Federici, F; O'Hagan, M; O'Brien, S; Cadwell, P; (2019) Crisis Translation Training Challenges Arising from New Contexts of Translation. Cultus , 2019 (12) pp. 246-279.

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Abstract

Focused on material design and self-reflective practices, this article discusses a Crisis Translation Training pitched at master-level translation and interpreting students, developed within the research activities carried out for the INTERACT International Crisis Translation Network. The course was designed to enable them to develop a broader skillset in support of multilingual crisis settings. The learning objectives underpinning the materials address training lacunae in enabling linguists to be involved in relief operations (Federici, 2016; O’Brien, 2016). The authors perceive the complementary skills as crucial in the development of language mediation services assisting linguists operating in such zones of liminality as are crisis settings. Multilingual communication in crisis includes professional forms of translation, signing, and interpreting, as well as forms of intercultural mediation, and social work (Drugan, 2017). Emergencies and prolonged crises have an impact on the communicative dynamics among international relief operators, local institutions, and crisis-affected populations. The authors developed training materials to prepare students to work in crisis settings by harnessing their language competences in crisis translation as a form of community translation (Taibi and Ozolins, 2016). Culturally and linguistically diverse (CALD) communities often need support in language combinations that rarely match commercially viable combinations (Federici and Cadwell, 2018; Shackleton, 2018). This article critically reviews non-language specific Crisis Translation Training, delivered in three iterations across two sites. Reporting on the first phases of the process of material design and enhancement, the article reflects on how issues in delivery, emerging findings regarding the authentic needs of mostly untrained translators, and different pathways of delivery shaped the re-definition of the initial learning objectives and pushed towards a translator trainer approach that would suit a range of new contexts of language mediation.

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