We all know that simultaneous interpreting is a great juggling act. Many readers have probably already seen the video that illustrates this in such an entertaining fashion. Others may have read this post by Dolmetscher-Berlin that so eloquently expresses the multi-tasking aspect of our job. Or maybe you’ve delved into one of the many papers and articles that describe the processes involved in the task (there are plenty to choose from: for a start, try checking here and here).
In any case, I think by now it’s clear that the task of the student of simultaneous interpreting is an enormous one. Students have to learn how to juggle all those balls, which include listening, understanding, analysis, synthesis, reformulation, production, monitoring of output – and if you ask Dolmetscher-Berlin, also include such minor matters as remembering to breathe, taking the occasional sip of water and jotting down terminology – without letting any of the balls drop.
Okay, so now put yourself in the place of the interpreting teachers responsible for monitoring the acquisition of these juggling skills. We not only have to be able to tell when a ball has been dropped (that’s the relatively easy part), but we also have to be able to determine why it fell and advise the apprentice juggler on how to make sure it doesn’t happen next time.
Put this way, it makes me want to abandon the whole business of teaching simultaneous right now and go take up knife-throwing, or tightrope-walking, or something considerably less nerve-wracking. But no, I’m an interpreter trainer, and so like it or not, my business is to figure out where the simultaneous interpreting process is breaking down and try to remedy the situation.
Of course, I already partially dealt with this in a previous (self-pitying) post on the related topic of the challenges of teaching consecutive interpreting. Today, I want to look at the same question from the standpoint of teaching simultaneous.