LINGUASTARS, aka there is still hope.

Is there still a point in learning a second language? Moreover, can this be a marketable and profitable skill sought after in the near future by the market? How can humanity in general compete with the science, technology, engineering and math (STEM) field when it comes to attracting the new generation of UK university graduates? These are just a few questions I had to address during this year’s Linguastars session, where Year 12 students are invited over to Leeds University campus to get a taster session of what they could study and what they could one day become. My colleague Stefan Mikulin and I were asked by the Centre for Translation Studies to deliver the interpreting session, which given its popularity had to be split in two simultaneous classes.

The overall aim of the project is to show the undergraduates-to-be that a degree in a language-related subject can still be of value, whichever route they decide to go down. We are not only talking about a degree as specific as translation, subtitling or interpreting, but also more “general” degrees and even joint honours – do you even know how much a linguist lawyer makes? (Neither do I, but just asking the questions makes you think it’s a lot). It’s no secret that speaking more than one language is regarded more as a very effective party trick than a skill able to make you earn a living, therefore we definitely understand when worried parents encourage (or worst, pressure) their children into pursuing a more “scientific” path of study. If only they knew how much science lies behind language. To make things worse, the advent of the aforementioned technology together with sensationalistic adverts and news showing the wonders of google translate or miraculous gadgets able to translate and/or interpret instantaneously can only dig the grave deeper, never mind the actual effectiveness of the tool – never mind if it even works at all.

With the knowledge that the backdrop could be much better, I escorted my group - surprise surprise, all girls except one brave young boy - into the interpreting facilities of the university. A brief round of introductions eased my tension: virtually everyone in the room was taking a foreign language at A levels and were at least considering studying it at undergraduate level, worst case scenario being a joint honours with another subject. “There is still hope”, I thought to myself. I guided them through the importance of language in our society, and then why are interpreters and translators are therefore also essential. Their contributions and interventions were always on point and correct, they didn’t even flinch when asked what’s the difference between a translator and an interpreter. One of the girls swiftly said: “Translation is written, like documents. Interpreting is spoken.” and I felt like I had just been lectured by Hermione Granger answering one of the most obvious questions in the world.

This is for you, dear chair of my last conference – a Year 12 knows that the people slogging away in the tiny booths behind you are interpreters, not translators.

I decided to venture into the nitty-gritty of how interpreters interpret, the wonders of la prise du note and the beautifully complicated multitasking mess that simultaneous interpreting is. Although a few puzzled faced popped up, they were fascinated by the note-taking techniques and how differently two interpreters could take notes. This is probably why they were eager to give it a try first-hand: each one had a chance to go in the booth to shadow, with some rephrasing, an English speech or take notes to then relay it to a pure listener.

Alas, an hour is not nearly enough to touch upon the many interesting and important aspects of language, communication and interpreting, and eventually it was time for the final questions. Once again, the students engaged with clever questions that showed their interest in the field: amongst others, I was asked which languages were more in demand and if I knew of any university that offered interpreting as a course at undergraduate or just even as an eligible module.

As the group was heading out for a well-deserved lunch break, I was left with a feeling of pleasant surprise: I thought I was going to crush onto a wall of solid indifference, instead I found myself in front of a class of interested pupils, who knew and recognised the value of language learning, also from the cultural point of view. They also quite bravely accepted the challenge of the booth, and did not fail. Say what you want about millennials, this new generation still makes me hold my hopes for our profession.