Kinesthetic Translators

Kinesthetic learners learn best by doing. As the name suggests, they score high in bodily-kinesthetic intelligence. Their favorite method of learning is to jump right into a thing without quite knowing how to do it and figure it out in the process of doing it. Having bought a new machine, visual learners will open the owner's manual to the diagrams. Kinesthetic learners typically talk less and act more.

Kinesthetic-tactile learners need to hold things in their hands; they typically learn with their bodies, with touch and motion. They are the ones who are constantly being warned not to touch things in museums; they can't stand to hang back and look at something from a distance, or to listen to a guide drone on and on about it. They want to feel it. Kinesthetic-tactile language-learners learn best in the foreign country, and in the classroom in dramatizations, skits, enacted dialogues, and the like. They find it easiest to learn a phrase like "Open the window" if they walk to a window and open it while saying it.

Kinesthetic-tactile translators and interpreters feel the movement of language while they are rendering it into another language: as for auditory learners, rhythm and tone are extremely important for them. The translator's or interpreter's job feels more like "steering" or "channeling" the flow than like producing a target-language equivalent for source-language words and phrases. Problem words or phrases stop or hinder the flow when this happens kinesthetic-tactile translators may well check dictionaries or list synonyms in their heads, but their primary sensation is one of trying to restart the flow. The analytical processes that help translators determine the nature of a source-language problem and develop a target-language solution are important to kinesthetic-tactile translators too, but those processes are usually much more deeply sublimated in them than they are in visual and auditory learners, and it may seem to them as if the problems simply disappear, or as if the solutions come to them from some external source. When they "visualize" individual words and phrases, they do so in terms of touch and movement: they can imagine their hands touching a thing, picking it up, turning it over, hefting it, feeling its contours; they "feel" themselves moving toward or around or away from it.

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