responding to the european refugee crisis: a rapid response module for training humanitarian...
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Responding to the European refugee crisis: A Rapid Response Module for training humanitarian
interpreters Barbara Delahayes, Josh Goldsmith, Emma Sebastiani, Jonathan Gibbs
@_InZone
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Humanitarian interpreters Work in fragile environments Pursue the missions of humanitarian organizations in situations of human suffering Work with beneficiaries protected under International Humanitarian Law Have no institutionalized professional community
Source: InZone (2016)
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The need for humanitarian interpreters Turkey, 6 of April 2016 46 pledged of 400 requested (11.5%) Source : Statewatch (2016)
Greece, August 2016 24 pledged of 400 requested (6.0%) Source: Alderman (2016)
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The need for humanitarian interpreters
Significant need: natural and manmade disasters Lack of basic orientation for humanitarian interpreters (Businaro, 2010; Moser-Mercer & Bali, 2007)
Interpreters’ work has a major impact in humanitarian settings (Shepherd-Barron, 2010)
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The need for humanitarian interpreters “The lack of translation and interpreting services in the aftermath of the earthquake was a vital missing link in the relief effort and the ability to coordinate humanitarian aid effectively.” (Shepherd-Barron, 2010)
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The need for humanitarian interpreters Problems during asylum interviews include distortion of content, misunderstandings, role conflicts, terminological gaps, register and stylistic shifts, zero- and non-renditions, interpreter bias, and emotional involvement. (Pöllabauer, 2015)
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Characteristics of the RRM Compact, free and on-demand One-hour interactive course Low bandwidth; compatible with mobile devices Accessible even to lower levels of English proficiency User-friendly
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Target audience
Humanitarian
actors
Bilingual nationals on site
Interested parties
Timeline (urgency) Rapid response At later stages At convenience
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Learning outcomes Basic understanding of roles, skillset, tools of professional
humanitarian interpreters
Basic grasp of professional expectations, cultural issues
and ethics
Increased awareness of self-care and psychosocial aspects
Language combination Language proficiency Active listening The trialogue position Use of the first person singular Note-taking Glossary making Reformulation of the message
Ethics principles (neutrality, confidentiality, accuracy, transparency, setting boundaries) Cultural differences Nonverbal communication
Interpreting-specific stress factors Warning signs of stress Coping strategies Resiliency Moral efficacy
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Content development Professional resources UNHCR’s Refworld Self-Study Module 3: Interpreting in a Refugee Context Sphere curriculum Humanitarian Starter Packs & Emergency Preparedness Course
(DisasterReady.org) Interviews InZone staff members with extensive field experience A former UNHCR education coordinator and officer in Kenya and Lebanon An OCHA Humanitarian Affairs Officer in South Sudan, Lebanon and Nepal I
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Distribution channels Download from Disasterready.org (open online learning platform) Preload on electronic devices Localize RRM into other languages most used in the humanitarian space (French, Arabic, etc.) Adapt RRM for actors working with humanitarian interpreters
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Demonstration (Live demonstration of Rapid Response Module)
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Research questions After the RRM, have participants grasped the basics of humanitarian interpreting? Does the design of the RRM promote fast completion and scalability?
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Study design Pilot study Pre- and post-RRM questionnaires
Pre-course questionnaire: explore participants’ backgrounds Post-course questionnaire: answer research questions and improve course design
Most questions Likert scale; some free response
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Ethics requirements Informed consent Data aggregated to maintain confidentiality Do no harm
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Participants 3 groups of participants took RRM in Greece; collaboration with Translators without Borders 31 participants in course (15 female) Language combinations: English + Arabic, French, Greek, Farsi, Kurdish, Dari, Urdu, Dutch 10 also completed InZone’s blended Basic Course Pre-course questionnaire: N=18 Post-course questionnaire: N = 15
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Methodology and data processing
Pilot study Small population size Descriptive quantitative study
Data cleaned to remove duplicate responses Data aggregated to ensure confidentiality
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Have participants grasped the basics of hum. interpreting?
Avg. N (avg.)
Understand basic interpreting skills (7 indicators)
4.5 / 5 13.7 / 15
Understand professional expectations and ethical considerations (5 indicators)
4.7 / 5 14.6 / 15
Understand psychosocial aspects of interpreting and self-care (4 indicators)
4.4 / 5 14.8 / 15
TOTAL 4.6 / 5 14.3 / 15
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Does the design of the RRM promote fast completion and scalability? (1) Course completion and timing
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Does the design of the RRM promote fast completion and scalability? (2) Motivation
Avg. N
Course motivates participant to explore content (1 indicator)
4.6 / 5 15 / 15
Content is presented in a logical progression (1 indicator)
4.5 / 5 15 / 15
TOTAL 4.5 / 5 15 / 15
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Does the design of the RRM promote fast completion and scalability? (3) Language of instruction
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Discussion 1) In future studies, we may wish to follow-up several
months later to explore retention of key concepts. 2) Data can be collected for both research and design
purposes. 3) Initial completion rates indicate high potential for
scalability among similar populations. Scalability will likely increase if the course is localized into other languages.
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Conclusions 1) After the RRM, students grasped the basics of
humanitarian interpreting. 2) The RRM’s interactive nature supported self-study and
motivated participants to complete the module. 3) Given this, the RRM could be considered a solid lead-
in to more advanced humanitarian interpreting courses and represents a model for future e-learning courses.
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Thank you from the InZone Team! Barbara Moser-Mercer Ian Newton Emma Bonar Barbara Delahayes Carmen Delgado Luchner Josh Goldsmith Erin Hayba Manuela Motta Emma Sebastiani Tobias Wehrli
inzone.unige.ch @_InZone https://www.facebook.com/InZoneUNIGE/
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References Alderman, L. (2016, August 13). Aid and Attention Dwindling, Migrant Crisis. New York Times. Businaro, R. (2012). Relief Operations across Language Barriers: The Interpreter Factor. Unpublished MSc Thesis. University College, Dublin. InZone. (2016). Humanitarian interpreting and the challenges associated with its practice. From http://inzone.unige.ch/index.php?module=content&type=user&func=view&pid=39 Moser-Mercer, B. and Bali, G. (2007). Interpreting in Zones of Crisis and War: Improving Multilingual Communication through Virtual Learning. Proceedings from the 2007 MIT LiNC conference. Cambridge, Ma: MIT. From: http://aiic.net/page/2979/interpreting-in-zones-of-crisis-and-war/lang/1 Pöllabauer, S. (2015). 'It Is a Fiction that I Am Neutral and Invisible.' Training Interpreters for Asylum Interviews. Paper presented at the InDialog: Community Interpreting in Dialogue with Technology, Berlin. Shepherd-Barron, J., 2010. Language Kills. UNICEF-APSSC. Statewatch. (2016). Statistics: Implementing the EU-Turkey deal: "boots on the ground". From http://statewatch.org/news/2016/apr/eu-turkey-implementation-statistics.htm