Retention

Module
For consecutive interpreters.

What is the role that retention has

during consecutive interpretation?

- As humans, we have our short-term memory (STM) and our long-

term memory (LTM). As interpreters, we mainly utilize our STM
because it allows us to concentrate and to retain enough
information through attentive listening so that we complement it
with our notetaking and deliver an accurate/complete message.

- Also, during over the phone or video interpretation we often hop

from one call onto another, meaning that we need a blank slate to
start over, due to the very wide range of contexts and situations
that we encounter. This makes STM training a fundamental task
for consecutive interpretation.

-Does this mean that

retention is all I need

to be a good

interpreter?

Not really. We also need to engage our

LTM during our training. This is because we

are acquiring new knowledge that we will

need to store in our brains for a long time.

Also, remember that retention can only get

you so far. If the speech is longer or more

convoluted you will need external aid in

the form of note-taking.

- But, even when deciphering your notes

you will be engaging your STM to

remember the structure and the meaning

of them plus some parts of the message.

- How can we train our retention/STM?
First of all, the purpose of this module is to maximize the amount and quality of
information that we can store in our STM. Therefore, it is best to train our retention in
the early stages of our interpreting career because that is the time when we could
potentially reap the most benefits. This does not mean that we should stop once we
get to a certain level but, as with any skill, returns are diminishing, so we will see our
best "retention gains" at the beginning.

Activities to train retention/STM

1. Retelling 2. Segmented interpretation 3. Exercises with interference

The interpreters are asked to repeat

The trainer reads a story for the

a list of words or a sentence one
This works our concentration.

interpreters. The interpreters then

after another in the original
STM is all about concentration,

try to engage their STM to

language and then in the opposite
notes and Attentive listening
remember the story being told and
language.

repeat it back.

This technique is derived from
The interpreter hears short

simultaneous interpretation and it

sentences while there is a

is a great way to start developing

distractor present in the

The interpreters should not use

exercise. Enables interpreters to

STM and a strong foundation in

any notes for this exercise and they

strengthen their STM duration

language switching. Again, no

should aim to repeat the story

and their focus.
notes needed for this stage. Notes

using the original words as much

come later on.

as they can.

- Out of the three activities, retelling is the most flexible. It can

be done in many different ways that target STM from different

angles. It also adds a ludic component into the session thus

further engaging the interpreter.

Retelling activity number 1: Categorization.

Use a story or an example call and ask the

interpreters to engage in attentive

listening and retention by trying to group

elements of the story that share the same

properties. For example: animals, colors,

medical instruments, etc.

Retelling activity number 2: Generalization:

Practice a call or a long statement. After it

finishes ask one of the interpreters for

conclusions/general questions. This

strengthens attentive listening and trains

STM.

Retelling activity number 3: Comparison:

Read two almost identical statements to

the class and proceed to ask for the

differences between them. Again a good

attentive listening/STM strengthener.

Allows to start developing this essential

skill that interpreters apply during the

usage of repetition, clarification and

verification.

Retelling activity number 3: Description:

Use a story preferably that includes

different scenarios. After that, ask for

description of one of those scenarios or one

of the elements inside of that scenario. For

example a story about a medical

consultation and at the end ask about the

symptoms the patient was presenting.