Monday, October 31, 2011

Discussion Points for Session 5

These are the discussion points for session 5. Please refer to this page for the session schedule and details.

1) Are there rules that regulate interpreters' professional secrecy in
you country?

2) Do these rules state when it is allowed to breach a rule of secrecy
(i.e. in Nordic countries  it's says in case of serious danger for
health or life)?

3) Have you ever been in a situation where you have wanted to or felt
compelled to denounce any of the parties?

4) Is there any ethical/cultural/religious/
political reason that may
prevent you from accepting a given assignment?

5) Do you have strategies for situations when interpreting clearly
does not work? For languages reasons? For technical reasons? For
ethical reasons?

6) Shouldn't interpreters at least be informed of the topic that will
be discussed?

7) Is there a "point of no return" once you accept an appointment?

Friday, October 28, 2011

Announcement: Session 5, November 5, on Interpreting and Ethics

Session 5 :

Schedule: November 5, from 10 pm Tokyo time.

Theme: Interpreting and Ethics: The 
Camayd-Freixas case.


Discussion points are here.

Summary: In 2008, court Interpreter Erik Camayd-Freixas broke confidentiality code to speak out for illegal workers rounded up in the largest immigration raid in U.S. history.

Support material:
- New York Times background article.
Erik Camayd-Freixas' own report on the case.
- Democracy Now video report over Youtube, Part One and Part Two.
- The original Democracy Now report with better image quality. The specific report starts from minute 41 into the show. 

Please dispatch via various channel, and come to Session 5 of #IntJC. Read details and background on the #IntJC initiative here

Monday, October 17, 2011

Session 4 October 22 Discussion Points

Detailed schedule and link to the text are here.

Q1. From your own perspective, what and who is a client?


Q2. What would you want to "teach" your client?


Q3. Do you have "points of contact" like business cards, resumes,
brochures and websites? Which are efficient and why? Which are not and
why?


Q4. In the support text, the author writes: "Why exactly is this
meeting being held?  What are the goals?  How can you help the clients
reach those goals?"

What are the "goals" to be reached by the interpreter?


Q5. Do you see prospective clients as your biggest competitors?


Q6. Should "building relationships with our clients" be part of
interpreting curriculum? What should be taught in the classroom?