per month. For me - 10 days is a good average - 10 days of assignment means another 10 days of preparation, and considering you also usually travel to and from your assignment and need a few days for admin and stuff, it means that you will fill up you month both financially and work-wise. Two days, however, all but bankruptcy, and the few days I would get in court or for other assignments (I wrote earlier about the depressing situation forinterpreting jobs in Sweden. Thanks to the best husband in the world and also thanks to the wonderful parental benefits in Sweden (I had days saved up in my benefit scheme), I could stay in business.

    I celebrated my birthday that year (an even one) on the night train towards the Pyrenees on our first skiing holiday in France (and a few months later with a grand party at the Swedish club). And in the autumn I enrolled in a PhD program on bilingualism with a focus on simultaneous interprting. When I look back 2007 was a good year, but what can a year in Paris be other than... perfect.

  • Interpreters: How about getting together and really talk?

    Lionel at the Japan interpreter has written at least two a very good posts on the curse of not actually meeting people, but just "liking" or "adding" or "RT:ing" or whatever it is we are doing. You can read more here and here. One of the inconveniences about being an international community like translators or interpreters is of course that many of us are not located in the same country or even the same continent. But communication is also about having honest discussions about important matters and since we are all freelancing this may be threatened by our professional situation. For good and for bad, we are not just colleagues, but competitors too. Lionel took a great initiative to bridge both geographical and professional gorges and started the #IntJC over at Twitter.com where it has been a raving success.

    Meanwhile one of the participants in #IntJC, Al Navas @JudiciaryTerp started exploring the Google+ hangouts. He has now teamed up with Gerda Prato-Espejo @Gerdabilingual and Esther Navarro-Hall @MmeInterpreter and they have created the #1nt and #xl8t Endless Possibilities talks at Google+.

    They kick off this week-end, Saturday at 12 noon Los Angeles-time. 5 a.m Tokyo time (poor Lionel) and 9 p.m. Central European Time. And what will happen then?
    Well, Esther Navarro-Hall will tell us her journey to become an interpreter. She will also answer questions both from the other participants in the hangout (@JuciciaryTerp, @Gerdabilingual, @LionelTokyo, @InterpDiaries, @Blogbootheando and me, @tulkur), and from people who will watch the live stream and interact through chat. We are all crossing our fingers that this new technology will work; it is still young technology, and may not be available during the weekend hours..

    I am very excited and happy and proud to be part of this talk and this project. Thank you Al, Esther and Gerda for taking the initiative. So come and watch it live this Saturday, February 11th. #1nt and #xl8 Endless Possibilities is the place to be

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