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| T & I Training Resources |
| T & I Training in Hungary |
| Speeches for Interpreting |
| Guidelines for Exam Speeches (ESIT) Length Speeches for consecutive tests should last about 5 minutes. Speeches for simultaneous should last between 12 minutes (for one student) and 15 minutes (for two students working from the speech at the same time). It is always preferable for speeches to be slightly longer rather than too short. Delivery Speeches should be delivered as freely as possible, presented from notes, rather than read. It is often helpful to take down consecutive-style notes of the speech content and then deliver the speech on the basis of these. Presentations can be based on newspaper editorials, commentaries heard on the radio or television, actual speeches or the assessor’s personal views. They should not be taken from material originally delivered in another language and translated. As the presentations are “oralised” or freely delivered, assessors may use their normal speaking speed. Content Speech content should be topical. Subject matter should be relevant to interpreted meetings in terms of style and content, i.e. it should be realistic for the language combination concerned. Given the criterion of relevance, it is clearly best not to use very-familiar language and too much casual anecdote. It is probably fairer in an exam situation to avoid too many jokes, puns and stylistic difficulties. Content should not be too general or obvious in nature, as this makes it hard to assess the candidate’s analytical skills, but nor should it be too technical, as candidates are unlikely to have the necessary background knowledge and vocabulary ready. Speeches should develop an original and consistent line of reasoning. This is particularly important for consecutive speeches. Exam conditions Candidates are told the topic and the situation ten minutes before the test. This is intended to help them activate relevant background knowledge and to facilitate anticipation. The assessor provides the candidate with brief, general information, such as:” this is a presentation by the ceo of IBM speaking at a company meeting for executive staff earlier on this year. The focus will be on the need to streamline operations worldwide.” Students can be given names and awkward technical terms at this stage. Summary If some members of the panel do not understand the language of delivery, speakers are requested to prepare a short summary of the speech content, especially the reasoning developed, either in English or French. It is not necessary to provide a full translation. -------------------------------------------------------------- Guidelines for Exam Speeches (SCIC) Authenticity It must be the kind of speech that a native speaker of that language would make. Avoid bringing speeches which were originally made in another language. Coherence, explicitness, autonomy Check your speech for coherence and make sure that something you say could not be reasonably interpreted in more than one way. Avoid putting in „sous-entendu” or, in other words, elements the real meaning of which is hidden under the surface. Make sure that your speech can be fully understood without the need of special preparation or a lengthy prior explanation. Your speech should have an introduction and reacha conclusion, showing your intention as a speaker. Topicality Avoid obscure subjects, but remember that candidates are expected to have a reasonable knowledge of 20th century world events and modern geography. Content The subject should be likely to be discussed at a European or international meeting This does not mean excluding national problems, if spill-over onto the international scene, but detailed explanations of national systems should be avoided. Argumentative rather than descriptive At European meetings, delegates swap ideas and try to put their opinions across, with a view to reaching a consensus, therefore, much of the work involves deciphering arguments Thus, your speech should try to convince, to obtain a result. It makes easier for the candidate to get involved in the speech. It is vital as well in consecutive that they be able to show that they can follow someone’s reasoning and maintain the logic of what they are saying. |
| YOU LAUGH? YOU, HEARTLESS PIG! Have you ever tried putting yourself in this guy’s shoes and thought about why this poor guy in the picture is having problems? Gifted students, with an iota of empathy for others (unlike you) have made the following suggestions: MAYBE... It is the Midvale School for the Blind Gifted and the character is feeling the sign to determine if he is at the right door. He is a gifted student with limited English proficiency. He is expressing disappointment at arriving early at school only to find the doors are locked. He is expressing disappointment at remembering something he needs at school today which he left at home. He has discovered vandals at school and he is trying to prevent them from escaping. He dropped his contacts and doesn't want the door to swing open while he searches for them. He is leaning on the door for support as he cleans off his shoe so as not to make a mess on the school floor. He is leaning on the door for support as he attempts to negotiate an icy stoop. He is installing the door. Maybe it IS a push door and the wrong sign and door handle were installed. The whole thing is a stage prop/flat of a school facade to be used in an upcoming play and it is falling. He is reaching for the door handle and hasn't grabbed it yet. He has mutant powers and is able to just "push through" the door. He is pausing to think about an upcoming test. It is a picture of a non-gifted boy who is going to pick up his brother who is gifted. (Courtesy http://www.d23. org/Ike/mayer/commentary_on_midvale.htm) Before trying to enroll in any of the T / I institutions listed to the left, try to get rid of your preconceptions first. No one with a biased mind will make a good translator or interpreter! |
| Aptitude tests |
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