Impact Statement
National Network for Interpreting
September 2007 – December 2011
Contents
1. Introductory Information 3
a) Context 3
b) Breakdown of activities 3
c) Scale of activity 5
2. Network objectives: 10
a) Increasing interest in interpreting as a profession 10
b) Increasing numbers of English A interpreting students 12
c) Using interpreting to promote languages 16
d) Producing engaging website and interactive resources 18
e) Ensuring resources are useful and enjoyable for all target audiences 20
f) Training language teachers 22
g) Fostering inter-institutional collaboration 24
3. Conclusions: 26
National Network for Interpreting, Impact Statement, February 2011
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1. Introductory Information
a) Context
The National Network for Interpreting exists to promote the interpreting profession and address the shortage of graduates in the field. This ties in with the broader objective of the Routes into Languages (Routes) project, of which it is a part, to increase the take-up of language study among young people. For this reason our activities range in focus. On the one hand, the Network aims to raise awareness of interpreting and the skills it involves, and provide resources for teachers and learners in the field. On the other, we work to encourage language study by using interpreting as an engaging example of the exciting careers open to individuals with languages.
In order to achieve its goals, the NNI organises events including careers talks and interpreting taster sessions, and has created an informative website containing a wealth of online interactive resources. Some activities are organised within our partner institutions (the Universities of Leeds, Bath, Salford and Westminster), others by the Network as a whole and others in partnership with Routes Regional Consortia, the National Network for Translation and other bodies or institutions.
This document aims to demonstrate the impact of the NNI so far, both through a detailed analysis of evidence collected (statistics from events, evaluations, etc.), and by considering examples of feedback and case studies, including stories and comments from individuals. We will consider specific objectives of the network in turn, analysing how and to what extent these have been fulfilled.
b) Breakdown of activities
The NNI has a large and varied target audience, ranging from school pupils from year 8 upwards to undergraduate students, interpreter trainers, and school teachers. This covers those who already have an interest in interpreting, who will be looking for further resources, but also those knowing little about the profession and wishing to find out more. Our activities are thus very diverse, and include:
Events
· for teachers (e.g. ‘How to use interpreting to engage language learners’ and UG interpreting teacher workshops on teaching interpreting in the most effective and engaging way)
· for learners and students
o awareness- and aspiration-raising (e.g. ‘An introduction to interpreting’)
o interactive taster sessions
o employability and careers events
· for employers and other stakeholders (e.g. careers promotion, resources forums)
· participation in external events (e.g. schools careers events, online careers forums)
Website
· information (what interpreting is, learner, teacher/trainer and stakeholder information)
· links to useful resources and upcoming events
· past events archive
Online interactive resources
· informative content (e.g. video, information on interpreting and the skills involved, ‘day in the life’)
· interactive elements (e.g. exercises, quizzes, ‘test your knowledge’)
o for learners/interested young people
o can be used by language teachers and interpreting trainers
Research, publicity and dissemination of information
· awareness-raising, media coverage (e.g. news and journal articles, interviews, school careers publications)
· production of materials (articles in Routes newsletters, brochures, leaflets, postcards, etc.)
· promotion of interactive resources (including through networking with language departments and careers services in HEIs nationwide)
· stakeholder conferences (e.g. institutional conferences, PSI conference, participation in EU interpreting services’ conferences)
· participation in other networks and events (e.g. PSI network, Universities Contact Group, International Organisation networks)
c) Scale of activity
The Network has reached large numbers of participants in the geographical areas of the partner institutions and beyond. By December 2009 we had almost reached the target level agreed for the project length; a year later all targets have been far exceeded. Regional activities have reached many pupils and teachers in schools and universities, national events have attracted attendees from across the UK and the website, online resources and streaming of live events have reached users nationally and beyond the UK. Table 1 illustrates the extent of NNI activity to September 2011. Further facts and quotes illustrating numbers reached can be seen below.
Category / Agreed targets (for life of programme) / Progress to September 2011 /1. Number of website hits / 14,000 / 37,700
2. Number of students reached through events/ activities / 6,750-7,000 / 13,515
3. Number of modules or interactive materials developed / 18 self-contained skills consisting of template modules, which provide resources for students and guidance for trainers/teachers PLUS the following website sections: What is Interpreting?”, “Careers for Linguists”, an events repository with recordings of talks delivered and “Useful Links”. / Materials developed for all 18 skills (more resources to be added)
PLUS content for all sections mentioned including videos, links, interactive resources, event highlights etc.
E.g.
- NNI @ the European Parliament
- Mock conference guidance for teachers
- Interview with John Leech MP
ALSO creation of YouTube channel
4. Total number of events / 100-110 / 195
Table 1, NNI activity
National Network for Interpreting, Impact Statement, February 2011
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Website activity:
Our online resources have been viewed over 115,907 times since the launch of our website in December 2007 (page views). See section 2.d) for further statistics on web usage.
Publicity:
Our activities have received much media attention. Articles on the NNI have appeared in language publications[1], interpreting and translation bulletins[2], and national press and radio[3]. Other examples of publicity-related activity are:
· participation in conferences (such as LLAS events, ‘Supporting students’ learning outside the classroom’, May 2010 or ‘Languages for the 21st Century’, September 2010, presentation at the LLAS e-learning symposium, January 2011 and the Articulate conference, May 2011.)
· exhibiting at events (e.g. the October 2009 and 2010 Language Shows, international PSI conference, ‘Critical Link’, July 2010)
Our online resources have also been featured at e-learning events and awards, as highlighted later in this document.
National Network for Interpreting, Impact Statement, February 2011
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Further publicity is secured through Routes into Languages and other partner and stakeholder organisations. Examples include updates in Routes newsletters, promotion through a CILT ezine and their online case studies[4] and publicity through the EU ‘Interpreting for Europe’ facebook page[5]. The Network has also been involved in two Guardian Careers live online Q&A sessions (on T/I careers and careers with languages), providing responses to participants’ questions and pointing them in the direction of NNI resources. These discussions remain accessible on the Guardian Careers website long after the event.
One of the NNI’s most recent awareness-raising efforts was its online resources forum in June 2010, Engaging tomorrow’s interpreters. Around 50 participants from all levels of language and interpreting pedagogy heard presentations on the project’s resources and how they can be used in language teaching. The day was followed up with an interactive report; this was circulated to attendees and interested parties, and remains accessible on the NNI website. Of the respondents to a subsequent event questionnaire, 100% said they found the presentations and resources relevant, that they planned to use the resources, and that they would pass them on to students and/or colleagues. Comments included the below.
Great to see the new look website, lots of ideas on how we can use it in the new format
A really good update on opportunities in the field
The whole day was fascinating and of great relevance. I have spent some time looking at the website since then and would be keen to be able to download the 'skills' chart
Very useful information that I can pass on to students
I will refer undergraduate language students to the website if they are thinking of an interpreting career
…Resources will be on our careers website
I shall be alerting students to the website at the start of term ... I have also passed on to graduates information about interpreting in Strasbourg/Brussels given at the conference.
A good insight to a successful joint project
Many thanks for very interesting and thought-provoking day!
The internet has also proven to be an effective source of publicity, with a large percentage of NNI site visits coming from external site referrals. According to Google Analytics referrers include partner and stakeholder sites (e.g. partner institutions’ main web pages, routesintolanguages.ac.uk, the ‘Interpreting for Europe’ facebook page, languageswork.org.uk, iti.org.uk) and independent blogs (e.g. interpreter.wikispaces.com, bootheando.com).
Events:
Our careers events have reached large numbers. Examples include ‘Careers in Interpreting and Translation,’ University of Bath, October 2008, 2009 and 2010 (over 450 students) or ‘Routes into Language Careers,’ University of Leeds, February 2009 (an estimated 400 regional university students and 40 Year 11-13 students). This last event was also streamed live on our website and watched by over 100 people across the UK and Europe. Our national NNI/NNT joint events such as Expo in November 2009 (or our careers day in Bristol, March 2011) saw up to 500 attending each of three talks. Exhibitors at the Expo careers and course provider fairs commented on being able to reach such a large number of students (estimated 600 in total). Attendees came from Sheffield, London, Nottingham, Durham, Manchester, York and Leeds among other places. One speaker commented,
“Congratulations to the organisers for such a good, fruitful and useful event. We much enjoyed meeting the students, teachers and course leaders and trust that the follow up will be positive for us all.”
(Helen Campbell, Head of Section, Directorate General for Interpretation, European Commission)
National Network for Interpreting, Impact Statement, February 2011
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2. Network objectives:
a) Increasing interest in interpreting as a profession
As this objective can be seen as our overarching aim, our other goals will be very much linked to it. Information included elsewhere in this report will often be applicable to this objective. The following quotes and statistics (as well as evidence referred to throughout this document) illustrate an increased awareness of, and interest in, interpreting as a career.
Quotes highlighting new interest in interpreting:
“I wanted to thank you- really interesting talking to you yesterday- I have been inspired into considering an interpreting career!” “I hadn’t considered interpreting before but I definitely would now!” “I may consider interpreting now. I hadn’t really thought about it before today.” (Routes into Language Careers event, December 2008)
“I found the experience very useful and felt that I have been given a much better idea of what interpreting is and what training is like.” (Undergraduate student, mock-conference)
“I cannot understate how useful it was to talk to employers face to face. Their stands at the fair, as well as the talks and Q&A sessions were extremely helpful in clarifying details about the job and the application procedure.” (Routes into Language Careers, February 2009)
Many of the (year 10) students said they would consider a career in interpreting in the future; “It was fun and definitely something I would think about studying”. (Starting work as a Translator and Interpreter, June 2009)
“I have struggled for a very long time in finding useful information on how to become a translator or interpreter as there is not much help out there – this one day has answered hundreds of questions that I needed help with.” “Very interesting and inspiring speeches. I am very enthusiastic again to persevere in my translation career instead of giving up”. (Starting work as a translator or interpreter, June 2009)
(In response to a question regarding the most enjoyable part of a language residential) “Interpreting: I didn't really know what it was about but after this session I would consider a course in this” “Opportunity to experience other aspects of studying languages, enjoyed the practical work in the interpreting session.” “Interpreting I had never done anything like this before and it gave me the opportunity to see what it was like and consider it as a possible career choice in the future.” (Linguastars, July 2009)
“[I enjoyed] hearing about British Sign Language - I know very little about it and it was great to listen to somebody who is so passionate about their job.” (Careers with Languages, November 2009)
“The interpreting session was brilliant. It gave me a chance that nobody like me gets to do very often. It has made me consider pursuing interpreting in further studies at University.” (Linguastars, July 2010)
Other evidence highlighting interest:
· “Undergraduate students ambassadors also enjoyed the event and said they would like a similar activity to be run for them specifically.” (Wombwell School event organisers (Routes Leeds) about interpreting taster, June 2009)
· “The response from this age group is always excellent and several students enquired about interpreting courses at the end of their stay,” Linguastars organisers (Routes Leeds), July 2009
· “However, many said they were not aware of the opportunities learning languages offers, and were particularly interested in hearing that their mother tongue would also be valuable for working as an interpreter or translator” (Newham VI form conference, October 2009)
· “We had letters from schools thanking us for taking their students and underlining how much the students enjoyed the interpreting sessions and time spent chatting to current students and tutors about studying languages at university.” (Colleague, work experience placements)
· In over 220 feedback forms participants rated all three Careers with Languages (November 2009) talks and fairs very highly. 76.8% indicated that the talks had encouraged them to consider a career in languages and particularly T/I. The average rating for the course provider fair was 4.4 out of a possible 5; 100% found it useful, 80% said it had encouraged them to pursue a career in T/I, and the same proportion that they would recommend it to someone interested in those professions. (Careers with Languages, November 2009)