Composición conceptual de símbolos y abreviaturas para la interpretación consecutiva en el sector de la joyería

Two of the main problems interpreters have to face, especially those who work in private markets,
are speech specialization together with topic diversity. To perform an unfailing interpretation
project in an expert field, the interpreter is required to accomplish an exhaustive subject research
beforehand. Knowledge about a concrete topic in interpreting is mainly acquired by specialized
terms interiorization and management. Thus, the aim of this study is to create a conceptual system
of symbols and abbreviations to help interpreters in the jewellery industry. To do this, we analyse
academic papers that consider how to prepare assignments, as well as the many theories upon
which the note-taking technique is based. These include, most notably, Semiotics premises (from
Saussure 1916 to Chandler 2022), the Frames theory (Feber 2005), the Sens School (Théorie du sens,
Seleskovitch and Lederer, 1976), the Efforts model (Gile 1995) or the concept of Paratranslation
(Nord 2012, Yuste Frías, 2005) applied to interpreting, thus Para-interpretation. Moreover, there is
an in-depth reflection on the effective contributions that languages that still use ideograms in their
writing can provide to this note-taking technique. As an example, a list of symbols and abbreviations
is provided. Its aim is to aid interpreters who use multilingual and technical terminology. We have
chosen the industrial field of jewellery, a little researched topic in combination with Translation and
Interpreting studies. This system can assist the interpreter with a double intention: as an analysis
method to prepare assignments and also as a mnemotechnical support system when interpreting.
With this purpose in mind, thirty-two terms of jewellery have been selected from the terminological
extraction that was developed in a previous FEDER project (Bijoulex 2021) to create the conceptual
interpretation system. In this respect, the concepts (symbols and abbreviations) are categorized in
mind maps (Buzan and Buzan 2006) according to their typology. Then, they are also organized in
Carroll diagrams according to the grade or absence of technicality. Obviously, this design can be
extended, modified or implemented, based on the user´s needs (student, professional or trainee
interpreter) or applied to other areas or disciplines of high specialization.