An update of my PhD research has been posted on PolicingInsight “Proximity interpreting: Day-to-day policing and delivering access for deaf citizens“. Its free to register, click on the link and read on!
An update of my PhD research has been posted on PolicingInsight “Proximity interpreting: Day-to-day policing and delivering access for deaf citizens“. Its free to register, click on the link and read on!
In December 2017 I attended the SIPR-Police Scotland Postgraduate Student conference. This annual event is an opportunity for post-graduate students who are doing research into different areas of policing to to come together and be students – present on their work, share ideas, collect feedback and learn from each other.
We represented a real mix. There were students looking at technology and police body cams, how the police best handle civilians with mental health issues, how policing services respond to people with Alzheimer’s, and so on.I delivered a presentation based on my research, which considers the use of video-mediated interpreting (VMI) services in front line policing. Part of my presentation explained the changes brought about the BSL (Scotland) Act (2015) and how public authorities in Scotland now have a duty to consult with Scottish deaf people. With the current legislation in place supporting the inclusion of BSL my research has the potential to feed into how the police determine future development of VMI services.
I was keen to make sure people understood the importance of consulting with deaf people and rethink how different communities could be served. To conclude… I was given the award for Best Presentation 2017 at the SIPR-Police Scotland Postgraduate Student conference. I have produced a blog summarising my conference presentation and if you would like to view the SIPR blog (in English) visit Proximity interpreting: day-to-day policing and delivering access for deaf citizens SIPR Blog. The Vimeo video above is a BSL summary of the blog. Special thanks goes to the participants who have supported my research so far.
The second day of the IPCITI conference began with a keynote panel, Graham Turner, CTISS, Heriot-Watt University Claudia Angelelli, CTISS, Heriot-Watt University Martin Gallagher, Police Scotland Delphine Jaouen, NHS Scotland. The discussion was on ‘Interpreting theory and practice in dialogue’ and touched mainly on how theory and practice can be relevant to each other. Its an important topic that academics often reflect on because there is a desire to make research worthwhile.
Inevitably, watching this debate I was carrying out my own checks to make sure what I was doing in my PhD was relevant. My PhD is funded by the Scottish Graduate School for Arts and Humanities (SGSAH). Part of the funding requirement is that two universities come together to form a partnership. In my case, the partnership is between Heriot-Watt University and the Scottish Institute of Police Research at the University of Dundee. Another criteria to the SGSAH funding is the inclusion of a non-academic partner, who are Police Scotland and SignVideo. It is through this collaboration an exchange is expected to happen. The sharing of knowledge and practice between all institutions.
Finally, I have joined a university that has a strong history in sharing knowledge gained through research with the community. Here at Heriot-Watt University we are part of the EdSign Lecture series and Bridging the Gap. These are examples of where research is shared with the community but also conversations with the community happen to inform research questions. In addition, I have worked on the Justisign project and Insign project where much of the research was shared in BSL and English via social media. I stepped in to an academic community that was active in making research accessible. This inspired me to create this dedicated PhD website where information is presented in BSL and English.
This isn’t the end. We do need to keep checking our strategies and approaches with sharing research and communicating with the public. We need to constantly review how we share information and whether the messages are being fully understood.
Dr Ana Frankenberg-Garcia (University of Surry) gave a really fascinating keynote presentation on how researchers are using corpora data to look and perform comparisons between texts that are not translated with texts that are translated.
This was new field to me and it was clear how corpora of texts can provide a powerful insight to how text based languages are typically expressed, especially from texts that were not translated. How words are used and sentences are designed on a large scale is mind blowing, especially when you hear Dr Frankenberg-Garcia explain her work consisting of 8,000 sentences or 100,000s words. The real joy in using corpora data, in my view, occurred when Dr Frankenberg-Garcia looked between languages to see where differences or similarities occurred. Simple examples such as ‘nowadays’ and describing where this word was typically located in English sentences with the Portuguese counterpart (initial, middle or end) or what words were collocated with the description ‘brown’ in English and Portuguese. In Portuguese it was brown dwarf (the star) or brown leather and it was not brown rice or brown hair but wholemeal rice and chestnut hair (much more creative use of language). On a basic word level there is much that can be learned and discussed.
Moving on from looking at texts that were not translated to corpora of translated texts, here researchers can look at trends to explain why a translated text does not look or feel like a non-translated text. Dr Frankenberg-Garcia gave examples of where words were under-represented or over represented, such as the word ‘that’ was used more frequently in translated in texts and obviously a higher level of borrowing. What Dr Frankenberg-Garcia also found was translators would try to maintain similar sentence structures to the original, trying not split or join sentences.
Throughout this presentation it really struck me how little research existed on translation to or from British Sign Language (BSL) or any other sign language in the world. The door is wide open to further our understanding with how translation work is being performed. How do translators work and what are the strategies used to generate translations from or to BSL. To me this is such a valuable field, especially because translators have the time to reflect and create parallel sentences or concepts. What this looks like in reality has yet to be openly discussed.
Admittedly, to our disadvantage we don’t have a software tool that can automatically code video data of BSL so researchers can analyse how signs are articulated, collocated with other signs or how sentences are structured (translated or not). This still has to be done manually and can be a real disadvantage to students
The topic of the next presentation was Google translate among translation studies students from Saadia Elamin (Prince Sultan University, Saudi Arabia). With unrestricted access to an online translation tool students can and do turn to online resources that can help them perform translation tasks, such as homework tasks. Without proper inspection and care, students can over-depend on tools like Google translate and produce translations that are contextually incorrect. Banning the use of online translation tools in the classroom was advocated, however, Saadia did acknowledge how online technology if used with an awareness of what is contextually correct can be beneficial and support learning.
Other presentations critiqued the quality produced by machine translation, which is being used to facilitate and increase productivity of translation output. My impression was that despite some level of progress in machine translation, improvements to how machine translations develop their output, the quality was still missing and unreliable. Trained human translator input or vetting was needed to restore the quality to the intended level.
Great day so far… later this afternoon the conference will look at interpreting related topics. My closing thought would be to encourage anyone interested in conducting research on translating to or from BSL to come forward with your ideas – it is needed!
Police Investigative Interviews and Interpreting: Context, Challenges, and Strategies is an accessible and useful resource for police officers who are likely to undertake an interview mediated by an interpreter or for interpreters who undertake assignments in police settings. The book covers a range of essential topics, drawing on empirical research and considers both the police and interpreter’s perspectives.
Chapter 1: This chapter unpacks general definitions of and approaches to interpreting, ranging from non-interventionist to interventionist models, and why certain concepts of interpreting are not suited to an investigative interview. The linguistic and cultural challenges when transferring concepts or meaning are also explained to justify why an interpreter may be unable to comply with a particular path determined by a speaker (or signer). This chapter makes clear the rationales that define the scope and boundaries of an interpreter’s role, the interpreter’s capacity to perform, and the need for the interpreter to respect, without interference, the relationship between clients.
Chapter 2: This chapter draws largely on a collection of descriptive work, looking at how police undertake investigative interviews and touches on issues such as formulaic language, power asymmetry, interview structure, turn-taking patterns and degree of formality (especially at the interview opening and closing stages). The investigative interview is part of an upstream (Cotterill, 2002) process and therefore what is documented here can and will influence subsequent stages. What may be a revelation to interpreters is that the police have undergone broad reforms, particularly in the way in which interviews are managed. Two major police interview models are introduced in this chapter: the PEACE model (born in the UK) and the Reid model (used in North America).
Chapter 3: This chapter paves the way for subsequent chapters, looking at specific interview approaches currently promoted in policing that now challenge us collectively to rethink how interpreters and police officers understand each other, our limitations as well as our potential for flexibility, in order to ensure a fair and just process. The authors provide examples of interpreter interventions and issues relating to the professional conduct of interpreters, along with “strategies to minimize unjustified interpreter intervention and highlight those aspects that can be monitored by the interviewer to maintain control and quality of the interview” (p.45). The authors support the stance that the officer should remain in control of their interview and the interpreter should uphold a non-interventionist approach.
Chapter 4: Continuing with the discussion around how best to navigate interviews via an interpreter, the authors explore issues around linguistic transfer, the tension between a sense-to-sense or word-for-word approach to interpreting. Linguistic transfer is interconnected with interpreting style, free or literal, and comes under heavy scrutiny because the law is very much concerned with how words are expressed, intended and their meaning interpreted. This chapter provides the reader with a collection of examples from courtroom interactions and police interviews to explain how minor changes can influence the rapport between a legal representative and citizen, the consequences of reshaping an active or passive status of a sentence, and how impressions or judgements are formulated by the way someone communicates.
Chapter 5: In the previous chapters the authors explained that interpreters make strategic decisions about how to convey meaning and ideas and limit their influence where possible. In this chapter the focus moves onto other interactional features or conventions that are affected by the interpreter’s presence such as managing turn taking, overlapping speech, reflecting any non-fluency and paralinguistic features. Once again they describe how the ‘third person in the room’ changes the interactional dynamics and ask what this means, specifically for officers undertaking an investigative interview.
Mulayim, Lai & Norma highlight how the lack of research in this area has meant inadequate training and preparation of interpreters before entering the police investigation. Interpreters are sometimes unaware of the questioning tactics employed by police officers and research has shown that ignorance on behalf of the interpreter can lead to damaging outcomes (Berk, 2009; Nakane, 2014). Likewise, police officers do not have the in-depth guidance to prepare them for the atypical nature of a police interview being conducted between a spoken and signed language.
What is not covered in this book is the use of additional professionals to facilitate the interview, for example interpreters who are deaf or deaf relays. The authors throughout the book put forward a strong argument for the least amount of intervention, underpinned by training and knowledge of the investigative interview context. I see a plethora of questions and challenges raised for the team of language professionals (deaf and hearing interpreters and/or relay) who need to collectively maintain this standard and approach where there is an added communication step. Although no solutions to this have been put forward, this book can still serve as a useful reference for professional discussion and learning.
If you are currently undertaking work in police settings, or considering entering this field, it is my recommendation to study this book from cover to cover. The book is accessible and offers useful, practical guidance on how both parties may work together to achieve best practice in police interview settings. Ultimately, this book is designed to help officers and interpreters understand each other better when placed in atypical and complex circumstances.
Berk, S. (2009). Coerced confessions : the discourse of bilingual police interrogations. de Gruyter.
Cotterill, J. (2002). Language in the legal process. Springer.
Nakane, I. (2014). Interpreter-mediated police interviews : a discourse-pragmatic approach. Basingstoke: Palgrave MacMillan.
This PhD journey has enabled me to look closely at the world of policing, introducing me to issues faced when policing a diverse population and the need to maintain legitimacy. There are clear messages being promoted from police forces across the UK and it is a message that values diversity. This shift in attitude is accepted as key to achieving cooperation and trust from different social groups; cooperation with the police is associated with better outcomes and reduced crime levels.
With every new text I read on policing diversity I find myself drawing parallels with the world of interpreting, where similar issues or concerns are being discussed as those being considered by criminologist and sociologists. Here in the UK, like most western societies, our law enforcement agencies are permitted to exist through a mandate known as “policing by consent”. It is this concept that has piqued my interest. Could it also be applied to interpreting? Interpreting by consent.
The issue being flagged by the public is that the police officer, who is of a junior rank, is likely to command the greatest amount of power. As Reiner explains, it is these rank-and-file officers who have the most direct contact with members of the public on the streets.
It is commonplace of the now voluminous sociological literature on police operations and discretion that the rank-and-file officer is the primary determinant of policing where it really counts: on the streets. As James Q. Wilson put it, ‘the police department has the special property… that within its discretion increases as one moves down the hierarchy’ (J. Wilson, 1968: 7) (Reiner, 2010, p. 116).
Reiner goes on to explain that rank-and-file officers often act in invisible conditions, away from the gaze of their supervisors. I see some strong parallels with interpreting and the challenge of accountability. How can we, the public – including people who are deaf, be confident that officers (and interpreters) are behaving ethically and appropriately? What are the public safeguards? How can we be sure the public still consent to being policed (or interpreted)? The police have introduced a number of reforms in recognition of these concerns.
The philosophy of policing by consent means the role of the police is continuously evaluated and stress tested by campaigners and the government. The police force has to continually reflect on its public status. If public trust and confidence are being diminished, what changes are needed for the police to remain a legitimate force?
The concept of policing by consent emerged through debates on how to establish a formalised police force, men in uniform tackling crime and disorder. This debate stepped up to another level when the first police force was introduced in the city of Glasgow in the summer of 1800. The Glasgow Police Bill received Royal Assent, creating the first official police force in the UK (Police Museum, retrieved 28/11/16).
The introduction of a police force in Glasgow changed the way law enforcement was organised. Men in police uniform were instructed by an approved authority to patrol the streets, bring those guilty of a crime before the magistrate and prevent crime from occurring (Living Heritage, retrieved 28/11/16). This so-called “guardians of civilians” approach to law and order had been heavily debated by members of parliament on several occasions throughout the late 18th century and early 19th century. The struggle for Georgian politicians was how to deliver a more formal and organised approach to law enforcement since the rising level of criminal activity was a matter of public concern (Metropolitan Police). The opposition to establishing a police force doubted its ability to be impartial and untouchable by corruption or manipulation. The concept of a police force gathered momentum after a long campaign sponsored by the then Home Secretary, Sir Robert Peel.
Sir Robert Peel, 2nd Baronet
5 February 1788 – 2 July 1850
Peel finally saw his bill accepted in 1829 (Metropolitan Police retrieved 28/11/16). The establishment of the Metropolitan Police consolidated support for the concept of a full-time professional policing organisation; unarmed men in uniform accountable to a government official. Nine Peelian priciples were established and became regarded as fundamental to today’s policing strategy.
The police force in the UK has, for some, become a national symbol of stability and security. However, this look back over the establishment of the police tells us how the police as an organisation had to earn public consent and has always had to undergo intense public scrutiny in return for this public consent to remain alive. Delivery of policing is riddled with conditions to curb the over use and unregulated use of the power bestowed on them (Reiner, 2010; Rowe, 2014).
So my question to you is… What nine “Peelian principles” should we, as interpreters, consider? What would the core measures of our profession look like?
Parliament UK. (n.d.). Creating the nation’s police force. Retrieved 13 September 2017, from http://www.parliament.uk/about/living-heritage/transformingsociety/laworder/policeprisons/overview/nationspoliceforce/
Police Museum. (n.d.). policemuseum.org.uk. Retrieved 13 September 2017, from http://www.policemuseum.org.uk/
Reiner, R. (2010). The politics of the police. Oxford University Press.
Rowe, M. (2007). Policing Beyond Macpherson. Routledge.
This week I am attending the British Society of Criminology Annual conference, Forging Social Justice: Local challenges, Global complexities hosted by the Helena Kennedy Centre for International Justice at Sheffield Hallam University.
I’ve come along to participate in some of the PHD workshops and focus on research topics that touch on police and policing. As you’ll see from this site my PhD is interested in looking at is using video mediated interpreting services (VMI) to facilitate interaction between Police Scotland and the various deaf communities in Scotland. Therefore, an important part of my research is linked to police work and doing research about the police. Familiarising myself with this field will prepare me in many ways to think about what kind of video interpreting interactions I’d like to analyse for my PhD.
For the past six months I have been finding out who are the police, what do we know about police work, how the police serve a diverse UK population and how do the police develop their professional practices to garner trust and legitimise their presences in modern day society. Coming to this conference is helping me reflect further on these points and on how I approach policing related research.
At the 2016 Scottish International Policing Conference in Edinburgh Phil Gormley (QPM), the Chief Constable of Police Scotland, explained how 80% of the force’s work is non-crime related. Police officers are in engaged in traffic control, search for missing people, anti-social behavior incidents, and assisting vulnerable people. Front line police officers are called upon to assist in unbelievable range of activities.
This range and breadth of activity is demonstrated in the Police 2026 strategy. In fact, recently Police Scotland invited the Scottish deaf communities to comment on their 2026 strategy by translating their content into BSL. This consultation was carried out as part of Police Scotland’s engagement with the deaf communities (as described in the BSL (Scotland) Act).
For me, this webpage demonstrates the breath of work the police undertake and may give you some ideas to raise with me on where video interpreting can be used. For example do you think video interpreting could be used to
I’d be interested to know where you think the technology can or can’t be used and why, or maybe you have actual experience of using a video interpreting service to reach the police? Get in touch if you’d like to share your thoughts or find out more about my research and participate – email email@example.com.