Blog 16: EQ Answer 2

1. What is your EQ?
        How can an interpreter best ensure understanding between people who do not speak the same language?

2. What is your first answer?
       By possessing a high level of fluency in both the source and target languages, an interpreter can best ensure understanding.

3. What is your second answer?
        By possessing a thorough knowledge of the culture behind both the source and target language, an interpreter can best ensure understanding.

4. List three reasons that your second answer is true, with a real-world application for each.

• Words or phrases that may not be offensive to one culture may be to another. Interpreting something literally because it was not thought to be insulting by the interpreter can result in unnecessary confusion and conflict.
• Every culture has different ways of addressing certain people. For example, Japanese is a very formal and respectful language while English is more casual toward people, even elders. An interpreter must be aware of these for both languages being spoken.
• As an interpreter, knowing about the culture of a language involves informing oneself on different aspects of the country that the language is from (e.g. socioeconomic, political, religious) so that there is a context for what is being said by the speaker, which helps in conveying meaning.

5. What printed source best supports your second answer?
        McCarthy, Jane, Irene Cassidy, Margaret M Graham, and Dympna Tuohy. "Conversations Through Barriers of Language and Interpretation." British Journal of Nursing (Mark Allen Publishing), 22.6 (2013): 335-339.

6. What other source supports your second answer?
        Collectively, the three interviews I have conducted with professional interpreters.

7. Give a concluding thought. 
         Understanding the culture of a language is essential to understanding the language and what is meant by the speaker. An interpreter must be aware of cultural contexts and nuances in order for his or her listeners to fully grasp the intent of the speaker in a way they will understand. That's why I picked culture as one of my EQ answers.

Blog 15: Independent Component 2 Approval

1. Describe in detail what you plan to do for 30 hours.
        My 30 hours will consist of meeting separately with two people I know, one who is fluent in Spanish and one who is fluent in Chinese. These meetings will basically consist of hanging out and conversing in each person's respective mother tongue. In addition to practicing the language, I will also be able to get some insight on the culture of each person's native country and how their language relates to it.

2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.
        To show evidence for my component, I will take pictures with the two people I meet with and any activities I do with them. I will also type up something for each person to sign verifying the number of hours I spent talking with them.

3. Explain how this component will help you explore your topic more in depth. 
        There are two main was that my independent component will help me explore interpretation more in depth. The first is that through practicing speaking Chinese and Spanish I will gain a better perspective on my first EQ answer, which is regarding language fluency. Since one must be fluent in a second language in order to becoming an interpreter, I feel that learning and practicing with native speakers I am acquainted with will be very beneficial to me both in my project and in general. The second way my component will deepen my exploration of my project is that by spending time talking with people who are actually from and have lived in Chinese and Spanish-speaking countries, I will be able to learn about the culture behind the two languages. This relates to what I am planning for my second EQ answer, which is that interpreters must have a thorough knowledge of the culture of both languages in order to best ensure understanding.

4. Update your senior project hours log.
        Done.

Blog 14: Independent Component 1

Literal

• I, Claire Dix, affirm that I completed my independent component, which represents 80 hours and 30 minutes of work.
• The sources I used to help me complete my independent component were, Integrated Chinese Textbook Level 1, Integrated Chinese Workbook Level 1, and El Mundo 21 Hispano. 

• My senior project hours log has been updated.
• For my independent component, I took two college level language courses, Spanish for Spanish  Speakers II (Spanish 250) at Cal Poly Pomona, and Beginning Chinese (Chinese 101) at Citrus College. I recorded hours for both classes from the time my component was approved in October to when they ended in December.

Interpretive

        For obvious reasons, it is simply not possible to be an interpreter without having being able to speak more than one language. Taking these classes was significant to my project because knowing a language other than one's mother tongue is basically what both my project and career hinge on. In addition to this, taking these courses tied into my first EQ answer, which is regarding fluency in both languages involved in the interpreting happening at the time. Knowing not only the grammar, but also the cultural aspects of a language is essential to interpreting, and both classes integrated their respective language's culture into the class. I felt that they both started me on a strong path to fully acquiring Spanish and Chinese in the future. So even though my independent component was not about interpretation itself, it did deal with a directly related, critical element of it.

        I only recorded in my IC1 log the hours that I was physically sitting in class, which totaled 80.5 hours. I received a B grade in both classes, however I believe this is in no way evidence that I did not go above and beyond the 30 necessary hours as recorded in my log nor that I did not put my best effort into either class. I missed one Chinese class and no Spanish classes. Just being in class and participating got me the number of hours I needed to complete the requirement for this component; I didn't even count additional time for homework, projects, and studying, although that alone would probably have added up to over 30 hours as well.

        Here is a link to my Cal Poly Spanish Transcript. Here is a link to my Citrus College Chinese Transcript.

Spanish Work

I took notes every day off of what the professor wrote on the board

Here are some typical Spanish homework assignments -
writing a paragraph about a class discussion topic.

This is the first page of my Spanish midterm.
My score is at the top. Part of it was writing a composition
on the themes of a movie we watched in class. Mine is on
the right.

Chinese Work Unfortunately, my Chinese professor did not allow us to keep any tests or quizzes.

We did these character worksheets at the
beginning of each new lesson

This a Chinese crossword we did as a class with t
he vocab we were learning at the time.

Chinese homework came out of the
workbook. There was a lot of reading, writing,
 and answering questions. On the right page I had to
read the Chinese paragraph and answer the
comprehension questions.

This is my group's final Chinese project, a video about the 

green onion pancake, a popular dish in China. 

Applied
        Through my independent component, I learned how difficult it is to learn a new language even to the point where one is able to have a decent conversation with another person. This was especially evident to me in considering my Chinese class. Unlike Spanish, where I am at an intermediate level, I went into the first day of Chinese knowing how to say literally three words and absolutely nothing about how to read it, write it, or how anyone made sense of the random sounds I heard when I heard someone speak it. It was only through extremely hard work and self motivation that I was able to comprehend or speak anything. At the end of the class I was very excited at my progress. Learning Chinese is one of the most enthralling and exhilarating things I have done in my life. That being said, the process of learning it was HARD. Very hard. I was lost and frustrated at several points in the process of both classes, which is probably why I ended up with Bs. However this gave me a greater realization of how much interpreters are needed. As I have concluded previously in my presentations and interviews, the purpose of interpreting is understanding between people. Through the classes I took, I saw that learning any new language, especially one like Mandarin, is most definitely not for everyone. But that's why interpreters work (and I worked, in my classes) so hard at it. It's so that one person can comprehend what another person is trying to convey to them without having to spend a decade studying characters and tones. Because even though I love it, I know not everyone does.

New Year, New Semester, New Project Update

        48 research articles, 23 mentorship hours, 21 blog posts, and two lesson presentation later, here I am over halfway through the year already. As the final stretch of high school begins and graduation steadily approaches from a once-great distance, my senior project continues to bring me both stress and joy. There have been many frustrations along the way but overall I would say things are running smoothly. The more I learn about interpreting, the more I love it, which has made the struggles of getting hours and reading boring articles bearable.
        The other day, Edna, an interpreter that works for my mentor, shared this video with me. It's a press conference with President Obama and the president of Mexico. Each person had their own consecutive interpreter. The interpreters had very different styles, as you can see if you watch the video. Obama's interpreter, Alessandra Bonatti, is fluent in English, Spanish, Italian, and French. She is State and Federal Certified and has clearance form the State Department. I think it would be awesome to interpret for a president. I could go on for a while about how cool interpreting is but just watch the video and you'll see.

Blog 13: Lesson 2 Reflection

1. What aspect of your Lesson 2 Presentation are you most proud of and why?
        I am most proud of my powerpoint and how I structured the flow of my presentation. I feel that because of the way I organized my information, the class was able to understand my answer better. I didn't start my presentation off with the standard name>topic>hook>EQ>answer, but gave some background and explained my topic and EQ before delving into the rest of my presentation. Interpreting is a relatively little-known subject unless you have experienced it or have an interest in it, so I felt like doing this prepared the class for when I presented my answer, and I'm proud that I was able to execute it well.
       
2. What assessment would you give yourself on your Lesson 2 Presentation? 
        AE

    Explain why you deserve this grade using evidence from the Lesson 2 Component Contract.
        I deserve an AE because I went in-depth beyond what was required on the contract. I used five articles and referenced my mentorship and both my interviews several times, as opposed to the one article and reference needed for a P. I referenced many examples of my answer in real life interpreting scenarios. I knew my lesson content like the back of my hand, so I didn't look at my PowerPoint much. This is not on the rubric, but I think it is a way I went above and beyond.

3. What worked for you in Lesson 2?
        My activity worked really well. Even though I didn't like giving the class yet another handout-type activity, it was fun, engaging, different, and fit perfectly with my answer. I think people enjoyed it.

4. If you had a time machine, what would you go back and do differently to improve your Lesson 2?
        If I were to go back and improve my lesson, I would spend more time practicing my delivery. I had two long pauses that could have been eliminated with more rehearsal. Also, there were a couple times I forgot to say something important for a certain PowerPoint slide. Fortunately I was able to remember and reference back to the slides that had already passed, but this would have been less likely to happen with more rehearsal.

5. What do you think your EQ Answer 2 will be?
        I'm thinking my second answer will be pertaining to cultural awareness of the target language.

Blog 12: 10 Mentorship Hours

1. Where are you doing your mentorship?
        I am doing my mentorship with Anne Guzman, an interpreter who works in the LA area. I have gone to a different place with her every time.

2. Who is your contact?
       Anne Guzman

3. How many total hours have you completed?
        13 hours, 10 minutes

4. Summarize the hours you have completed so far.
         Most of my hours with Anne have just been listening to her interpret for whatever meeting is being held. I also have helped set up, pass out, and put away the interpreting equipment. I have gotten some additional hours at the LACOE office doing document translation.

Blog 11: Holiday Project Update

1. What did you do over break with your senior project?
        Over break, I caught up on some research notes, and attempted to contact potential mentors, as I need to be more proactive about my mentorship in order to reach the 50-hour requirement. I also did my December extra blog post.

2. What was the most important thing you learned from what you did, and why? What was the source of what you learned?
        The most important thing I learned from what I did was that I should never get behind on my research articles. It was important that I learned this now, so that I can be conscious of my tendency to do this throughout the rest of this year, because I know that it will only be to my detriment.  The source of what I learned is these past two weeks of break, and how I was not proactive enough about completing what I needed to get done. Of course the fact that Cal Poly's library databases were not working didn't help, but I still take responsibility.

3. If you were going to do a 10-question interview related to answering your EQ, who would it be with and why?
        If I were to conduct such an interview, I would talk to my mentor, Anne Guzman, because I feel that her approach to interpreting centers around my Essential Question.