Is interpreter continuing education online as good as in-person learning?
September 15, 2020 § Leave a comment
These months of confinement have changed our lives in many ways, including how we teach and learn. Despite the terrible consequences the pandemic brought to the professional interpreting world, there have been positive effects: a profession more united than ever before, and the possibility to attend courses, workshops and classes remotely from every corner on earth.
Professional development, expensive and out of many interpreters’ league became affordable overnight. On line classes are often offered free or at a fee considerably lower than in-person training sessions; travel expenses are never an issue when attending a workshop from your kitchen table, and even Ivy League quality institutions are offering a learning opportunity to those who would have never considered enrolling in one of their courses.
On line education and training has been an outlet to deal with the lockup, lack of income, and fear of the uncertain. It has also given instructors, professors, and trainers, a way to make a living in a time of closed college campuses and zero conferences.
Online learning is not new, but, just like video conferences, came of age during Covid-19. Suddenly, interpreters’ appetite to learn how to work remotely, protect and grow their business in a crisis, and going back to relearn the basics, created an immense wave of courses, workshops, webinars, and instructors who now co-exist with the better-known trainers and programs from before the quarantine. As a consequence, some of what is offered online is very good… and some is not.
I have discussed this situation in the blog before. It is very important, but I will not deal with it today. My concern in writing this blog has to do with the benefits from online learning on a professional interpreter. Is this an effective way to continue our professional development? And if so, is it comparable to in-person continuing education?
Instructors, government agencies, professional associations, and individuals are joining online professional development classes by the thousands. Besides the obvious workshops on how to interpret remotely from home, two main groups of colleagues are resorting to online education in the interpreting world: The interpreters driven by an aspirational motivation, and those who take advantage of this inexpensive method of obtaining continuing education credits to keep their license, accreditation, patent, or certification current.
The first group, consisting of an overwhelming majority of community interpreters (court, healthcare, education, etc.) gravitate towards those workshops, courses, and webinars that promise to teach them how to become conference interpreters, improve their simultaneous rendition, shake off their fear to interpret consecutively, learn a better note-taking system, get tips on how to do research, join a conference interpreting practice group, and others.
The second group includes those interpreters, usually court and healthcare interpreters, who must log in a certain number of continuing education hours every year to maintain their ability to practice in their field. To continue to interpret in court and medical settings, many interpreters must prove to their government or professional association they have accumulated the minimum credits needed to practice one more year. The possibility to get these credits on line has been around for years in several countries, but until now, most interpreters preferred to meet their continuous professional development requirements by physically attending an international, national, or regional conference where they could get the credits and do networking simultaneously.
This are very difficult times, but it caught my attention how most professional associations, and government agencies, grant continuing education credits to those attending an online event at the same credit-hour equivalency they do for in-person education. I teach courses, webinars and workshops several times a month. I have been doing it for many years, and my many decades of experience as an interpreter trainer and Law School professor show me that the level of learning online is lower than sitting in a classroom. Attention span, multiple distractions, unsupervised behavior, lack of peer-pressure, computer fatigue, and other circumstances, keep the student from learning at the same rate as a traditional system.
There are studies that show that 65 percent of those taking a webinar, workshop, or course online are multitasking most of the time they are in class. It gets even worse when the individual is attending the webinar by phone. “people often find conference calls to be an opportune time to do many, many other things: 65% do other work; 63% send emails; 55% eat or cook during class; 47% go to the washroom; 44% send text messages; 43% are checking social media; 25% play video games; 21% do online shopping; 9% exercise during class; and 6% are on the phone talking to someone else… Part of the reason all of this is possible… is the magical mute function.” (Harvard Business Review https://hbr.org/2014/08/what-people-are-really-doing-when-theyre-on-a-conference-call?utm_source=Socialflow&utm_medium=Tweet&utm_campaign=Socialflow)
In 1913, Max Ringelmann, a French engineer, discovered why virtual meetings are often so unsuccessful. Ringelmann asked a team of people to pull on a rope. He then asked individuals (separately) to pull on the same rope. He noticed that when people worked as individuals, they put more effort into pulling than when they worked as a team. We call this the “Ringelmann Effect.” The bigger the group, the less responsibility each individual feels. If one does not feel necessary to the success of the task, it’s easy to tune out or put in less effort. In virtual learning the Ringelmann effect is magnified. When you are not in the room to help “pull the rope” for a class, you might feel less motivated to listen and participate. (Harvard Business Review https://hbr.org/2020/05/stop-zoning-out-in-zoom-meetings) It is easy to turn off the video and the instructor will never know what the student did during class.
Because of these peculiar circumstances: less attention to what is been taught online, and the lack of certainty that the students gave their undivided attention to the lesson presented online, it does not in seem fair that the same credits be awarded for an online and an in-person workshop. Less credits should be awarded for continuing education online.
A continuing education unit (CEU) or continuing education credit (CEC) is a measure used in continuing education programs to assist the professional to maintain their license, certification, accreditation, or patent as court or healthcare interpreters. Continuing Professional Development (CPD) or Continuing Education (CE) refers to tracking and documenting the skills, knowledge, and experience interpreters gain, formally and informally, when they work, beyond the initial education or training. This ensures interpreters maintain and improve their knowledge and skills needed to provide their professional services in their field. CPD or CE prove that an interpreter stays up-to-date in their field of professional practice.
When an individual takes a workshop in-person, there are forms to be filled and signed, attendance records to prove the person arrived at the beginning of the webinar, and stayed until the end. Those granting continuing education credits review these records before awarding anything to the student. As an attendee, I have signed an attendance list where I state the times I arrived and left countless times. I have filed continuing education forms to prove I attended the workshop on many occasions. As a teacher, I have filed an attendance record with the certification entity, showing who was in the classroom, and I have submitted an abstract of what I intend to teach, including the learning objectives, every time I teach. The question is: How to verify that a student stayed for the entire session during an online workshop?
The well-known CEU Institute, which facilitates the continuing education process to many regulated industries and professions in the United States and Canada, such as the insurance and healthcare industries, and the legal profession, has created a method to verify the integrity of the continuing education process.
The first thing they require is that online teaching must be live and interactive. Recorded webinars will not qualify as there is no way to corroborate attendance or that the person stayed during the lesson. There should be a way for the instructor or somebody else to verify attendance at the beginning, end, and periodically throughout the course. This attendance could be checked from dedicated software where students will be logged out if they do not periodically provide a keystroke, mouse click, or something similar, to periodic question and answer sessions, surveys and polling, to an old-fashioned roll call several times during the webinar. Unless the CEU Institute receives confirmation of attendance tracking from a method like the ones above, no credits will be granted. This is a sample of the webinar affidavit a monitor has to file with the CEU Institute: http://ceuinstitute2019-net.ntc6-p2stl.ezhostingserver.com/wp-content/uploads/2018/12/Monitor-Affidavit-Webinar_Teleconference.pdf
There should be credits awarded for online continuing education only when attendance and participation can de documented and proved, and there should be fewer credit hours when continuous professional development requirements are met online because of the attention issues, distraction factors, and mental exhaustion caused by distance learning through a computer I mentioned before. This would be a matter of debate, but as a starting point, I propose online continuing education be awarded 70% of the credits granted to an in-person educational session of the same subject and duration. Interpreting is a fiduciary profession, and there are high interests on the balance every time court or healthcare interpreters provide their service. We must do everything within our reach to make sure these professionals truly meet all continuing education requirements, not just on paper, not only by going through the motions, but by actually learning and practicing their skill. I now invite you to share your ideas about online continuing education, how to police it, and how to determine the credit hours it deserves.
”Sorry. I do not interpret for free.”
May 8, 2017 § 32 Comments
Recently many interpreters have been asked to provide their services for free. The current refugee situation in Europe, immigration policy of the United States, and other crisis around the world, including the awful repression of the people of Venezuela, have created a wave of foreign language speakers who seek help in countries where their native language is not spoken.
I have heard from colleagues asked to go to an airport to interpret for individuals denied admission into the United States. Others have been asked to provide their services during town hall meetings without pay. Several have received requests to work for free during asylum hearings or medical examinations at refugee camps or religious organizations-run facilities.
When asked to “interpret at no charge for these folks who have gone through so much”, many interpreters feel pressured to provide the service, even when this may represent a financial burden to them. Arguments such as “It will not take long, and it really is nothing to you since you speak the language… please help” are often used to corner professional interpreters into a place where it becomes very difficult to decline.
There are plenty of times when the only one asked to work for free is the interpreter. Many non-for-profit organizations have paid staff, and it is these social workers, physicians, attorneys and others who will assist the foreign language speaker. Everyone is making a living while helping these people in need, but the interpreter! Something is wrong with this picture.
Many of the people who work for these organizations do not see interpreters as professionals. They do not consider what we do as a professional service. They just see it as the acquired knowledge of a language that interpreters speak anyway, and they perceive it as something that should be shared for free. They believe that what doctors, lawyers and social workers do is a professional service and deserves pay. To them, we perform a non-professional, effortless task that should be volunteered. Even if the interpreters questions this idea, and asks to be paid, the answers go from: “We are non-for-profit and we have no money” to “The entire budget will go to pay for doctors and lawyers, and you know they are expensive. There is no money left for you”. And then they go for the kill by closing the statement with: “but you understand; these are your people. They need your help”.
This is insulting. First, they see us, treat us, and address us as second-class paraprofessional service providers. Then, they claim there is no money when we all know that non-for-profits do not pay taxes because of the service they provide, but they have sources of income. Finally, they think we are not smart enough to see how they are trying to use us by playing the guilt card.
I systematically decline these requests because I consider them insulting and demeaning to the profession. Interpreters are professionals just like the other parties involved, their job is as important and essential as the rest of the professions participating in the program, and we must get paid just like the rest of the professionals.
There are instances when attorneys and other professionals provide the service without payment. The difference is that in some countries, lawyers and other professionals must perform some hours free of charge; sometimes several hours worked pro bono can be credited as part of the continuing education hours to keep a professional license current. Even court and healthcare interpreters receive this benefit sometimes. People see it as working for free, but it is far from it. The first scenario is a legal obligation to keep a professional license valid. The second one is a creative way to lure professionals into providing professional services at no charge for needed continuing education credits and an enhancement of their reputation in their community that will see them as willing participants helping in the middle of a crisis.
According to the American Bar Association, eleven states have implemented rules that permit attorneys who take pro bono cases to earn credit toward mandatory continuing legal education requirements (The states are: Arizona, Colorado, Delaware, Louisiana, Minnesota, New York, North Dakota, Ohio, Tennessee, Washington State, and Wyoming).
I have no problem with interpreting for free if the interpreter must comply with a compulsory social service, or can benefit by receiving continuing education credit. When the legislation (or the lack of it) is so interpreters get nothing from their service while the others benefit, then interpreters are treated as sub-professionals and I believe they should say no to all those asking them to work under these disadvantageous conditions.
If these non-for-profit organizations want interpreting services for free, they should lobby their legislative authorities or administrative officials to provide continuing education credits to all interpreters who provide some hours of work for free.
Another possible solution would be to allow interpreters to treat these free professional services as a donation to the non-for-profit organizations, making them tax deductible. This would create an incentive and level the field with all other professionals already getting a paycheck, or continuing education credits. American legislation does not allow interpreters in the United States to deduct the value of their time or services (IRS Publication 526 for tax year 2016). An amendment to this legislation would go a long way, and would benefit both, non-for-profit organizations and professional interpreters.
Some of you may disagree with me on this subject. I am asking you to detach your professional business decisions, which we should make with our brain, from your emotional decisions that come from your heart. We all have causes we care about and we willfully, with no pressure, help in any way we can, including interpreting for free. This is something else, and you should do it when nobody else is making a profit or even an income to get by. It is called fairness. On the other hand, we should protect our profession, and the livelihood of our families by refusing all “volunteer” work where some of the others are getting paid or receiving a benefit we are not. Especially when they insult our intelligence by resorting to the “emotional appeal”.
I sometimes donate my services under the above circumstances, as long as I may advertise who I am and my services. This way I donate my work, but I am investing in my business by enhancing my client base and professional network. I now ask you to comment on this issue that seems very popular at this time. The only thing I ask from you is to please abstain from the comments and arguments for working for free that appeal to emotions instead of professional businesses.
A big problem with continuing education.
September 6, 2016 § 9 Comments
Let me start this entry by saying that I am a strong supporter of continuing education for all interpreters. I know that the topic is somewhat controversial and some colleagues believe that it is unnecessary to have an organized practice of checking on colleagues who have already graduated from school or achieved certification or accreditation. I have been contacted by colleagues telling me that they consider continuing education a waste of time; that they are already certified or accredited and there is no other professional level above that; they have said that there is nobody out there who knows enough to teach anything to interpreters that are already at this level.
There is another group of colleagues who believe that continuing education is just a way for some interpreters to make money from teaching others what they can learn on their own; Some even claim that it creates a false sense of insecurity and need to take a seminar or a workshop, especially when these courses are sanctioned or even organized by government agencies or professional organizations.
Finally, there is the position of others who acknowledge the value of continuing education, but oppose it de facto when they state that as a policy or program, continuing education is too expensive to run and control. That there is not enough money to do it, and for this reason interpreters are not required to comply. This is the position adopted by the Administrative Office of the United States Courts, the only court jurisdiction in the United States with an interpreter certification requirement that does not include continuing education as one of the elements to maintain a valid certification.
In my opinion, it is not possible to provide a truly professional service without preparation. Interpreting is a complex task that requires of sharp skills and huge amounts of knowledge.
The practice of any profession in a developed country requires that those individuals providing the service have a degree and a license, patent, certification or accreditation to show that they meet the minimum standards needed to work as a professional. Then, in order to keep said certification or whatever license is required, the professional individual must comply with continuing education requirements to guarantee society that they have kept up with the changes in their profession. Lawyers, physicians, accountants, engineers, teachers, and in many cases interpreters, must abide by these rules. Everyday more developing countries are following on these steps, and (in some cases with huge opposition from special interest groups) are beginning to require continuing education for their attorneys and doctors among many others.
Interpreters are aware of their reality: you need to study and prepare for a conference if you want to do a good job. Most colleagues would not disagree.
I believe that the need for continuing education becomes more apparent and crucial in the case of those interpreters whose work is linked to the life, health, freedom, and wellbeing of a person.
As interpreters, we all work with something that is constantly changing, permanently evolving: we work with languages. As interpreters who work in the real world, we are also impacted by science and technology. They have changed the way we work: from simultaneous interpreting equipment to note-taking on a tablet; from digital dictionaries to video remote interpreting. The language we spoke when we first started working and the means used to deliver our rendition do not look like the ones we presently use on a daily basis. There is a constant need to learn.
Moreover, healthcare, medical, court, and legal interpreters work with medicine and legislation. Sometimes these fields are less permanent than language and technology. Those agencies that certify or accredit these interpreters, whether they are run by a government or by a professional association, cannot put the client at risk. They have to assure the consumer of the professional service (a physician, attorney, patient, defendant, plaintiff, or victim) that the interpreters who have achieved certification or accreditation meet the standard requirements to practice the profession, and that they have been able to update their skills and knowledge by complying with continuing education requirements. Remember, we are dealing with human life, freedom, and assets.
Most court and healthcare interpreters in the U.S. acknowledge the importance of continuing education in ethics, interpreting, science, legal changes, and technology. There are also many colleges, professional associations, independent interpreter trainers, and government agencies that organize and offer quality continuing education at all levels. In the United States, continuing education is accessible all over the country at one time or another. The problem is not the willingness of the interpreter to attend the seminars, courses or workshops (even though sometimes the motivation to study may be the risk of losing the certification or accreditation for lack of credits); the real problem is the difficult and sometimes absurd requirements that some government agencies ask for in order to approve a workshop or a seminar for continuing education.
There are government agencies where an ethics workshop will never be approved for continuing education, even when the only subject matter of the class is ethics, unless the word “ethics” is included on the title of the workshop. Sometimes a workshop that deals with the business aspects of the profession, or a seminar on legislative changes are not approved for continuing education because the individual who makes the decision does not understand the subject matter or its relevance. There are also places where continuing education credits are only granted when the course or workshop is offered by the government.
There are some government agencies where the person deciding what does or does not constitute continuing education for an interpreter program has never interpreted, or has never been involved with interpreting or translating. Many times these are people who were transferred from another bureaucratic post because of their clerical skills, not their professional knowledge. Sometimes the people running a program decide to exercise their “power”, and only approve for continuing education credits those workshops that they contracted and organized; ignoring, and for all practical purposes running out of the state, all seminars and courses offered by reputable entities and instructors that, in the judgment of this government bureaucrat, “are too expensive”, even when the presenters are world-class.
I believe that certifications and accreditation at all levels and in all specialty fields are too important to leave them at the mercy of individuals who are only interested in covering their own behinds or favor their buddies. The granting of continuing education credits should be decided by government officials who are interpreters and know the profession, or even better, by a committee of local reputable interpreters who know what the profession needs because they know what it is all about. I now ask you to share with the rest of us your experiences in dealing with these unreasonable government officials, or your ideas as to how continuing education credits should be granted.
An interpreter ethics class that is useful and fun?
October 23, 2012 § 3 Comments
This Friday I will be presenting during the ATA Annual Conference in San Diego. This is nothing new of course. Many of you have attended my presentations in the past; however, this time I will be covering ethics for interpreters.
That’s right, I will be delivering a presentation on that arid subject that most of us need in order to (at least) keep our licenses, certifications, or registrations current. The title of the presentation is: “The Client-Attorney Privilege and the Interpreter’s Duty to Maintain Confidentiality.” As you can see, it is a legal interpretation topic that up until now has been little explored by our colleagues, by the Judiciary and by the Bar. When I decided to tackle the “ethics presentation” one-ton gorilla in the room, I set some goals: First, the presentation had to be useful. I had to find a topic that interests interpreters, but more importantly, I had to look for something that would help them with their career; something that they could use time and again for the rest of their professional lives. Then, I decided to find a way to do it fun. Of course, we will not have stand-up comedy (Darn. I guess I thought of it too late to incorporate it) but we will have fun by making this session an interactive exchange where we all explore concrete situations that we face in our profession, and try to find a solution that is legal, ethical, and good for our practice (meaning: our business!) How many of us know when we are legally bound to do or abstain from doing something because of the person we are working for? How do we know when we are covered by the client-attorney privilege and when we are not? How do we stand up to a Judge when we are ordered to do something we are legally barred from doing? These are some of the everyday scenarios legal interpreters face all the time at courthouses, law offices, jails, board meetings, hospitals, and many other settings. The goal is that by the end of the session we will all understand the client-attorney privilege, when it affects the work of an interpreter, how it influences what we do, and what are the differences between this privilege and our ethical duty to uphold confidentiality. I believe that the practical cases I have selected will teach us how to correct some behaviors, how to detect a potential problem, and how to look for a solution. While we do this, I will also try to dissipate some myths about so-called privileges like the medical, religious, and others. My opinion is that this session represents a great way to get those ethics credits that you may still need, and at the same time you will learn something that will benefit your interpretation practice and business. The session will be presented in English. I invite you to join me this Friday, October 26 in the sapphire H room at 2:00 PM, and then, after the session is over, I invite you to join me and our good friend Freek Lankhof at the InTrans Book Service stand (6 & 7 of the Exhibition Hall) from 3:30-4:00 PM for a book signing of my new court interpreter manual: “The New Professional Court Interpreter.” I am sure you will like the book.
Please join me for a fun and useful interpreter ethics session in San Diego!
Continuing Education that Improves the Interpreter as a Professional.
June 25, 2012 § 2 Comments
As an interpreter who also teaches continuing education I am especially receptive to comments and criticisms by colleagues who attend continuing education workshops. I pay attention to what they have to say, good or bad, about a class they took, whether it is a college-sponsored seminar or a privately organized presentation. Many times I hear good things about the subject matter or the presenter, but it seems to me that the most popular complaint is that the classes are boring and they do not give anything to the interpreter that he or she can use to improve performance, access to the professional market, or plain and simple have a better income.
When I decided to teach continuing education for interpreters, transcribers, and translators many years ago, I made the decision to teach interesting topics that could aid the professional linguist in his or her career. This is what I have done all over the United States. Many of my students and workshop attendees have told me how they learned something that made a difference in their careers. I have always believed that a good interpreter must know his craft, and must provide ethical service. With this belief in mind, I have presented ethics and practical subject matters in different formats: One-hour to all-day presentations at national and regional conferences, multi-day workshops at colleges or privately sponsored events, and one-on-one tutorials. By taking my seminars, colleagues have passed court interpreter certification exams, they have been hired as staff interpreters, and they have secured professional contracts with governments and corporations.
This Friday I will be teaching a court interpreter ethics class in Columbus Ohio at the invitation of the Ohio Supreme Court. The day-long seminar will cover many relevant aspects of ethical interpreting in the court system, will analyze the code of ethics at the federal and state levels, and will give local interpreters an opportunity to test their knowledge and comprehension of interpreter ethics while participating in useful and fun practical exercises. The seminar, presented in English, will meet continuing education requirements for the Ohio court certification program and others.
On Saturday I will give a half-day presentation on Mexican legal terminology at the Texas Association of Judiciary Interpreters and Translators (TAJIT) IN San Antonio. The presentation will focus on Mexican Spanish legal terminology in Criminal, Civil, Family and Administrative Law. Those attending will get a better idea of the Mexican legal system, its similarities, and its differences with the American system, but more importantly, will teach them the methodology to research the meaning and significance of legal figures, terms, and principles. The idea is that at the end of this presentation the interpreters will be able to better understand what they do, and will feel comfortable about taking Mexican attorneys and businesses as their clients. Those attending this presentation in Spanish will receive continuing education credits in Texas, New Mexico, and other states.
I invite you to attend these classes and I encourage you to tell me what you would like to see as continuing education topics that I may teach in the future.