Mária Bakti: The development of interpreting competence
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2 Interpreting competence
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2.2 Modelling interpreting competence
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2.2.5 Competence models for community interpreting

2.2.5 Competence models for community interpreting

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The first competence models were developed for conference interpreting, however, following the social turn in interpreting (Garzone & Viezzi, 2002; Pöchhacker, 2004), community interpreting has received increasing research attention. One of the resulting models is the Community Interpreter Competence Model (CIC) of Kaczmarek (2010), which is based on Spitzberg’s 2009 Intercultural Communication Competence Model (Spitzberg, 2009).

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Kaczmarek’s model is fundamentally different from earlier models of interpreting competence; he criticizes the lists of skills included in earlier models, as these lists are mostly based on a priori conceptions of authors, and not on empirically validated components. In addition, these lists have the illusion of validity, and their structure is also problematic, as they are usually vertically depicted lists of skills and abilities, while horizontal relations are neglected (Spitzberg, 1989, quoted in Kaczmarek, 2010).

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In contrast to earlier models, Kaczmarek’s CIC takes into consideration the role of context in interpreting, in other words, how culture, place, relations and purpose affect the interaction. In addition, Kaczmarek’s model also focuses on the bi-directional nature of the interpreting process in which the role of participants is highlighted. This is clearly missing from earlier models designed for conference interpreting

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Based on Spitzberg’s ICC model (2009), Kaczmarek provides seven basic assumptions related to community interpreter competence (2010, pp. 80–82).

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  1. Community interpreter competence is perceived appropriateness and effectiveness, in other words it is not universal and not permanent.
  2. Community interpreter competence is contextual, meaning that different behaviours are acceptable in different situations, and the interpreter’s adaptation to a given context is what determines the impression of the participants of the interpreter’s competence.
  3. Community interpreter competence is a matter of degree, in other words, a community interpreter is seen as more or less competent, and not as competent or incompetent.
  4. Community interpreter competence is evaluated at a general and a specific level by the participants of the communication situation (specific, for example: the interpreter helped to clarify this problem, general, for example: the interpreter was helpful).  
  5. Community interpreter-mediated competent communication is functional, in other words, it is proposed that communication has a goal, and participants of a community interpreter-mediated event wish to achieve their goals.
  6. Community interpreter competence is a process, and this implies that the participants involved are continuously assessing the interpreter’s competence, which means that competence can be regarded as dynamic.
  7. Community interpreter competence is an interpersonal impression.
 

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What is innovative in the model is that the interpreter is seen as only one of the participants in the community interpreter-mediated event, and that there are other, equally important factors, for example the knowledge, skills, and motivations of the participants, and the context (culture, place, relations, and purpose), together with the expectations and results (appropriateness and effectiveness). Kaczmarek also notes that the interpreter mediated event and the assessment of the interpreter’s competence is subjective and changes dynamically (Kaczmarek, 2010).

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In their volume, Tipton and Furmanek (2016, pp. 8–9) list competencies required for Dialogue Interpreting, and differentiate between core, developmental and domain-specific competencies. The core competencies are based on the ISO 13611 Guidelines for Community Interpreting, and include linguistic, thematic, interpersonal, intercultural, technological, and business-related competencies. Their list of developmental competencies includes managing lifelong learning, working with others, promoting professional values, intellectual flexibility, performance development, decision-making and accountability, and responding to pressure and change. Tipton and Furmanek (2016) include thematic competence among the core competencies, however, because of the importance of thematic knowledge, they propose a separate, third set of competences, namely domain-specific competencies.
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