Tolkens uppgift är att överföra budskapet från ett språk till ett annat på ett ekvivalent sätt. För att göra det måste tolken koordinera samtalet. Tolkens koordineringsarbete och tolkens förmåga att navigera mellan de olika modaliteterna där talad svenska och teckenspråk förekommer är avgörande för en funktionell tolkning. Den här uppsatsen har fokuserat på sekvenser där tolken i sitt koordineringsarbete ägnar sig åt att förflytta sig mellan olika samtalsramar. Detta kallas för change of footing (sv. tolkens fotombyte). I det filminspelade materialet har fyra kategorier av change of footing påträffats. Den första handlar om den förändrade deltagarstatusen som uppstår när tolken från väntläge går in i rollspelet. Den andra kategorin handlar om tolkens självpresentation som för teckenspråkstolkar innebär att hantera en oväntad direkt fråga. Den tredje kategorin handlar om när tolken själv tar initiativ till omfrågning för att försäkra sig om innehållet och/eller innebörden av det som yttrats. Den fjärde och sista kategorin handlar om den förändrade deltagarstatusen som tolken förflyttar sig till när rollspelet avslutas. Just avrundning av pågående samtal är ofta en process som kan pågå i flera minuter där både de primära parterna och tolken signalerar detta på en rad olika sätt. / The task of an interpreter is to convey the message from one language to another in an equivalent way. In order to do that the interpreter needs to coordinate the interaction. The coordination and the ability to navigate between the different modalities that spoken Swedish and Swedish sign language are part of is decisive to achieve a functional interpretation. This thesis has focused on sequences where the interpreter in her work moves between different interactional frames. This movement is called change of footing. In the film-recorded data, four different categories of change of footing have been found. The first one concerns the changes in participation status, which occur when the interpreter moves from a “waiting position” into the roleplay. The second category is about the interpreters’ self-presentation, which for sign language interpreters is an unexpected direct question to handle. The third category deals with an interpreter-initiated repair in order to make sure the meaning of an utterance or a word is correctly understood. The fourth and final category is about the changed participation status when the interpreter moves out of ongoing roleplay as it ends. Finishing an ongoing interaction is often a process that might go on for several minutes and that is signalled by both the primary parties and the interpreter in a number of different ways.

Made available in DSpace on 2016-06-02T19:44:17Z (GMT). No. of bitstreams: 1 6164.pdf: 2843581 bytes, checksum: 3a331da57830b0482d99187cc3a8378f (MD5) Previous issue date: 2014-07-16 / This research aimed to analyze and discuss the work of the Educational Interpreter (IE), which is a recent professional in our country, and the currently researches on their performance in the classroom are incipient in order to better understanding of the practices, strategies and creations in the process of translation and language interpretation to/from Brazilian Sign Language. This thesis aimed to uncover what is behind the work of interpretation from one language to another, what factors influence either positively or negative, the performance of the IE, considering the authorship, the another s discourse, the polysemy of the language involved, and, specially, the creation or transcreation. This research is based on Bakhtinian theoretical frameworks (2009, 2010), because we believe that the language is a concrete activity and is related to life and its character is dialogic. It is not possible the understanding of the IE performance unless with unique acts, which are possible in a specific time and space with real interlocutors that enunciate and expect answers. In order to embrace the entire events surrounding the IE s work (even aware of the impossibility of it), this research were conducted as a qualitative investigation influenced by microethnographic approach. The data collection was done over the second semester of 2011 and it s been observed four IE during their work in four different classrooms, whose classes were taught by three teachers from the final years of elementary school in an Inclusive Educational Program school and bilingual teaching for deaf. In order to tape-record the natural and quotidian situations of the translation process conducted by the IEs we followed the classes and everything that happened during the classes. From the data collected it has selected nine episodes to be analyzed, which were divided into three main axes, titled: the collective construction of knowledge in a context of dialogue-education ; narrative supported by imagetic representations . The analysis and reflections on the IE s performance led us to the construction of a thesis that the work of Educational Interpreter is not restricted to the utterances translation and interpretations. Its daily practices go beyond this aspect. The Educational Interpreter is co-author of the discourses delivered by teachers in classroom. We assume that the classroom context is so complex that the teachers utterances would be untranslated (as some on the translation field authors have said), not because of linguistics issues or by their way of presentation, but because of lots of elements involved. Finally, we list some notes that were relevants to the Educational Interpreters training in order to contribute to these professionals from new perspectives. / A presente pesquisa visou analisar e discutir o fazer do Intérprete Educacional (IE), profissional recente em nosso país e cujas pesquisas sobre sua atuação, em sala de aula, mostram-se incipientes - no sentido de melhor compreender as práticas, estratégias e criações no processo de tradução e interpretação de/para a língua brasileira de sinais. O objetivo da tese foi desvendar o que há por trás do trabalho de interpretação de uma língua para outra, que fatores influenciam, positiva ou negativamente, a atuação do IE, considerando a sua autoria, o impacto do discurso de outrem , a polissemia das línguas em jogo e, especialmente, a criação ou transcriação. Esta pesquisa foi construída com embasamento, principalmente, nos pressupostos de Bakhtin (2009, 2010), pois acreditamos que a linguagem é uma atividade concreta e está atrelada à dimensão da vida, tendo caráter dialógico. Não conseguimos compreender a atuação do IE se não como atos únicos, que são possíveis num tempo e espaço determinados, com interlocutores reais que enunciam e esperam respostas. Tentando abarcar a totalidade dos acontecimentos em torno do fazer do IE (mas cientes da impossibilidade disso), optamos por realizar uma pesquisa de cunho qualitativo e com alguma influência da abordagem microetnográfica. A coleta de dados se deu no segundo semestre de 2011, e foram observados quatro IEs atuando em quatro salas diferentes, com aulas ministradas por três professores, nos anos finais do Ensino Fundamental, em uma escola com Programa Educacional Inclusivo e Bilíngue para surdos. Inseridos em salas de aula, e acompanhando as vivências nelas ocorridas, realizamos videogravações que nos permitiram registrar situações naturais e cotidianas do processo tradutório realizado pelos IEs. Do banco de dados construídos, selecionamos nove episódios para fins de análise e discussão, que foram divididos em três eixos temáticos, intitulados: a construção coletiva de conhecimentos em um contexto de ensino dialogado ; a visualidade como elemento constitutivo do processo enunciativo ; a narrativa amparada por representações imagéticas . As análises e reflexões sobre o fazer do IE nos levaram à construção da tese de que o fazer do Intérprete Educacional não se restringe à tradução e interpretação de enunciados, sua prática cotidiana vai além desse aspecto: o IE é coautor dos discursos proferidos pelo professor em sala de aula. Partimos do pressuposto que o contexto da sala de aula é tão complexo que os dizeres do professor seriam intraduzíveis (como apontaram alguns autores da área da tradução), não pela questão linguística ou pela forma de apresentação dos mesmos, mas pelos muitos elementos presentes nessa conjuntura. Por fim, elencamos alguns apontamentos que julgamos relevantes para a formação de IEs, visando contribuir para a atuação de futuros profissionais, a partir de novos olhares.

Made available in DSpace on 2016-12-08T16:52:00Z (GMT). No. of bitstreams: 1 115725-11.pdf: 31146374 bytes, checksum: 7ddfe2db79a5c05c5f5348cb1ab1610c (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this dissertation I describe my experiences in contemporary dance raising issues from the point of view of the dancer that question the place of the interpreter and the phenomenon of dancing. To do this, I bring two artistic experiences that I simultaneously experienced during my research, working as a dancer in the companies Grupo Cena 11 Cia. de Dança, Florianópolis/BR, and Peeping Tom Company, Brussels/ BE. In these companies, I participated learning their processes of specific technical/aesthetic principles which allowed me to meet their artistic universes and their research interests in body movement. My focus is to articulate those interests starting from body experiences, in other words, to raise questions about ways of thinking-making these two dance companies trough the act of dancing. I spent two years taking classes and rehearsing with the group Cena 11 following the creation of the show Carta de Amor ao Inimigo (Love Letter to the Enemy) and presenting the show Guia de Ideias Correlatas (Guide of related ideas), and two years touring with the Peeping Tom with the show 32 Rue Vandenbranden (Vandenbranden street, n.32) and the beginning of the creation of Vater (Father). With these experiences I have provided material to seek ways to practice and clarify concepts that are experiences of the body, or rather, to investigate how the body creates concepts and how both, body and concept, relate to the artistic work in a creative process in the two companies. The idea of self-ethnography, cartography and clinical provide vectors for the description of these practices, articulated with authors like Sylvie Fortin, Thereza Rocha, Francisco Varela, Humberto Maturana, Isabelle Launay, Isabelle Ginot, José Gil, Hans-Thies Lehmann, Jussara Xavier and Sandra Meyer. / Na presente dissertação descrevo algumas experiências que tive em dança contemporânea, levantando questões que, a partir do ponto de vista do intérprete, problematizam o seu lugar e a experiência do dançar. Para isso, trago duas experiências artísticas que vivenciei simultaneamente durante esta pesquisa: minha atuação como bailarina nas companhias Grupo Cena 11 Cia. de Dança, de Florianópolis/Brasil, e Peeping Tom Company, de Bruxelas/Bélgica. Nessas companhias participei de processos de aprendizagem de seus princípios técnicos/estéticos específicos, o que me possibilitou conhecer seus universos artísticos e interesses de investigação do corpo e do movimento. O foco deste trabalho é articular esses interesses partindo de vivências corporais, ou seja, levantar questões sobre modos de pensar/fazer dança nessas duas companhias a partir do ato de dançar. Foram dois anos de aulas e ensaios com o Grupo Cena 11 na criação do espetáculo Carta de Amor ao Inimigo e apresentações com o espetáculo Guia de Ideias Correlatas, bem como dois anos de turnê com o Peeping Tom apresentando o espetáculo 32 Rue Vandenbranden e o início da criação em andamento do novo espetáculo do grupo Vader, vivências que me forneceram material para buscar modos de praticar e elucidar conceitos que são experiências do corpo; ou melhor, investigar como o corpo elabora conceitos e ainda como eles, corpo e conceito, se relacionam com a obra artística num processo de criação nas duas companhias. A noção de autoetnografia, cartografia e clínica fornecem vetores para a descrição dessas práticas, articulada a autores como Sylvie Fortin, Thereza Rocha, Isabelle Launay, Isabelle Ginot, Francisco Varela, Humberto Maturana, José Gil, Hans-Thies Lehmann, Jussara Xavier e Sandra Meyer.

This work is focused on the role of translators and interpreters in the first contact of the Spanish conquerors and the indigenous people of Latin America, and their influence in the conquest. Although they are often unheeded, translators and interpreters played a fundamental role while conquering the newly discovered continent. Meeting new cultures with completely different languages and ways of thinking was a great challenge for the conquerors, that's why we cannot forget about the translators' role during this era. This work is focused on the Inca culture in Peru and their first contact with the Spanish conquerors lead by Francisco Pizarro. Apart from that, other parts of the conquest are discussed, such as Columbus' very first contact with the indigenous peoples or Hernan Cortes' conquest of Mexico.

The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...

The diploma thesis entitled the Interpreting Act focuses on the legislation on court translation and interpreting in the Czech Republic. The paper aims to compare the new statutes under the Court Translators and Interpreters Act (No 354/2019 Coll.) with the current Experts and Interpreters Act (No 36/1967 Coll.). The first part of the thesis acquaints readers with the profession of court interpreters and translators. It renders the description of both professions by defining basic terms of the areas of translating and interpreting, explaining the types of translation and interpreting, and providing a list of professional organisations for court translators and interpreters in the Czech Republic. The second part of the paper deals with international and Czech legislation regarding the right for interpreting and translation, briefly outlining the progress of the legislation on court interpreting and translation and giving reasons for the adoption of the rules on the activity of court translators and interpreters. The third, key part of the paper presents the analysis of some parts of the Act No 354/2019 Coll. and their comparison to the Act No 36/1967 Coll. The areas of focus are: the subject of the legislation and definition of basic terms, work conditions and requirements that must be met to become...

Syftet med denna studie är att undersöka hur identitetsproblematik i anknytning till exil eller diaspora skildras i modern irakisk litteratur, i detta fall Inaam Kachachis roman The American Granddaughter. Berättelsen i romanen utspelas under Irakkriget 2003-2006 där romanens huvudperson, som irakisk-amerikansk kvinna med dubbla identiteter, deltar som tolk i kriget. Den rådande krigssituationen ger upphov till en stark fientlighet nationaliteterna emellan trots att Irak och USA inte är varandras motståndare i kriget. Under den spänning som uppstår och den brutalitet som följer blir huvudpersonen och framför allt hennes identitet såsom irakisk- amerikansk satt i fråga, med resultatet att hon upplever sig alltmer kluven. Huvudpersonen kan sägas fungera som bärare av essensen av identitetskonflikten. Utifrån Jonas Stiers teoretiska utgångspunkter om identitet (Stier, 2019) utforskar jag hur protagonistens dubbla identitet är uppbyggd och hur den förändras under de omständigheter hon hamnar i, och med hjälp av Gérard Genettes narratologiska begrepp undersöker jag hur romanen presenterar identitetsproblematiken, dess orsaker och konsekvenser. / The purpose of this essay is to examine how conflicting identities associated with exile or diaspora is depicted in modern Iraqi literature, in this case in the novel The American Granddaughter by Inaam Kachachi. The story of the novel takes place during the Iraq War 2003-2006, and the protagonist is the holder of two identities as an Iraqi-American woman who is participating in the war as an interpreter. The situation of war results in a hostility between these nationalities even though the nations Iraq and the USA are not each other’s adversaries. This hostility brings about a sharp tension that causes brutality to escalate and this affects the protagonist as an Iraqi-American as her identity is being questioned and she experiences that her dual identity is becoming a problem. The protagonist serves as a vessel of the essence of the conflict of identities. Based on Jonas Stier’s theoretical concepts of identity (Stier, 2019) I will explore how the protagonist’s dual identity is constructed and the way this duality changes due to her experiences in the war and the circumstances she is being exposed to. By using Gérard Genette’s narratological concepts I will examine how the identity issue is presented in the novel, what is it caused by and what the consequences are.

The master thesis Television Reporter and Publicist Zdeněk Velíšek describes the personal life and professional activities of the Czech journalist, publicist, interpreter and translator Zdeněk Velíšek. The text is arranged chronologically according to individual time periods from his birth in 1933 and childhood, through his university studies, translation and interpreting work, to his work at Czech Television until 2019. In each chapter you can find a foreword describing political, social and historical context, followed by an outline of the development of television in Czechoslovakia. Both contexts influenced Velíšek's life. Detailed personal interviews with Zdeněk Velíšek, work with the archived materials from Czech Television and Czech Radio, as well as Velíšek's books of commentaries and translations were important sources for this thesis. The main focus is Velíšek's work at Czechoslovak (later Czech) Television since the 1990s, which describes his work as a reporter, commentator, presenter, dramaturge and author of documentaries. The television work is followed by a section about cooperation with Czech Radio. Equally important are the chapters about his work as a translator and interpreter in the last century, his professional translations from French in recent years and his awards. The text...

Los estudios sobre la interpretación de señas han estado principalmente enfocados en la comprensión teórica de la especialidad (Napier, 2004; Janzen 2005; Bontempo, 2015), por lo que existe un vacío en cuanto a trabajos de corte empírico. En Perú, dicho vacío se refleja en la ausencia de centros educativos de nivel superior que expidan un título que acredite la especialidad. Por ello, en esta investigación reconstruimos los procesos que conforman la trayectoria profesional y laboral de cinco intérpretes de señas peruanos, fundadores de la Asociación de Intérpretes y Guías de Intérpretes de Lengua de Señas del Perú (ASISEP), para comprender sus perfiles sobre la base de su desarrollo y ejercicio profesionales a través del tiempo. Tras aplicar entrevistas semiestructuradas, concluimos que los participantes debieron complementar su aprendizaje experiencial inicial con capacitación internacional para lograr ejercer profesionalmente. Esperamos que este estudio sirva de referencia a la comunidad de intérpretes interesada en el campo de la lengua de señas: / Studies on sign language interpretation have been historically centered around theoretical comprehension (Napier, 2004; Janzen 2005; Bontempo, 2015), which has left a gap in empirical research on the subject. In Peru, this discrepancy is reflected on a lack of higher education institutions accredited to award degrees in this field. In our research, we delved into the processes that have shaped the study and career paths of five Peruvian sign language interpreters, founders of the Asociación de Intérpretes y Guías de Intérpretes de Lengua de Señas del Perú (ASISEP) (Proposal: the Sign Language Interpreters Association of Peru); our goal was to better understand their profiles based on their professional development and practice through time. We found, through a series of semi-structured interviews, that participants had had to complement their initial learning experience with additional international training in order to work professionally. It is our aim that this study be of use as a reference for the interpreting community interested in the field of sign language. / Tesis

The present theoretical-empirical thesis deals with the role of feedback in interpreter training. Its aim is to give an overview of the students' attitude towards feedback, their expectations, preferences and the way they use the elements of feedback in their work outside the classroom. The research part of the study also compares the expectations of two groups of BA and MA students at the Institute of Translation Studies, Faculty of Arts, Charles University. The theoretical part discusses the general importance of interpreter training. It presents the requirements for teachers of interpreting, recommendations for interpreter training programmes as well as the role of feedback in interpreting classes. It clarifies the role of feedback as a means of teaching interpreting, its components, functions, techniques and types and it concludes with a presentation of recommended feedback methods. The empirical study analyses data collected in a questionnaire including BA and MA interpreting students at the Institute of Translation Studies. The results confirmed some of the recommendations presented in existing literature. The data also suggest that students' attitude towards feedback differs according to their year of study. MA students tend to prefer more general, strategic-oriented and diagnostic feedback,...