Young Interpreters (3): Hampshire Young Interpreter Scheme

This is a continuation of the previous posts Young Interpreters (1)  and (2), which should be read first.

Through Pat Richards, I was put in touch with Astrid Gouwy, who is in charge of the whole Young Interpreter (YI) movement. I call it a movement – they themselves call it a scheme – because although it was started by and still functions primarily for one UK education agency, the Hampshire County Council Ethnic Minority and Traveller Achievement Service (EMTAS) – traveller in this context refers to Roma gypsies, itinerant fairground workers and the like – its influence has already spread beyond. It's recognised by local education authorities across the UK for its innovative approach and it has reached Canada, the USA and Amman, Jordan. In 2010 it won a European Award for Languages. It even holds an annual conference.

A recent EMTAS survey counted 169 YI interpreters speaking 36 different languages, and added, "However, we know that there are many more Young Interpreters out there." That's why I employed the cliché tip of the iceberg when referring to the five at The Emmbrook School in the previous post.

EMTAS issues a YI Newsletter, and it maintains a website which is so full of information that I hardly know where to begin. But first, here are some of the things it says YI pupils can do:

• Show visitors around the school, particularly English as an Additional Language (EAL) new arrivals
• Support other EAL learners in the classroom.
• Regularly monitor that new arrivals are settling into the school and provide updates for the EAL co-ordinator
• Provide taster lessons in other languages for students and or staff
• Buddy up with new arrivals during their first few weeks to demonstrate school routines etc.
• Buddy with new arrivals on the playground and introduce them to other students or show them which clubs/lunchtime activities are available
• Assist communication with other students/ parents/ carers who are new to English in order to support school staff
• Interpret pieces of writing for other EAL learners
• Welcome parents at school events, use bilingual skills to meet and greet, or present information in other languages

Among all the above activities, there are some that can be classed as language brokering and others as incipient liaison interpreting.

I put three crucial questions to Astrid, which she was kind enough to answer. So I'll quote her in extenso.

  

1. Q: What are the admission criteria. Is there a an aptitude test? A language test? A translation test?
A: "There is no test to take part in the scheme. Pupils can be nominated by staff or volunteer themselves. Pupils may have been new arrivals themselves, have a particular interest in languages or wish to help others. Pupils taking part should be good role models in terms of behaviour but also in terms of their use English. They should be patient, kind, caring, responsible, good listeners and good communicators. Young Interpreters can be bilingual/multilingual but participation from monolingual indigenous pupils is also encouraged, especially when they are interested in other languages or are in fact gifted and talented in languages. This really helps in raising awareness of how pupils with EAL may feel in their new school. It is not essential to be perfectly bilingual because the role involves the element of providing a welcoming environment by being an empathetic friend and through their training, pupils learn to cope in situations where there is no shared language. This means that Young Interpreters can use a variety of strategies to support new arrivals - from use of L1 to use of visuals etc."

2. Q: Assuming there is some training, what form does it take and who gives it?

A: "This leads us to the training part of the scheme. Schools deliver the training themselves using the guidance, lesson plans and materials from the pack. They are pretty self-explanatory, especially with the recent addition of Moodle (a virtual learning platform) so most schools just go ahead and do it. Others get in touch with me when they require more guidance. The training consists of 4 sessions and there is a different scheme for infants, juniors and secondary students. They all have in common an empathy exercise where trainees are spoken to in an unknown language to help them start develop empathy towards new arrivals and to help unpick what helps communication. Finally, a range of role play scenarios allow all pupils to show an ability to help a new arrival - whether in first language or using some of the strategies from the empathy exercise."

3. Q: There's reference in the newspaper report to the new Emmbrook YIs having "qualified". On what basis? Is there a test for it?
A: "There is no test or assessment at the end of the training. Students receive their badge and certificate once they have completed their four training sessions. The students you read about online qualified following their training with their key member of staff. We have developed an accredited course for adults however which we have successfully run on request with college students at level 2 and 3."

The training given, even if it's rudimentary, means that YI graduates are no longer naive Natural Translators.

 

 

To be concluded.

 

 

References with the Conclusion.

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"On Friday July 15th, 2011, nine pupils from George Palmer Primary School at Reading, UK, were presented with their certificates and badges for successfully completing the Young Interpreters Course. The pupils, from years 4 and 5, between them have Chinese, Swahili, Punjabi, Konkani and Nepali as their mother tongues." (Konkani is an Indo-Aryan language spoken by about 2 million people in eastern India, Bangladesh and Nepal.)
Source: Mothertongue multi-ethnic counselling and listening services.

Young Interpreters (2): The Emmbrook School



Emmbrook Young Interpreters

 Back in 1995, a Canadian schoolteacher and I co-authored a paper about an organization of bilingual pupils who had formed, under teacher supervision, a corps of interpreters to serve their fellow pupils and the staff in an Ottawa school (see References). They called themsleves The Ambassadors. Since then, there were reports on this blog of students acting as interpreters in their schools (for an example, enter bayley in the Search box on the right), but I hadn't seen any about an organized corps. Until recently, when the following report from England caught my attention. It came from a school at Wokingham. Wokingham, in case you don't know it, is an affluent town just west of London. Last year, The Telegraph newspaper rated it "the best place in England and Wales to bring up a family."

"Help is at hand for Mandarin, Punjabi and Thai speakers at The Emmbrook School from newly-qualified young interpreters.

"In a borough first, nine bilingual pupils at the Emmbrook Road school have qualified in a Hampshire County Council scheme that will help new arrivals settle in and help arrange international visits from prospective parents and pupils.

"Jana Crichlow, Ioana Gurau, Knight Anumat, Daljinder Hansra, Anna Xue, Benjamin Elison, Haiyang Huang, Nuyam Limbu and Sharvaree Puranik are all excited to have taken on the roles.

"The talented teenagers are skilled in a range of languages from across the continents, including Romanian, Icelandic, Hindi and Nepali."

Clearly Wokingham, for all that it's a historic market town, hasn't escaped the 'bilingualisation' of Britain and its multicultural conversion that were described in the first post of this series on March 8. As for the school,

"The Emmbrook School is a co-educational comprehensive school for students between 11 and 18 years of age. There are around 1,378 students at the school, with nearly 200 in the Sixth [the highest] Form."

My curiosity was further piqued by the interpreter badges that the students seem to be wearing in the photo, and even more by the mention of them having "newly qualified." So I contacted the staff member in charge of training the group, Pat Richards, who is a Higher Level Teaching Assistant. She told me,

"Young Interpreters are a new venture for us. We are currently training a small group of sixth formers."

and she put me in touch with the Hampshire County Council scheme mentioned in the report.

It was at that point that I realised I'd only been looking at the tip of the iceberg.

To be continued.

References

• Jon Nurse. Bi-lingual Emmbrook pupils qualify as interpreters. Getbracknell, 25 January 2013. The report is here.
• James Hall. Wokingham is best place for young family. The Telegraph, 1 October 2012. The article is here.
• Carolyn Bullock and Brian Harris. Schoolchildren as community interpreters. In S. E. Carr et al. (eds.), The Critical Link: Interpreters in the Community. Papers from the 1st International Conference on Interpreting in Legal, Health and Social Settings, Geneva Park, Canada, 1-4 June 1995, Amsterdam, Benjamins, 1997, pp. 227-235.

 The Emmbrook School website is here.

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Source: getbracknell

Bilingual Schoolchildren - Footnote

In the last post, a teacher was quoted as saying, "'Bilingualism isn't a learning difficulty."

Here's what the UK legislation has to say about it:

"A child should not be regarded as having a learning difficulty because the language or form of language of the home is different from the language in which he or she is or will be taught." (The Education Act, 1993, section 156)

It must be rare to have this attitude enshrined in law. A local education authority, the Hampshire County Council, adds:

"Lack of English should not be equated with lack of knowledge, skill or understanding. Bilingual learners are no more likely to have special educational needs (SEN) than any other pupil.
"Bilingual learners acquire social, conversational English quickly, so it is important that teachers are not misled by pupils' surface fluency. Some pupils, however, take a long time before they feel confident enough to participate actively in classroom activities and use the English they have learned. A 'silent period' is natural and should not be construed as the child having learning difficulties. Lack of progress may be due to the abstract nature of tasks rather than underlying learning difficulties."

The HCC also mentions social and cultural factors:

• new arrivals may be going through the 'silent period' whilst they are becoming accustomed to the language and to a new school.
• they may be adjusting to a more informal system of education, having come from an educational system which relied heavily upon rote learning.
• they may be slower at understanding lessons and tasks because they are having to translate everything into their first language. They may not have enough time to record the homework which has been set or to complete tasks.
• they may feel insecure without the support of their friends.
• the subject contents may be very different, especially in History and English. Some subjects may be completely new.

Reference
Ethnic Minority and Traveller Achievement Service (EMTAS). Special Education Needs (SEN). Hantsweb, 2011. Click here.
 

Young Interpreters (1)

This is the first of two or more posts about adolescent interpreters in schools in England. In order to appreciate who they are and what they're doing, we have to know something about the language situation in the schools as it is these days.

In my twelve years in primary and secondary schools in London many decades ago (yes, I'm old) I only got to know three early bilinguals. Two of them were from Gibraltar, fluently bilingual in English and Spanish; they'd been evacuated temporarily to England along with all the rest of the civilian population of Gibraltar. (For more about this, enter gibraltar in the Search box on the right.) The third was a son of a Greek Cypriot family that had emigrated. That proportion was normal. It wouldn't be today. Immigration has made of the UK a country of bilinguals. Don't be misled by the many adamant monolinguals who don't want to learn another language or think they can't. Nor by the fallen enrolments for university language degrees; bilinguals don't necessarily go for a degree in their non-English language. Indeed many of the UK bilinguals know languages for which degrees aren't offered. Just look in the schools.

To drive the point home, here's an extreme but revealing case.

"The school where they speak 20 languages... Gladstone Primary
"Not one pupil at the Peterborough school speaks English as a first language. But, despite the challenges, it has just received a glowing Ofsted report."

(Peterborough is a cathedral town well away (120 km) from the London melting pot. Ofsted is the official body for inspecting schools. The school has 450 pupils.)

"The colourful displays, the smell of crayons, and the hush of mid-morning lessons feels the same as any primary school in Britain, and the children huddled around tables ... speak perfect English and there are a number of white faces because of the recent arrival of Latvian, Lithuanian and Polish children from families drawn to agricultural jobs in the area.... The town... became a major centre for Italian immigrants in the 1950s, who laboured in the brickworks and later, Pakistani and Bangladeshi workers. There are more than 100 languages spoken and more than a third of children in Peterborough speak English as their second language, up from one in five in 2008.

"Across Britain, schools are becoming more multicultural. Just over one million primary and secondary pupils spoke a first language other than English in 2012 compared with around 800,000 in 2007. On average, one in six (17.5%) primary school pupils in 2012 spoke another language at home, up from 16.8% in 2011. The challenges facing Gladstone primary, though, seem particularly acute. About 80% of its pupils are from a Pakistani background: most speak Punjabi but the school's 20 other languages include Dari, Pashto, Gujarati, Kurdish, Arabic, Lithuanian, Latvian, Russian, Polish, Slovakian, Czech, German and French. One child is from the Seychelles; another from Guinea Bissau. At break, six Year 5 girls all cheerily admit they couldn't speak English when they arrived at school..

"Where does a school begin when faced with so many foreign languages? 'Bilingualism isn't a learning difficulty. A positive view of the bilingual child is the key,' says Parker [headteacher Christine Parker] firmly. She was born in Orpington, Kent and, her view of teaching was transformed in 1986 when she began teaching at a school in Sheffield where a third of pupils were of Pakistani descent. Inspired, she worked in Pakistan in the late 80s, picked up Urdu, and has taught in diverse schools ever since.

"Those who fear that parts of Britain are becoming ghettos wonder whether the children of non-British parents are sufficiently encouraged to learn English. When I ask if Parker has ever encountered a child who doesn't want to learn the language, Parker looks at me as if I am talking gobbledegook. 'No,' she says, amazed that anyone would consider this to be a possibility. And does Gladstone ever forbid foreign languages be spoken at school? 'Why would you do that?' she asks, mystified.

"The school is helped by additional local-authority funding for newly arrived pupils in their first three years at school. [This] has funded innovations such as a new 'family support worker' who liaises with parents (who may struggle with English). Other unique features include a buddy system, so new arrivals are paired up with schoolmates who speak their 'specialist' language, and Gladstone's determination to forge links with other schools.

"What's the best thing about the school? 'We're famous!' cries Sarah, eight. 'We've been on TV. We've been on the newspapers. We've been everywhere.'"

References

• Patrick Barkham. The school where they speak 20 languages: a day at Gladstone Primary. Guardian Unlimited, 28 February 2013. The article is here. My emphasis.
• Peterborough. Wikipedia article here.
• Ofsted. More information here.

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Children from Afghanistan, Pakistan, Portugal, Lithuania and Slovakia in the playground at Gladstone Primary. Photograph: David Sillitoe for The Guardian.

  

Found in Translation

By now you've probably heard about, if you haven't actually read, a new book that's been drawing a lot of attention to translating, Found in Translation (FIT). The title is yet another take on what's become one of the most hackneyed of contemporary buzz expressions, but never mind: it's a book after my own heart. Because its avowed purpose is to make ordinary people aware of the universality of translating (in the broad sense that includes interpreting) and of its importance in human affairs.

It's made up of a collection of true stories, with some comments, about translators spread over place and time. Each item is only a few pages long, and the reader can pick up and put down anywhere among them. So it's easy reading and ideal for filling in time on short journeys.

Though there's a common educative purpose, there is however a fundamental difference of approach and emphasis between FIT and this blog. The authors of FIT are both Professional Experts and they write as such. I've followed one of them, Jost Zetzsche, for a long time as a blogger who runs a very useful blog on translation technology (see References). He's an accredited English-German translator. The other author, Nataly Kelly, is a certified court interpreter for Spanish in the Boston area. No doubt because of Nataly, the first item is a ‘day in the life of’ description of a Professional Telephone Interpreter. This is followed by a story with the intriguing title 'The Seventy-Million-Dollar Word', intended to support the contention that Professional Expert Interpreters (PEIs) should always be called in for doctor-patient medical communication; and that despite the cost, it may be much more expensive in the long run not to do so. I agree in principle, although the PEI's and the funds to pay them aren't always available, even in these days of telephone interpreting for covering emergencies.

Take as an example the story 'And the Oscar for Best Interpreter Goes to...' (p. 167). It begins with a couple of paragraphs about how an Expert Sign Language Interpreter, Jack Jason, became an infant trilingual in American Sign Language, English and Spanish. There's also a paragraph about him as a Language Broker (p. 168). But then, "Fast forward to today," and the rest is about his Expert and Professional work:

"One moment you'll find him rendering an acceptance speech at the Academy Awards. The next you'll see him standing next to Hollywood stars at galas and charity events. Turn on the television, and there he is, speaking to Larry King, Ellen, or Donald Trump [or] President Obama."

This blog would have been more interested in his trilingual language brokering.

But the difference is only one of emphasis, and in fact FIT has stories of Native and Natural Translators too. For instance, the young Japanese hotel employee who created a welcoming environment for visiting Japanese businessmen in Detroit (p. 87). Or the Chinese mothers who have

"formed online groups at websites such as Dreamkidland.cn, where English-speaking mothers can translate children's books into Chinese for their children. Many of the translations have been used by publishers to produce actual books. And because the mothers ask for input from the children, kids actually have a say in which books get translated" (p. 72).

It's very debatable, however, whether "Most translation is not done on a volunteer basis" (p. 73), even Expert Translation, because paid translation is measurable ($33 billion a year, p. 73) whereas the unpaid translation is not; and with the advent of crowdsourced translating, the proportions are shifting.

Another plus, from my viewpoint, is that FIT attributes due importance to the translation of religious texts, Buddhist and Muslim as well as Christian. And yet another is its chapter on 'Waging War and Keeping the Peace'. As long-time Followers know, religious and military translation are two of the bees in my bonnet.

For laughs there's a good sprinkling of translation howlers.

It's a pleasure to recommend this book, both for personal reading and as a present to give to others. For more academic and more affluent readers, it's not in the same league with Translators through History (see References), but then it's not addressed to the converted. Indeed my only gripe is not against the authors or the content but against the publishers. I wish there were a hard-cover edition printed on decent paper and with some illustrations. The book deserves it.

References

• Nataly Kelly and Jost Zetszche. Found in Translation: How Language Shapes Our Lives and Transforms the World. Foreword by David Crystal. New York: Penguin-Perigree, 2012. 270 p. Preview here.
• Jost Zetzsche. Tool Box Newsletter. 219th Basic Edition, 2013. See it here.
• Jean Delisle and Judith Woodsworth. Translators through History. Revised edition. Amsterdam: Benjamins, 2012. The Benjamins catalogue page is here.

The Engineer Who Upended Technical Lexicography

This is about a man who was not a Professional Lexicographer but a Professional Engineer. He was trained as an electrical engineer and he inherited a successful engineering factory from his father. But he became a self-taught Expert Lexicographer who was internationally recognised as such, and he revolutionised one major area of lexicography, that of technical terms.

His name was Eugen Wüster, he was Austrian, and he lived from 1898 to 1977.

He became interested in his teens in overcoming barriers to international communication. That was one of the driving motives in his career. In that spirit he learnt Esperanto and wrote an Esperanto-German dictionary. However, he wrote his dictionaries to spread his ideas and not to make money.

The other main inspiration was his observation that multilingual technical terminology, starting with that of his own speciality, electrical engineering, was constantly hindered by imprecision. There were too many synonyms, or near synonyms, for the same referent, and terms were translated by terms in other languages whose referents were not exactly the same. Wüster's answer for electrical engineering was to seek international agreement on the standardisation of terms. As a result, the Committee for Terminology Standardisation of the International Standards Organisation (now ISO/TC 37) was established in 1936. But how to ensure that the terms thus standardised would have exactly the same meaning?

It’s generally believed in linguistics that words have two facets that are welded or linked together mentally. One is their outward spoken or written form, their signifier, and the other is their meaning or concept, their signified. Mentally we may access a word by either, but traditional lexicography accesses them by form. (Yes, I know about thesauri, but that’s another story.) Hence we look up a word by its written form, and in a monolingual dictionary the concept follows as a written description or less often as a graphic. In bilingual dictionaries, however, it’s different. We still look up the source language word by its form, but what follows is the target language form or forms that is/are deemed by the lexicographer to be its equivalent. The concept isn’t provided, so we can‘t judge whether it's the same and often we don‘t fully apprehend it.

Wüster's answer can be stated simply as: Start with the concept. First define or describe the concept precisely, and then look for the word form or forms that express it; not vice versa. From that follows the principle: no term to be presented without its concept. It's a procedure that can be applied far more widely than to standardised terms; because even if a word in Language A doesn't have exactly the same meaning as a word substituted for it in Language B, explicitation of their concepts enables us to see and make allowance for the differences. He made other contributions to a new 'science' of terminology as practised by a new profession, that of terminologist, but this was the most important.

His ideas came at the right time, because of important changes in the 'ecology' of technical vocabulary.

•  The 1950s saw the first wave of what was called 'the documentation explosion': an enormous increase in the volume of technical documents in circulation. Sustaining it was an explosion in the technologies themselves. New terms were required for the novelties. Typically they appeared first in English and then equivalents had to be devised in other languages.
• The advent of computers increased the amount of information that could be stored and presented about a term far beyond what was practicable and affordable in paper dictionaries. Furthermore, computers provided new tools for finding concepts without having to know the signifier form.

 Let's take a real-life example.

Last week I was translating the degrees of a Spanish doctor who's going to Canada. The Canadian medical authorities are very fussy about such translations. The doctor has a degree as especialista en aparato digestivo. Aparato digestivo is usually translated as digestive system, digestive organs or sometimes digestive tract. So on the face of it, i.e. according to the signifiers, I might have translated this as "specialist in the digestive organs," and people would have understood. However, it didn't seem right, because other branches of medicine have Greek and Latin based terms for them that are the ones used professionally , e.g. ophthalmology for the medicine of the eyes and vision. A doctor's degree diploma in that field wouldn't be inscribed specialist in vision and the optic system. What was the professional term in this case? I had no idea. So I tried the Wüsterian approach. I needed a term that expressed the following complex of concepts:

• A branch of medicine
• Treatment of disorders of the digestive organs. (Note that the concepts of treatment and disorders are missing from the Spanish wording, according to which the referent might well have been a branch of anatomy.)

So I Googled for definitions that contained the keywords medicine and digestive organs, and quickly found a term whose concept matched exactly what I was looking for. It was gastroenterology. Several medical dictionaries define it as a branch of medicine focused on the digestive system and its disorders. (Furthermore, it's derived from Greek. But the Wüsterian system has its drawbacks, and one of them is that it ignores etymology.)

  

Wüster was supported by Unesco and left behind him an international organisation of his followers, Infoterm. Today there are many professional terminologists who work according to his principles and consign their findings to computerised term banks. In Canada there are enough of them for them to be considered a branch of the translation profession alongside written translators and interpreters. You can take a look at a large Canadian term bank by clicking here.

  

Would he, I wonder, have ventured to upend technical lexicography if he hadn't been trained as  (to quote Kevin Lossner's comment) "a  practical engineer".

  

This post concludes the mini-series on Native Lexicographers.

 References

• Eugen Wüster. Wikipedia, 2013.
• Eugen Wüster. Enciklopedia Vortaro Esperanta-Germana [Esperanto-German Dictionary]. 4 vols. Leipzig: Hirt, 1923-1929. Considered a classic, but hard to find.
• Eugen Wüster. Introduction to the General Theory of Terminology and Terminological Lexicography. Vienna: Springer, 1979. English translation of his Einführung in die allgemeine Terminologielehre und terminologische Lexikographie. There are also French, Japanese and Spanish translations.
• Eugen Wüster. The Machine Tool: An Interlingual [English, French, German] Dictionary of Basic Concepts , comprising An Alphabetical Dictionary and a Classified Vocabulary. London: Technical Press, under the auspices of the United Nations Economic Commission for Europe, 1968. An application of his principles in a paper format. Second-hand copies on offer from Amazon UK.

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Source: Österreichische Nationalbibliothek

Native Lexicographers (2)

The flourishing of Native Lexicographers is even more marked in the area of specialised technical dictionaries. Here are a few examples. Canadian financial translators all know ‘Le Sylvain’, Dictionnaire de la comptabilité, whose lexicographer, Fernand Sylvain, was a chartered accountant. French legal translators know the Dictionnaire juridique français allemand and Dictionnaire juridique français anglais (‘Le Quemner‘) by Thomas Quemner, a lawyer. Others still use 'Le Ginguay', a pioneer French/English dictionary of computing whose author was a translator at IBM and which has been through 14 editions since the first one in 1970:

“Ce travail d'envergure a contribué à l'implantation d'un vocabulaire français dans un domaine particulièrement vulnérable à l'anglicisation." (This important work has helped gain acceptance for a truly French vocabulary in a field that is particularly open to Anglicisms.)

Further afield both in place and time, one of the earliest English-Japanese dictionaries was produced in the late 19th century by a British diplomatic interpreter, Ernest Satow (the same Satow as in the previous post) and a Japanese informant, an official at the Japanese Foreign Ministry; then revised by two other British consular officials, and dusted off and reissued in 1943 for use by Americans in the Second World War (see References).

It seems to go like this. Somebody who’s a practitioner in a specialised field and is faced with having to do translations finds that the existing dictionaries for that field are inadequate and decides to work on a better one as a sideline to their main professional work, for the general benefit. Their dictionaries are usually one-off enterprises, though they may go through several editions; and they tend more to the simple paired word list than the more expert products.

The Native Lexicographers are not necessarily such luminaries as the ones mentioned above. Here's an example that not only makes this point but shows how dictionaries are no longer limited to words:

Allyson Hayes

"An overwhelming majority of the parents of children who are deaf or hard of hearing are not fluent in American Sign Language, reflecting a communication disconnect that could be critical in a medical emergency. Now, a simple pamphlet created by University of Delaware nursing student Allyson Hayes is available to help these children tell their caregivers how they’re feeling.

"Hayes wrote some brief explanatory text and collected images of signs for nine symptoms—including cough, itchy, temperature, nausea and dizzy—as well as seven terms connected with hospitals, such as nurse, doctor, emergency, medicine and allergy.

"The resulting brochure, Important Signs for You and Your Child, was sent home to parents of children attending the school, but it also caught the attention of a school administrator, and plans have since been made for it to be used by Delaware’s Statewide Programs for the Deaf, Hard of Hearing and Deaf Blind Services.

“Allyson has made a great impact in her accurate assessment of the needs of the deaf population and created a visually pleasing and accurate brochure that will stay in use with this population,”

There's a brief video about it here.

References

• Fernand Sylvain C.A., et al. Dictionnaire de la comptabilité et des disciplines connexes. Toronto, etc.: Institut canadien des comptables agréés, 1977. There's a digitised copy here if you have the software to open it.
• Thomas A. Quemner, licencié en droit (Bachelor of Laws). Dictionnaire Juridique Français-Anglais: Droit, Finances, Commerce, Douanes, Assurances, Administration (French-English Legal Dictionary). Paris: Éditions de Navarre, 1955. Second-hand copies from Amazon.
• Michel Ginguay. Dictionnaire d'informatique, bureautique, télématique anglais-français (English-French Dictionary of computing, data processing and telematics), 1970. More recent editions available from some Amazon sites.
• E. M. Satow and Ishibashi Masakata, An English-Japanese Dictionary of the Spoken Language, 1876, 366 pages. Revised by E. M. Hobart-Hampden and Harold Parlett, Yokahama, Kelly and Walsh, 1904; reprinted Perkins, South Pasadena CA, 1943. The Yokahama edition is online here. Surprise! A reprint of the original 1876 edition was published only a few months ago: details here. It's a facsimile of the copy in the Bodleian Library at Oxford. Since it bears no publisher's imprint, it looks like Satow had it privately printed in the UK. It would be interesting to see how spoken Japanese has changed in the last 150 years. Already by 1876, he says, for beer, "The word beer (pr. birû) has been adopted by most Japanese."
• Diane Kukich. University of Delaware nursing student produces pamphlet of medical terms in sign language. UDaily, 2011. The article is here.

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UD nursing student Allyson Hayes, right, and Terri Boothe, a nurse with the Delaware School for the Deaf, demonstrate sign language detailing medical condition symptoms with student Brandon Crosson.
Source: University of Delaware Research.