Editing Human Resource Exploitation Training Manual/Interpreters (section)

=== USE OF INTERPRETERS ===

THE PROCEDURES TO BE USED DURING "QUESTIONING" MUST BE 
ADAPTED TO THE USE OF AN INTERPRETER. SOME OF THESE 
ADAPTATIONS NEED ONLY BE CONSIDERED THE FIRST TIME YOU 
USE A PARTICULAR INTERPRETER. THEY DO NOT NEED TO BE 
RECONSIDERED IF THE TWO OF YOU CONSTANTLY WORK 


TOGETHER AS A TEAM. 


PLANNING AND PREPARATION 


ALWAYS THOROUGHLY BRIEF THE INTERPRETER ON ANY 
AND ALL INFORMATION AVAILABLE REGARDING THE 
SUBJECT AND THE OBJECTIVES OF THE “QUESTIONING" - 

PRIOR TO THE START OF THE "QUESTIONING", THE 
INTERPRETER SHOULD BE GIVEN THE OPPORTUNITY TO 
CONDUCT ANY NECESSARY RESEARCH CONCERNING 
TECHNICAL OR PROFESSIONAL TERMS TO BE USED DURING 
THE “QUESTIONING" . IN SOME CASES IT WILL BE 
NECESSARY FOR YOU TO PROVIDE HIM WITH A PRECISE 
DEFINITION OF THE TERMS YOU PLAN TO USE TO ENSURE 
A CLEAR UNDERSTANDING BY THE INTERPRETER- 

PHYSICAL ARRANGEMENTS 

INSTRUCT THE INTERPRETER ON THE PHYSICAL 
ARRANGEMENTS FOR THE "QUESTIONING". HE SHOULD 
SEE THE ACTUAL FACILITIES TO BE USED AND SHOULD 
KNOW EXACTLY WHERE HIS PHYSICAL POSITION WILL BE 
IN RELATION TO YOU AND THE SUBJECT. THE MOST 
DESIREABLE ARRANGEMENT IS FOR YOU AND THE SUBJECT 
TO FACE EACH OTHER ACROSS OPPOSITE SIDES OF A 
TABLE WITH THE INTERPRETER LOCATED AT ONE END OF 


THE TABLE. 


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C. METHOD OF INTERPRETATION 

SELECT THE METHOD OF INTERPRETATION TO BE USED 
DURING THE "QUESTIONING**, THAT IS, EITHER THE 
ALTERNATE GR THE SIMULTANEOUS METHOD- THIS 
CHOICE SHOULD BE BASED UPON YOUR EVALUATION OF 
THE INTERPRETER'S ABILITY AND PERSONAL 
CHARACTERISTICS. EACH METHOD HAS CERTAIN 
ADVANTAGES AND DISADVANTAGES OF WHICH YOU SHOULD 
BE AWARE. 


ALTERNATE METHOD 

IN THIS METHOD, YOU SPEAK ENTIRE THOUGHTS, 
SENTENCES, AND SOMETIMES EVEN PARAGRAPHS , AND 
THEN WAIT FOR THE INTERPRETER TO TRANSLATE ALL 
THAT HAS BEEN SAID. THIS REQUIRES THE 
INTERPRETER TO HAVE AN EXCEPTIONALLY GOOD MEMORY 
BUT DOES ALLOW HIM TO REPHRASE STATEMENTS TO 


t 


ENSURE BETTER UNDERSTANDING IN THE SECOND 


LANGUAGE. THIS IS IMPORTANT WHEN THE SENTENCE 
STRUCTURE OF THE SUBJECT'S LANGUAGE DIFFERS- FROM 
THAT OF YOUR OWN LANGUAGE. 


THE ALTERNATE METHOD HAS THE DISADVANTAGE OF 
MAKING THE INTERPRETER'S PRESENCE MORE EVIDENT OR 
OBVIOUS. THIS TENDS TO BREAK DOWN THE EYE-TO-EYE 
CONTACT THAT IS DESIRED BETWEEN YOU AND THE 


. SUBJECT. 


S I MULT ANEQUS METHOD 

7n~this"«ethod ? THE interpreter translates your 

WORDS AS YOU ARE SPEAKING, KEEPING UP WITH YOU AS 
CLOSELY AS POSSIBLE, USUALLY ONLY A FEW WORDS OR 
A PHRASE BEHIND. THIS ALLOWS HIM TO MORE 
ACCURATELY CONVEY -THE EXACT RENTAL ATTITUDE AND 
FINE SHADES OF MEANING WHICH YOU QR THE SUBJECT 
ARE TRYING TO EXPRESS. BECAUSE THERE ARE NO LONG 
PAUSES DURING, WHICH YOU OR THE SUBJECT ARE NOT 
INVOLVED, THIS METHOD PROMOTES ATTENTIVE 
LISTENING AND INCREASES THE RAPPORT BETWEEN YOU 
AND THE SUBJECT . 

THE SIMULTANEOUS METHOD HAS THE DISADVANTAGE OF 
GREATER CHANCE OF ERROR DURING INTERPRETING, 
ESPECIALLY WHERE THERE IS A DIFFERENCE IN 
SENTENCE STRUCTURE BETWEEN THE TWO LANGUAGES. IT 
ALSO REQUIRES A VERY HIGH DEGREE OF PROFICIENCY 


IN BOTH LANGUAGES.- 


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O. 


techniques to be US ^ D 

7^77^™^* o, THE MANNER «N WHICH 
THE "QUESTIONING" IB TO TAKE PEACE AND TECHH.OUES 
TO BE USED. IF POSSIBLE, YOU SHOULD PRACTICE- . ^ 

HITH him under conditions as close to the real 

i cvtct DURING THE ACTUAL 
CONDITIONS WHICH WILL EXIST DURI^- 

•'QUESTIONING*'- 

burins your initial contact WITH the subject, you 

SHOULD' INFORM- HIM^AS TO THE ROLE THE INTERPRETER 

WILL PLAY OURING THE -QUESTIONING", WHICH IS 
SIMPLY TO GIVE AN ACCURATE TRANSLATION OF 
EVERYTHING SAID BETWEEN YOU AND THE SUBJECT. 

AT THIS TIME, INSTRUCT THE SUBJECT TO SPEAK 
• DIRECTLY TO YOU - NOT TO THE INTERPRETER, AND 
WHILE SPEAKING, TO LOOK DIRECTLY AT YOU - NOT AT 

THE INTERPRETER- 

INSTRUCT THE SUBJECT TO USE SIMPLE DIRECT . 
LANGUAGE AND TO AVOID USING PHRASES SUOI AS "TELL 
him THAT...." or -I WOULD LIKE TO HAVE YOU/SAY 


THAT 


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recqrdi ng and R£PO RTIN ^ 

- you in preparing 

lN TERPRET£R SHOULD ASSIST YOU 

THE record and report of the questioning, 

WILL TNSURE THAT THERE NO I SUNDERST AND I NGS ■ 

bccurately assessed his psychological state of 

mMD . IF T^UE ABE TO BE ADDITIONAL 

n JC vnn CA M NOW PROPERLY 
“ QUEST I ON I NG" SESSIONS, YOU 

rn take advantage of the 
■ TAILOR. YOUR technique to take 

SUBJECT'S PSYCHOLOGICAL STATE. 

SUMMARY „ THE DIFFERENCE 

-UR IKTERPRerEB CAN. SPELL 

^, fll pc IF YOU MUST USE aw 
BETWEEN SUCCESS AND FAILURE. 

USE HIM PROPERLY. CONSIDER 

t nterpreter , USE • ■ ^ him well, 

requirements, take CARE IN selection. 

flN0 USE THE CORRECT TECHNIQUES. 

ooptfr in a CLASSROOM situation, if 
U HEN USING AN INTER IN TERPRETER MUST WORK 

— rsf/C TWO INSTRUCTORS, THE INlt 

THERE ARE > w , , rT noc; THE 

TWICE AS HARO. IF THERE ARE THREE INSTR^ORS. 
INTERPRETER HUST WORK THREE TINES AS HAR 

• BADLY THE INSTRUCTOR EXPRESSES H1HSELF. 

no hatter HOW badly the 

the interpreter ALWAYS hakes hih sound