Kot ste opazili, se pri ustvarjanju bloga poigravam z možnostjo pisanja v tujem jeziku, malo zaradi vaje, malo zaradi tujejezičnih obiskovalcev, ki redno prihajajo sem. Slovenščina je moj materni jezik in bo tudi ostala glavni jezik tega dnevnika, vendar bom občasno objavljala tudi v tujih jezikih ali tako kot danes - dvojezično. Hvala vsem, ki ste in še boste zašli sem!
As you may have noticed, I have been considering the idea of writing this blog also in a non-Slovenian language, partly to practice my skills, and partly to allow all the international followers and visitors to read my post withouth having to resort to googletranslate or other monstruosities of the sort. However, Slovenian is my mother tongue and will remain the main blogging language, but from time to time I will publish things in foreign languages (English or French, if I dare) or like today - bilingually, after the photo. Thank you all for stopping by!
Verjetno je nekaj v zraku, saj sem se tudi jaz, tako kot Michelle, namenila napisati nekaj o drugi strani tolmaškega pedagoškega procesa. Sama sem iz njega izšla šele pred nekaj leti, a letos sem se v njem zopet znašla, tokrat v drugi vlogi. Kot nekakšna pomoč, dodatna ura tolmaške prakse in vaje, kot nekdo, ki lahko študentom iz prve roke svetuje, kaj in kako med študijem in po njem. Ampak vseeno - jaz učitelj?
Iskreno povedano, sem bila ob predlogu, če bi sodelovala v pedagoškem procesu, najprej navdušena, a se je to hitro prelevilo v strah in paniko. Saj to ne more biti prav, saj nimam niti približno dovolj izkušenj, da bi lahko koga učila, ko pa se moram sama še toliko stvari naučiti! Toda nato sem se pomirila in ponudbo sprejela kot izziv in priložnost, tudi zato da navežem stik s študentkami, ki jih želim v okviru svojega raziskovalnega dela spremljati (o tem bom gotovo še kaj pisala).
In tako sem zdaj tu. Pri pripravi ur se poskušam osredotočiti na vse tiste vaje, ne nujno samo tolmaške, ki so meni pomagale, ki so se mi zdele koristne z vidika tolmačenja in usvajanja tolmaških strategij in avtomatizmov, nastopanja. Študentkam (ja, vse so punce - neverjetno, ne?) poskušam posredovati informacije, ki se mi zdijo koristne, za katere si želim, da bi jih sama slišala že v času študija in ne šele, ko sem jih (boleče) doživela na svoji koži pri delu na trgu. Že pri pripravi ur se naučim veliko stvari, še več pa pri sami izvedbi, pa ne gre le za tolmaško znanje ali spretnosti, ampak tudi druge drobce o življenju in svetu in ljudeh. Upam, da so tudi študentke vsaj malo takšnega mnenja.
Kar pa se mi na tisti "drugi" strani zdi najtežje, je komentiranje, dajanje povratnih informacij o nastopih, pohvaliti, kar je dobro, a izpostaviti tudi pomanjkljivosti, ne da bi pri tem prizadeli študenta, mi odvzeli zagon in elanza nadaljnje delo. Spomnim se, da smo bili s kolegi v času našega usposabljanja večkrat deležni nerazumljivih, čudnih in povsem demoralizirajočih kritik. Seveda smo vedeli in še vedno vemo, da je sprejemanje kritik eden od sestavnih delov tolmaškega študija in da to ne sme vplivati na našo osebnost in samozavest. A vseeno sem bila takrat in sem še vedno prepričana, da so lahko kritike drugačne, da so lahko konstruktivne, spodbudne in pozitivne, tudi če grajajo nekaj, kar ni bilo najbolje izpeljano. Da ima študent potem še več volje in energije za študij in vajo.
Kaj pa menite vi? Na kakšen način se vam zdi dobro podajati povratne informacije, da ostanejo spodbudne? Ali je to vprašanje za tolmaški študij povsem nerelevantno, saj ni njegova naloga psihološka podpora študentom, ampak bi morali ti sami poskrbeti za to (po možnosti še pred vpisom na ta študij)? Res bi rada slišala še vaše mnenje o tem!
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And here is the English version of the post for all my international followers (thank you!).
There must be something in the air, because like Michelle, I've been meaning to write about the other side of the interpreter training process. I have only been out of this process for a couple of years now, but this year I found myself entering it through the other door. Just as a help and additional hour of interpreting practice per week; a useful first-hand advice of a relatively newly graduated interpreter, but still - trainer?
I have to be honest. My first thought was, Oh My God!!!, but excitment quickly turned into fear. No, this wouldn't be right, I don't have enough experience, what could I possibly "teach" them if in fact I still need to learn so many things! But then I managed to calm down and accepted the offer as a challenge and opportunity, and also because it would enable me to get in direct touch with the students and arrange to record and monitor their performance which will be a part of my PhD research topic (to be more clearly defined in the near future, will keep you posted on that too, don't worry).
So here I am. I try to focus on the exercices that helped me during my studies, try to give out as much relevant information as I can and all that I wish I had received during training, not only later on (getting more or less burned on the market). And in fact, I learn so many things when preparing for the classes and with the students in every session we have. Interpreting-wise and otherwise. I can only hope my students feel the same way, at least in some degree.
What I find most difficult in the trainer's shoes is how to form the feedback to provide relevant information to the "critised" student, how to elaborate the "criticism" as not to sound discouraging or make the student feel as a "failure". I remember me and my classmates received inappropriate and really demoralizing comments on several occasions during our training. Of course, we knew then and know now, that being critised is inevitable and that trainees should develop some sort of immunity to it (hard skin as we say in Slovene), not let it affect our personality and selfesteem. But I am sure that it is possible to provide a good constructive feedback, too, focusing on the good and not-so-good aspects of a trainees' performance, that is stimulating and even inspiring, that keeps the trainees moving and kicking on this difficult treadmill called interpreter training.
What do you think? How do you provide stimulating feedback? Or do you think that interpreter training is not meant to be a psychological build-up of trainees self-esteem and that trainees need to work it out on their own (and possibly prior entering such course)? I would love to hear your thoughts!
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