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<p>The writings of Martin Buber have had an impact in many areas. Theology, philosophy, educational theory, psychotherapy and biblical studies have each culled insights from his wide-ranging works. While Buber's interests have been diverse, however, a major part of his efforts has been expended in explicating, exegeting, translating and philosophizing about the Hebrew Bible. This thesis describes and analyzes Buber as an interpreter of the Hebrew Bible. It is not a sustained critique of his theology and philosophy and their effect on biblical interpretation, but rather a discussion of his use of theological and philosophical concepts in interpretation and the problems arising therein. Buber has often been understood as being antinomian in respect to the biblical tradition and the concepts of Judaism which grew out of that tradition. This thesis focuses upon and calls attention to the traditional elements as they appear within the methodology and content of Buber's interpretations, especially in regard to prophecy, the election, nationhood and land of Israel, and kingship and messianism. In so doing, it evidences a perception of Buber as a traditional Jewish thinker. Buber as biblical interpreter is set against Maimonides and Nahmanides as a means of ascertaining the traditional components. The antinomian aspects and their implications are also analyzed. The thesis demonstrates the strong presence of traditional elements in Buber's biblical interpretations, elements, however, which are often distorted because of Buber's rejection of the rabbinic tradition. The thesis concludes that the antinomian aspects are not overcome by the traditional components, and so remain effective in Buber's writings.</p> / Doctor of Philosophy (PhD)

Presently in South Africa there are no home-grown models of interpreting developed for court interpreters to serve as a guide in the performance of their duty. As such, it was assumed that court interpreters depended on international models to guide them in their work. International models, though they speak to the profession of interpreting in general, lack the specificity that is required to speak to the South African context, leading to problems during the process of interpreting. In the light of this background, this study aimed to: investigate how international models were formulated, by whom and why; establish how South African court interpreters perceive the phenomenon of interpreting and the challenges they encounter in the field; examine how the international models of interpreting function in the South African context and their impact in the courts of law; and formulate an interpreting model that is informed by South African languages, cultures and court experiences. Two theoretical frameworks guided this study: Descriptive Translation Studies (DTS) and Cultural Studies. The former was used to describe what transpires in the South African court system with regard to interpreting, while cultural studies theory was used to explore cultural issues in this field. In order to fulfil the aims of the study, the qualitative research method was adopted to collect and analyse data. Data was collected from practising court interpreters using four methods: focus groups, questionnaires, courtroom observations and interviews. The selected methods were used to collect data so that a balanced and integrated view of interpreting could be sought for the purposes of developing a representative model. The findings of the study showed that there is a fairly balanced representation of men and women working as court interpreters, yet more than three quarters of these are not trained in languages and in court interpreting. This points to an urgent need to train court interpreters so that they may carry out their duties effectively. In defining a court interpreter, diverse definitions were provided; these included facilitator of communication, language facilitator, conveyor of messages, helper in the courts, and mediator among others. Most of these definitions were in line with international models but the definitions were born out of experience and not training because, when asked directly what interpreting models are, almost none of the participants could define a model and gave examples of modes of interpreting in place of models per se. Because models of interpreting serve as a guide for the court interpreters, a lack of knowledge thereof shows that South African court interpreters work without guidance, emphasising the need to develop a local model that addresses the needs of the country. In defining court interpreting, diverse definitions were also provided; the most interesting was the perception of court interpreting as a communication process that involves listening, analysing, taking down notes, remembering, and presenting the message to the target listener. Although not many held this view, this definition showed that through experience and practice, court interpreters gain useful knowledge about their trade; thus, experience cannot be downplayed in the field. With regard to the roles and duties of court interpreters, it was noted that they perform different duties which are in conflict with their job title. Beyond the fact that this proves that there is controversy over the duties of court interpreters, the findings show that court interpreters are not treated as the professionals that they are. In line with the findings, the researcher developed a socio-linguistic-cultural model that put emphasis on training of court interpreters, language, culture and subject knowledge. The method of trial and error that is currently prevailing in South Africa was strongly condemned in the study. The study recommended that court interpreters be trained, the DoJCD should recruit qualified interpreters, legislation on court interpreting should be developed as well as setting up a court interpreting professional body to which all court interpreters must subscribe and be members, among others. / Linguistics and Modern Languages / D. Litt. et Phil.(Languages, Linguistics and Literature)

This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.

[pt] O objetivo desse trabalho é melhor compreender a situação atual da formação de intérpretes de conferência de línguas orais-auditivas no Brasil. O primeiro objetivo é mapear o cenário diverso de formação de intérpretes no país e o segundo é comparar o currículo e as práticas desses cursos com as chamadas melhores práticas de formação de intérpretes recomendadas pela Associação Internacional de Intérpretes de Conferência (AIIC). Após a apresentação de algumas propostas para o ensino de interpretação, fundamentadas em textos de Danica Seleskovitch e Marianne Lederer, David Sawyer, Donald Kiraly e Rosemary Arrojo, é traçado um breve panorama da história da formação de intérpretes no Brasil e no mundo e o papel proeminente da AIIC nesse processo. Seguem-se os perfis dos cursos participantes da pesquisa: três de pós-graduação, três de graduação, um sequencial e quatro livres, que serão analisados à luz das melhores práticas da AIIC. O estudo desenvolvido nos permite concluir que, apesar de nenhum curso atender integralmente aos quesitos recomendados pela AIIC, o ensino de intérpretes no Brasil está no caminho para a profissionalização. / [en] The aim of this thesis is to better understand the current scenario of spoken-language conference interpreter training in Brazil. The first aim is to map out the diverse scenario of interpreter training and the second, to compare the curriculum and practices of these different courses with AIIC Conference Interpreter Training best practices. Some proposals for interpreter training were presented, based on the work of Danica Seleskovitch e Marianne Lederer, David Sawyer, Donald Kiraly and Rosemary Arrojo; and an overview of the history of conference interpreter training in Brazil and around the world was made, highlighting AIIC s prominent role in this process. These are the profiles of the courses that took part in the survey: three graduate-level courses, three undergraduate level, one extension course and four commercial courses. Their practices were analyzed according to AIIC s best practices for interpreter training. We concluded that even though no school has fully met all AIIC s recommended criteria, interpreter training in Brazil is on the path to professionalization.

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Personer med kommunikationsnedsättning gällande språk, tal eller röst, samt personer med kognitiva svårigheter som påverkar kommunikationsförmågan, kan få stöd av tolk anställd vid Taltjänst. Beroende på individens behov kan tolken ge stöttning på olika sätt och i olika situationer. För att tolken ska kunna stötta tolkanvändaren vid samtal med en tredje part brukar förberedande samtal genomföras. En tidigare studie har visat att förberedande samtal hade en avgörande roll för att gemensam grund skulle kunna uppnås i samtal mellan tolk, tolkanvändare och tredje part. Utifrån detta syftade föreliggande studie till att undersöka hur uppbyggandet av gemensam grund gick till under förberedande samtal mellan tolk och tolkanvändare. Ytterligare ett syfte med studien var att undersöka tolkars och tolkanvändares upplevelse av taltjänsttolkning.   Åtta tolkanvändare, med varierande svårigheter, och fem tolkar deltog i studien. Materialet bestod av inspelningar från åtta förberedande samtal och tolv intervjuer. Intervjuerna med tolkar och tolkanvändare analyserades utifrån innehållsmässiga komponenter. Under intervjuerna med tolkanvändare framkom att tolkanvändare upplever att det är lättare att samtala med personer de känner. Under intervjuerna med tolkar framkom att samtliga tolkar anser att förberedande samtal är viktigt inför samtal med tredje part. Det inspelade materialet av förberedande samtal transkriberades och analyserades. Resultatet visar att olika samtalsstrategier kan användas för att tolk och tolkanvändare ska nå gemensam grund. Tre samtalsstrategier som användes för uppbyggande av gemensam grund identifierades; begäran om förtydligande &amp; begäran om bekräftelse av förståelse, visuellt stöd samt ljud &amp; kroppsspråk. Tolkar använder sig i samtliga samtal av begäran om förtydligande och begäran om bekräftelse av förståelse. Både tolkar och tolkanvändare använder sig i merparten av samtalen av visuellt stöd. Icke-lexikala ljud och kroppsspråk används i de flesta samtal, oftast av tolkanvändare, men ibland även av tolkar. I de flesta av de studerade samtalen används en kombination av samtalsstrategier. Föreliggande studies resultat kan bidra till att medvetandegöra strategier som tolkar anställda vid Taltjänst använder sig av, vilket eventuellt kan leda till mer effektiv tolkning i framtiden. / People with communication disorders involving language, speech, voice, and cognitive impairment affecting the ability to communicate, can be provided with an interpreter from Speech Interpreter Service as a means of support. The interpreter provides the user with support specified to their needs. Preparatory conversations held between the interpreter and the user prior to a meeting with a third party are customary. A previous study has shown that preparatory conversations were crucial in order to reach common ground between interpreter, user and a third party. Thus, the present study aimed to investigate how the interpreter and the user establish common ground during preparatory conversations. A further aim was to investigate how interpreters and users experience Speech Interpreter Service.   Eight users with various communication disorders and five interpreters participated in the study. The data consisted of eight preparatory conversations and twelve interviews. The interviews with interpreters and users were analysed based on content. The interviews with users showed that they think it is easier to talk to people they know. The interviews with interpreters showed that they consider preparatory conversations before a meeting with a third party to be important. The data from preparatory conversations was transcribed and analysed. The result shows that various conversational strategies may be used in order to establish common ground between interpreter and user. The analysis revealed three conversational strategies beneficial to establishment of common ground between interpreter and user; clarification request &amp; candidate understanding, visual support, and sounds &amp; body language. Interpreters used clarification requests and candidate understandings in all preparatory conversations. Both users and interpreters used visual support in most conversations. Non-lexical sounds and body language was also used in most conversations, particulary by users but also by interpreters. The result of the present study may contribute to awareness raising of which conversation strategies interpreters are using, that might possibly lead to even more effective interpreting in the future.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-01-27T14:27:17Z No. of bitstreams: 1 _00.Dissertacao.Thalita.corrigida.03.12.2013 - com ficha_catalografica print.pdf: 1512481 bytes, checksum: 6754c2abb8952f1100d7b37488715e23 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-11T13:57:45Z (GMT) No. of bitstreams: 1 _00.Dissertacao.Thalita.corrigida.03.12.2013 - com ficha_catalografica print.pdf: 1512481 bytes, checksum: 6754c2abb8952f1100d7b37488715e23 (MD5) / Made available in DSpace on 2014-02-11T13:57:45Z (GMT). No. of bitstreams: 1 _00.Dissertacao.Thalita.corrigida.03.12.2013 - com ficha_catalografica print.pdf: 1512481 bytes, checksum: 6754c2abb8952f1100d7b37488715e23 (MD5) / CAPES / Para que a inclusão educacional das pessoas surdas se efetive é imprescindível oferecer acessibilidade linguística, pois os surdos são pessoas que utilizam a língua de sinais para se comunicar. Esta acessibilidade pressupõe a presença de um intérprete de língua de sinais (ILS) que irá mediar a relação ensino-aprendizagem através da transmissão dos conteúdos da língua portuguesa para a língua de sinais e vice-versa. Este trabalho tem como objetivo analisar os desafios e possibilidades do trabalho do intérprete de língua de sinais inserido em escolas estaduais de Salvador com estudantes surdos, bem como verificar como é realizada a inserção profissional dos intérpretes de língua brasileira de sinais nos ambientes educacionais; identificar a inserção dos intérpretes de língua brasileira de sinais caracterizando o ambiente, as condições de trabalho e os papeis desenvolvidos; detectar as dificuldades vivenciadas pelos ILS em uma escola pública, estadual e; levantar novas possibilidades de atuação dos ILS educacional. Para tanto foi utilizada metodologia de abordagem qualitativa, através do estudo de caso, e a análise de conteúdo para verificação dos dados colhidos. Tais dados foram obtidos através de entrevistas com uma professora e quatro intérpretes atuantes em uma escola estadual da cidade de Salvador. Para apresentar os resultados foram criadas três categorias de análise, são elas: 1 – O ILS: um novo personagem no cenário escolar; 2 – Dificuldades ou desafios?; e 3 – O Intérprete de língua de sinais compondo o quadro de profissionais no ambiente escolar. Os resultados indicam que os profissionais foram inseridos nas escolas inicialmente através de vínculos de amizade, sendo que o estabelecimento do trabalho foi realizado por uma professora atuante na sala de recursos multifuncional da escola, que as condições para o trabalho para o bom desempenho dos intérpretes na instituição são mais desfavoráveis que favoráveis, que os ILS desempenham diversos papeis desde a interpretação até a mediação de conflitos que envolvem os estudantes surdos e que mesmo em meio às dificuldades tais profissionais encontram possibilidades que contribuem para melhor desenvolverem seus trabalhos. / 9 ABSTRACT For the educational inclusion of deaf people to become effective it is essential to offer linguistic accessibility, because The Deaf are people who use sign language to communicate. This accessibility presupposes the presence of a Sign Language Interpreter (SLI) that will mediate the relation between teaching and learning thr ough the transmission of content from Portuguese to sign language and vice versa. This study aims to analyze the challenges and opportunities of the interpreter of sign language inserted into state schools of Salvador with deaf students, as well as check H ow it is performed inserting professional interpreters of Brazilian sign language in educational settings; identify insertion of interpreters Brazilian sign language characterizing the environment, working conditions and roles developed; detect the difficu lties experienced by SLI in a public school, state and; raise new possibilities for educational performance of SLI. For this we used a methodology of qualitative approach, through ethnographic research, and content analysis for verification of the data col lected. These data were obtained through interviews with a teacher and four interpreters working at a state school in the city of Salvador. To display the results were created three categories of analysis, they are:1 - The SLI: A new character in the school setting; 2 - difficulties or challenges? And 3 - The Interpreter and sign language composing the professional staff in the school environment. The results indicate that professionals were initially placed in schools through bonds of friendship, and the estab lishment of the work was done by a teacher active in the multipurpose room of the school's resources, that the conditions of working for the good performance of interpreters in institution are more unfavorable than favorable, The SLI play various roles sin ce the interpretation to mediate conflicts involving deaf students and that even amid difficulties such professionals are possibilities that contribute for a better development of their Job

Abstract. The aim of this study is to examine the role of the interpreter and see how the interpreter thinks of his or her role in interpreted meetings. What kind of difficulties and opportunities does interpreters experience in their professional role and what can they describe as factors to a successful interpreted meeting. Above that we were interested in what kind of support if any, interpreters get from their employers or outsourcers when they are a part of an interpreted meeting where difficult and psychological hard matters is interpreted. The method chosen to examine and answer those questions are a qualitative method with semi structured interviews. Our interview persons were six interpreters with various work experience and degree of education. The theories chosen for this study have been parts of symbolic interactionism, sociocultural theory and communication theories in form of the barrier-model and filter-noise model. The results show us that our informants meets all kinds of difficulties on a day to day basis, however was this something that our informants expected and said to be a part of their job-description. We found in our previous research that some interpreters said that it can be a difficult matter to talk in a first-person way when the interpreted person disguise tough situations such as sexual abuse ore murders for example. This could both verifies and problematize by our informants. Most of them said that they were met with respect from other professions, but one voice distinguished from the others and talked in terms that the interpreter was seen as an idiot and definitely not was respected. One thing that they all could agree about was the lack of information they got to prepare themselves prior to the interpreted meeting, if this was a problem were however not a common thought.

The population of Hispanic limited-English proficient (LEP) people in the U.S. is growing at a staggering rate. Soon a quarter of the population will be Hispanic, with many of them being LEP. High-quality patient-provider communication is vital to cost-effective healthcare that could improve patient health outcomes. There are not enough Spanish-speaking healthcare providers to serve this growing population. Diversifying the profession is one answer, but will take many years. Professional interpreter services have been proven to be helpful in reducing this language discordance, but they are grossly underused due to barriers such as availability, cost, and quality. These barriers disproportionally affect smaller health clinics, so they instead often rely on the use of bilingual staff members and a patient's bilingual family members for interpretation. This practice diminishes the confidentiality of the visit and can lead to interpretation errors that can negatively impact health outcomes and increase healthcare cost. The possibility of applying formal medical interpreter training (MIT) to qualified bilingual staff members could be a solution to make high-quality interpretation services more readily available to the smaller healthcare clinic. An electronic survey was sent out to Nurse Practitioners through the Coalition of Arizona Nurses in Advance Practice listserv that explored their current interpretation use and their general knowledge and interest in applying MIT to their practice. Of the 29 surveyed, 24% of them spoke Spanish and only 7% "always" used interpretation services to provide care to LEP patients. Bilingual staff members and patients' bilingual family members were often the preferred and most utilized method of interpretation, which seemingly was connected to its ready availability. Although almost all of the providers believed that MIT would improve the interpretive skills of their bilingual staff members, only 62% thought the training would be applicable to their practice, with only 38% believing time and cost would be worth the benefit. Further research is needed to help determine if the cost of MIT implementation actually results in improved interpretation skills and if this benefits the practice and the LEP patient.