Interpretation
PROFESSIONAL INTERPRETING IN THE REAL WORLD
Series Editor: Diane Teichman, Linguistic Services, Houston, Texas, USA
This series will publish books ranging from resource texts which help both interpreters
in training and practising interpreters to better prepare for their assignments, to
training materials and instruction manuals for instructors of interpreters.
Other Books in the Series
The Interpreter's Guide to the Vehicular Accident Lawsuit
Josef F. Buenker
Other Books of Interest
Culture Bumps: An Empirical Approach to the Translation of Allusions
Ritva Leppihalme
Constructing Cultures: Essays on Literary Translation
Susan Bassnett and André Lefevere
The Pragmatics of Translation
Leo Hickey (ed.)
Practical Guide for Translators (3rd edition)
Geoffrey Samuelsson-Brown
Written in the Language of the Scottish Nation
John Corbett
‘Behind Inverted Commas’ Translation and Anglo-German Cultural Relations in the
Nineteenth Century
Susanne Stark
The Rewriting of Njßls Saga: Translation, Ideology, and Icelandic Sagas
Jón Karl Helgason
Time Sharing on Stage: Drama Translation in Theatre and Society
Sirkku Aaltonen
Translation and Nation: A Cultural Politics of Englishness
Roger Ellis and Liz Oakley-Brown (eds)
The Interpreter’s Resource
Mary Phelan

Includes bibliographical references.
1. Translating and interpreting. I. Title. II. Series.
P306.N586 2005
418'.02–dc22 2004016745
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN 1-85359-791-0 (hbk)
ISBN 1-85359-790-2 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH.
USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA.
Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.
Copyright © 2005 James Nolan.
All rights reserved. No part of this work may be reproduced in any form or by any
means without permission in writing from the publisher.
Typeset by Florence Production Ltd.
Printed and bound in Great Britain by the Cromwell Press Ltd.
Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Introduction: Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . 1
1 Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 Preparation/Anticipating the Speaker . . . . . . . . . . . . . . . . . . . . . . . . 18
3 Complex Syntax/Compression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4 Word Order/Clusters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
5 General Adverbial Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6 Untranslatability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
7 Figures of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
8 Argumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
9 Diction/Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
10 Formal Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

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14 Economic Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
15 Humor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
16 Latinisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
17 Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
18 Note-taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
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vi Contents
vi
Acknowledgments
I am much indebted to Mr Bruce Boeglin, former training officer of the
United Nations Interpretation Service and director of the Marymount
Manhattan College certificate program in interpretation, for his encour-
agement. Useful comments on some of the exercises in this book also came
from my students at Marymount Manhattan College and New York
University. Mr Jean-Luc Rostan’s careful proofreading of the manuscript
and Diane Teichman’s editorial guidance are highly appreciated. And no
words can express my gratitude to my wife Adele, without whose
patience and moral support this book would not have been written.
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fora where conference interpreters work.
How to Use this Book
Interpretation cannot be learned from a book alone, but only through
a combination of study and steady practice. However, it is hoped that the
exercises in this book will help the student interpreter determine what
techniques she or he needs to concentrate on. Although interpretation
is an oral skill, it contains an element of composition. Consequently, the
writing exercises in this book should not be overlooked.
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often needed in practice or which interpreters can gradually acquire
outside the classroom through experience and study. Most of the exer-
cises can be done in class and/or as homework. Some require the use of
tape recorders. Although the working languages used in these exercises
are English, French, and Spanish, most of the exercises can be adapted to
other working languages.
What is Interpretation?
Interpretation can be defined in a nutshell as conveying understanding.
Its usefulness stems from the fact that a speaker’s meaning is best
expressed in his or her native tongue but is best understood in the
languages of the listeners.
In addition, the respect shown by addressing an interlocutor in that
person’s own language is conducive to successful diplomacy or negotia-
tion. For example, US President John F. Kennedy undertook the task of
mastering French specifically with a view to negotiating with French
President Charles de Gaulle. But not all statesmen and diplomats have
the time, energy, or linguistic talent to master the language of each party
with whom they must speak. By bridging the gap between languages, the
interpreter helps speakers to discharge their duty to make themselves
understood and helps listeners to satisfy their need to understand what
is being said.
How Does Interpretation Differ from Translation?
A translator studies written material in one language (the “source
language”) and reproduces it in written form in another language (the
“target language”). An interpreter listens to a spoken message in the
source language and renders it orally, consecutively or simultaneously,
in the target language. Both the translator and the interpreter must have
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2 Interpretation
2
a thorough mastery of the target language, as well as a very good passive
understanding of the source language or languages with which they
work. For most interpreters, the target language will be his or her native
tongue.
The translator relies mainly on thorough research with background
materials and dictionaries in order to produce the most accurate and
readable written translation possible. The interpreter relies mainly on the
ability to get the gist of the message across to the target audience on
the spot.
No translation is ever “perfect” because cultures and languages differ.
However, in practice, the translator is usually held to a higher standard
of accuracy and completeness (including the ability to reproduce the style
of the original), while the interpreter is expected to convey the essence of
the message immediately.
The translator’s activity is more like that of a writer, while the inter-
preter’s performance is more like that of an actor. A good translator will
spend much time searching for the correct technical term or the right
choice of words, but a good interpreter must immediately come up with
a satisfactory paraphrase or a rough equivalent if le mot juste does not
come to mind, in order not to keep the audience waiting. Some people

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then in another booth from language B into language C.
Is it Useful to Specialize in a Particular Subject Area?
Yes. It is easier to translate or interpret with an understanding of the
subject. Some translators, for example, specialize in medical translation
and obtain regular work from pharmaceutical manufacturers. Some trans-
lation agencies specialize in technical, business, or legal translation and
rely on translators and interpreters with expertise in those areas. Specialist
translators can usually command higher fees.
Many translators and interpreters make an effort to keep abreast of
certain fields in which their language combination is useful. However,
most translators and interpreters are of necessity generalists, since it is
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study the materials to gain a basic understanding of the subject and the
specialized vocabulary. A translator or interpreter who works regularly
for a particular organization or client will soon become familiar with the
subject and its jargon.
Are Some Languages More Important than Others
for Translation and Interpretation?
It depends on the market. There is more work to be found in the
“major” world languages that are most widely spoken and written, but
there is also more competition. On the other hand, a translator or inter-
preter who knows a “rare” or “exotic” language in a particular market is
harder to find and can often command higher fees even though there may
be fewer work opportunities.
Most institutional employers, like multi-national corporations and gov-
ernmental or intergovernmental agencies, use a specific set of languages
in their operations and will often test the applicant’s knowledge of those
languages. The United Nations, for example, has six “official languages”
(English, French, Spanish, Chinese, Arabic, and Russian) and requires
most applicants to know at least two of these in addition to their native
tongue. Some court systems in America regularly employ interpreters
with a knowledge of certain Asian languages, like Vietnamese, or certain
indigenous languages, like Navajo. Some corporations, like multi-national
banks, operate mainly in English but hold their board meetings and
publish their annual reports in two or more languages and hire inter-
preters and translators for that purpose. Some national governments
conduct all of their official business and issue all of their official publica-
tions in two or more languages, e.g. Canada (English and French) and
Switzerland (French, German, Italian, and Romansh).
Are There Any Formal Professional Requirements?
There is no single, uniform accreditation process to become a translator
or interpreter. Each employer has different standards and requirements.

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Introduction: Frequently Asked Questions 5
5
credentials. Court systems will usually administer a formal interpretation
exam and certify those who pass. Corporate employers and translation
agencies will sometimes administer an entrance test or require a college
degree or a certificate from a translation school. Governmental and inter-
governmental employers will usually administer a competitive examina-
tion and/or require a college degree in languages or a certificate from
a recognized translation school. The European Union administers a
competitive general knowledge exam as well as language tests. The
United Nations holds periodic worldwide competitive examinations for
translators and places the highest-scoring candidates’ names on a roster
from which applicants are recruited as vacancies occur. At the UN, free-
lance interpreters must pass a test and staff interpreters are recruited
through a formal exam before a panel.
Professional associations, like The American Association of Language
Specialists (TAALS) and the Association Internationale des Interprètes de
Conférence (AIIC) also administer tests to their members in order to list

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Introduction: Frequently Asked Questions 7
7
Chapter 1
Speaking
Public speaking is an important part of training to become an interpreter
for several reasons. First, many people studious enough to have acquired

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the opponent or “devil’s advocate”, and write a brief rebuttal speech
arguing against what you have just heard.
4 Write a short speech in praise of a public figure whom you admire.
Read it out into your tape recorder and listen to it. Would it be convincing
to a listener who did not know that public figure?
5 The following statements of opinion on various issues are calculated
to be controversial and to spark debate. Choose one of the positions
presented and defend that point of view to an imaginary audience of
skeptical listeners, first in your mother tongue and then in your other
working languages. Then, repeat the exercise, taking the opposite point
of view.
(a) Se debería prohibir la transmisión por televisión de deportes
violentos. El boxeo y la lucha libre, por ejemplo, embrutecen al ser
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carburos en una época en que la escasez de petróleo inclusive ha
ocasionado guerras. Son un riesgo para la vida de los pilotos. Tienen
poco que ver con el espíritu deportivo, y son más bien una muestra
del grado de locura de nuestra civilización.
(c) No es justo gravar más la gasolina que el tabaco. La gasolina es
un bien necesario para la sociedad actual, mientras que el tabaco es
una droga que contribuye a causar el cáncer. Este debe estar gravado
con más impuestos que aquélla. ((a), (b), and (c) are adapted from:
1995 practice test for the Diploma de Español como Lengua Extranjera,
Education Office, Embassy of Spain.)
(d) Un certain “populisme” est de rigueur actuellement des deux
côtés de l’Atlantique. Mais, alors que les populistes Américains
réduisent carrément les impôts des riches et les prestations sociales
des pauvres, les Français se sentent obligés de tenir un discours
contraire. Ils dénoncent “l’exclusion”, tout en ménageant les intérêts
des classes aisées. Les hommes politiques devraient avoir le courage
de déclarer sans ambages leurs véritables intentions, afin que les
électeurs sachent à quoi s’en tenir. (Adapted from: Daniel Singer,
“Election ’95: Fractured France”, The Nation, 29 May 1995.)
(e) Le désarmement complet est un idéal qui ne sera pas atteint de
notre vivant, car les forces qui engendrent les conflits armés ont plutôt
tendance à augmenter qu’à décroître, et aucun pays ne peut donc se
permettre le luxe de mettre sa sécurité en péril. En fait, ce sont les
pays de moindre taille, non pas les grandes puissances, qui ont le plus
besoin d’armements de haute technologie. La prolifération de telles
armes est donc inévitable.
(f) L’emploi d’une seule langue dans les relations internationales
n’est ni possible ni souhaitable, et le multilinguisme s’impose donc
par la force des choses. Imposer aux diplomates la corvée supplé-
mentaire de s’exprimer dans une langue étrangère serait un retour à

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10 Interpretation
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6 Use the topics in (5) above for a session of classroom debates,
choosing a “pro” and “con” speaker for each topic by random drawing.
Conduct at least one debate in each language. Ask students from the audi-
ence to summarize the “pro” and “con” statements of each debate in a
different language.
7 Choose any one of the propositions offered below and prepare a
three-minute speech, to be given in class, arguing either for or against the
proposition you have selected. You may use outlines or notes, but your
speech should not be written out and read verbatim to the class. Use both
logic and emotion to make your points. Maintain eye contact with your
audience. After your speech, another student will be called on at random
to briefly recapitulate what you have said; another will be called on at

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international community should intervene to help even without
the consent of the belligerent forces or the governments involved in
the conflict.
(j) The practice of “warehousing” (keeping dwellings off the market
until real-estate prices and rents go up) is anti-competitive. It should
be prohibited when housing is in short supply and many are home-
less. Landlords who engage in this practice should be fined or
required to rent vacant properties at a fair market price.
8 Translate the topics in (7) above into Spanish, French, or your other
working languages, and repeat the exercise.
9 In the international fora where interpreters generally work, the funda-
mental tension is that between international cooperation and national
sovereignty. It is important to understand this overarching (often implicit)
debate, because it sheds light on speakers’ intent and often renders intel-
ligible positions and statements that may otherwise not be clear. The
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minutes) to be given in class, based on one of these two positions. Use
any additional arguments or facts you wish. When all class members have
spoken, decide by a show of hands which side was more convincingly
argued.
The “Unilateralist” Argument
A great nation should stand on its own record and assert its own iden-
tity in international affairs. More is to be gained by leadership,
hard-earned prestige, statesmanship and independent judgment than
by alliances. Multilateral diplomacy is a treacherous minefield into
which wise leaders should not venture lightly. National security
demands that we keep our options open and avoid “entangling
alliances”. Many nations, such as Switzerland, have prospered for
centuries by maintaining scrupulous neutrality and staying aloof
from the world’s quarrels. Why should that prudent attitude be
labeled “isolationism” when it is practiced, for example, by the United
States?
The “Multilateralist” Argument
One of our time’s great poets, the Syrian-born Adonis, has found a
simple way of describing the United States and its present foreign
policy: “What strikes me about the States is the richness of American
society on the one hand and, on the other, the smallness of its foreign
policy.” The struggle in the UN Security Council, when America
opposed the International Criminal Court, evoked George Orwell’s
novel “Animal Farm,” in which some of the farm’s inhabitants claim
that “we are all equal but some are more equal than others.” The
compromise reached in the Security Council was based on the fact
that an overwhelming majority of the UN member states saw the ICC
(International Criminal Court) as a new and vital centerpiece of inter-
national law, worth fighting for. How does a superpower wield its
power in an interdependent world? Democratic power needs legiti-

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Speaking 13
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mighty Deutschmark for the sake of the euro and Europe. Post-
Communist Russia renounced the ambition of trying to become a
superpower. Instead it has chosen integration and cooperation, even
with former archenemies within NATO. The United States possesses
powers and riches never seen before in the world. But to tackle the
global challenges of the 21st century and its new security threats, you
need a global strategy and a global network. And only the United
Nations can provide the necessary legitimacy and sustainability for
worldwide common action. Fortress Europe, Fortress USA? That is

a “special relationship”, and a posture of “non-interference”. It is
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with each acting according to his obligations and interests,
without trying to make other people’s decisions for them. . . .
Algeria has been governed by the same group of people for 38
years. . . . That group has shown itself incapable of responding to
the fundamental needs of Algerians: the desire for a recognized
national identity, a halt to runaway population growth, and the
need for economic development to stem unemployment, which,
by official figures, has reached 25 per cent! And yet, Algeria
did have assets on which to capitalize: good infrastructure, effi-
cient agriculture, and profits flowing in from the two oil shocks.
Hence the profound frustration felt by the Algerian people at a
government that has failed them. . . .
Keeping Algeria’s problems at arm’s length will not dispel the
risk of terrorist incidents, but it will give us a solid basis for
fighting them. The unanimity across the political spectrum about
fighting terrorism requires a political foundation: France will not
intervene in other countries’ choices; it is ready, with its European
Union partners, to support genuinely democratic developments.
And it will steadfastly protect the safety of its citizens at home
against any acts conceived abroad. That is the only way to keep
the maelstrom from sweeping up two large communities, one
French and one foreign, here in France: the French Moslems
who came from Algeria, and the Algerians residing in France.
(Valéry Giscard d’Estaing, L’Express, 2 November 1995 (excerpts);
translation by James Nolan)
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Speaking 15
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(b) Pretend that you are President Valéry Giscard d’Estaing and that
you have been asked to record the above opinion piece for the radio.
Read the article aloud and record your reading on your tape recorder.
Give your delivery as much conviction as possible, giving the tone
and inflections of your voice the proper force and emphasis. Relax
and take your time. Think through each sentence before you speak.
Do not declaim or use an “artificial voice”; rather, make the most
of the positive natural qualities of your own voice. Speak clearly
and distinctly, but do not use more volume than necessary. Use the
voice you use when you are speaking on the telephone and saying
something important to the other party.
Play back your recording and listen to it carefully and critically.
What could you do with the natural range of your voice that would
make it more interesting, more clear, or more pleasant to listen to?
Are there any points where your pronunciation is indistinct? Was the
pace of your delivery too fast to be clear, or too slow to be interesting?
(c) Make a recording of a news program by your favorite news com-
mentator or announcer on television. Compare it with the recording
of your reading of the above article. What does the announcer do with
his or her voice that you did not do with yours? Repeat the exercise
until you feel the two performances are comparable.
There is a temptation, in speaking publicly, to declaim, to speak

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