Mária Bakti: The development of interpreting competence
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2 Interpreting competence
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2.6 What constitutes consecutive interpreting competence?

2.6 What constitutes consecutive interpreting competence?

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Most models of interpreting competence have been developed for conference interpreting, and, more precisely, for the simultaneous working mode. Others, for example Kutz (2010) and Kaczmarek (2010), cover consecutive interpreting in their models. Some of the sub-competences of current models apply to consecutive interpreting as well, while elements of others can be juxtaposed to describe competences needed in consecutive interpreting.

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The core elements described in the models, namely language competence, transfer skills, cultural competence and knowledge, ethics and skills related to the role of the interpreter apply to consecutive interpreting as well, together with some CI-specific skills.

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Kutz, in his model related to the development of interpreting competence (2010), enumerates consecutive-interpreting specific skills and subskills (Kutz, 2010, pp. 217–218), to which he refers to as actions or Handlungstypen.

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The first group can be linked to actions before the CI assignment itself starts, and includes the professional negotiation of the CI assignment, preparation and technical preparation, for example meeting the speaker before the event or checking the meeting room.

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The second group of actions in CI relates to reception. This includes building an expectation scheme or an anticipation through the understanding of the interpreting situation, and the selection of the most appropriate interpreting strategy for the event and understanding the communicative sense of the contents of the SL text. Parallel with that, note-taking happens, together with the inferring of the meaning of unknown expressions, and the memorizing of the contents of the SL section. Transfer takes place at this stage, which involves an effortless change from one language to another. A typical problem at this stage is finding equivalents, for example in the case of realia. In addition, it might be necessary to use strategies to gain time to solve a problem.

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The third or reproduction stage, which happens parallel with transfer and note-reading, includes the actions of effortless rendering of the content in the target language, with appropriate presentation skills, adapting to the addressees in presentation (interculturally and professionally), using interpreting-specific rhetoric tools, aiming to achieve the same effect in the TL as the SL speaker did in the SL. These processes are complemented with self-monitoring and repairs, and the use of coping mechanisms in the case when there are linguistic, logical or factual lacks or problems in the SL text. CI competence also includes actions to overcome communication problems, and actions to avoid problems and to minimize damage.

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Competence elements or actions also include professional skills that are directly linked to the interpreting process, such as the evaluation of their own interpreting competence, together with that of others. Stress resistance and providing high-level interpreting services even when tired or stressed are also parts of Kutz’s CI-specific interpreting actions.

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From Albl-Mikasa’s model (2012), all of the pre-process skills apply to CI as well, together with the peri-process skills of unimposing extrovertedness, professionalism, pressure resistance and frustration tolerance. All of the comprehension skills listed in the model also apply to CI, together with transfer skills, with the exception of simultaneity, although simultaneity of comprehension and note-taking might happen in CI. All the production skills listed by Albl-Mikasa apply to CI, with the exception of synchronicity and décalage modulation, and with the addition of note-taking and note-reading. Post-process and para-process skills also apply to CI (Table 2.5).
 

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Table 2.5 Interpreting competences in consecutive interpreting.
Pre-process skills 
 
high-level command of working languages
low-key computer-assisted terminology management
a generalist’s informed semi-knowledge
streamlined assignment preparation
Peri-process skills 
 
unimposing extrovertedness  
professionalism between instinct and a sense of realism
pressure resistance and frustration tolerance
In-process skills 
Comprehension skills: 
below-expert scanning, identifying and matching
contextualization
English as a lingua franca (ELF) compensation
Transfer:
capacity relief measures
Production:
reduction
balancing act between high fidelity and audience design
ELF accomodation  
performance, presentation, prosody
note-taking and note-reading
Post-process skills 
terminology wrap-up
quality control
Para-process skills
business know-how, customer relations, and professional standards
lifelong learning predilection
meta-reflection
Source: Based on Albl-Mikasa (2012).
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