In sign-language interpreting and conference interpreting it is common for interpreters to work in pairs and well-established norms exist for how that cooperation is carried out. Working in pairs is becoming more common in Swedish courts for spoken language interpreting. Yet how court interpreters collaborate in these situations is not well described. This study, based on 29 hours of audio-files, examines how interpreters working in English and Swedish cooperate during consecutive interpreting when defendants are questioned in Swedish courts. Using Goffman’s terms, the interpreters can be said to be either ratified or bystander at any given point. Five types of cooperation were identified. Two show prompted support - the ratified interpreter either explicitly asks for support or her communicative behaviour makes the bystander conclude that support is needed, two show how the bystander interpreter self-selects to provide support. The fifth covers situations when a bystander interpreter is using non-renditions to explicitly coordinate the interaction. The study can confirm that interpreters are more noticeable in the courtroom than the traditional view of a good interpreter allows. It also shows how a team of two interpreters together can solve communicative problems related to the interpreter’s parallel tasks of translating and coordinating. / Inom teckenspråkstolkning och konferenstolkning är det vanligt att två eller fler tolkar arbetar tillsammans. Det finns väletablerade normer för hur samarbetet ska genomföras. Svenska domstolar anlitar ibland två tolkar till uppdrag i talade språk, men det saknas forskning om hur domstolstolkar samarbetar. Föreliggande studie, baserad på 29 timmar inspelat material undersöker på vilket sätt tolkar med engelska som arbetsspråk samarbetar vid konsekutivtolkning av förhör med tilltalade i svenska domstolar. Med Goffmans terminologi kan tolkarna sägas vara antingen ratified eller bystander vid varje given tidpunkt. Studien identifierar fem typer av samarbeten. Två av dem innefattar efterfrågat stöd där tolken som är ratified antingen ber om stöd eller agerar kommunikativt på ett sätt som får tolken som är bystander att dra slutsatsen att stöd behövs. Två andra kategorier beskriver situationer där tolken som är bystander tar initiativ att erbjuda en rättelse eller ett tillägg. Den femte kategorin täcker situationer där en tolk som är bystander använder sig av icke-återgivningar för att explicit samordna interaktionen. Studien bekräftar att tolkar tar mer plats i en rättssal än vad den gängse uppfattningen är, men också att samarbetande tolkar för det mesta smidigt löser kommunikativa problem relaterade till tolkens två parallella praktiker, att översätta och samordna.

This Master's thesis provides an overview of the work of the contemporary Spanish interpreter, teacher and researcher Ángela Collados Aís. It consists of the author's short biography, the analysis of her research in the evaluation of interpreting quality including an introduction into the issue, and an overview of her published works on interpreter training. Selected chapters include a brief subjective reflection on the text in question. The main motivation for this work was to acquaint the Czech academic community with this figure of Spanish translation studies. This is a theoretical thesis, similar to other student works on important figures on the international translation studies scene.

O ensino de Interpretação em universidades brasileiras tem crescido a cada ano. No entanto, pouco se sabe a respeito dos métodos utilizados por professores de interpretação, que normalmente reproduzem a maneira como aprenderam ou utilizam exemplos de sua prática na profissão. Este trabalho pretende dar um passo em direção à pesquisa em formação de intérpretes, apresentando a discussão sobre o ensino de interpretação ser precedido pela interpretação consecutiva. Utilizando as metodologias de Linguística de Corpus, que investiga o produto de interpretações de alunos, em interação com as Entrevistas Retrospectivas, que investiga o processo de interpretar desses mesmos alunos, todos de um curso de Graduação em Tradução e Interpretação da cidade de São Paulo, demonstraremos as diferenças e semelhanças entre alunos iniciantes e concluintes, em relação aos padrões linguísticos produzidos e parâmetros que nos ajudam a avaliar a qualidade de sua produção, encontrados no CEIS Corpus de Ensino de Interpretação Simultânea. Os resultados demonstram que a interpretação consecutiva não é pré-requisito para a interpretação simultânea. Na triangulação entre produto e processo, observamos que os processos cognitivos envolvidos em cada modalidade da interpretação são os fatores que influenciam sua produção enquanto aprendizes, e não a desverbalização ou análise do texto de partida. É necessário, portanto, pensarmos no desenvolvimento de um currículo que promova a formação do intérprete nos modos de simultânea e consecutiva paralelamente. Ao final, sugerimos aplicações da Linguística de Corpus para pesquisas com o CEIS e sua utilização para melhores práticas educacionais na formação de intérpretes. / Interpreting education has widened its scope in Brazilian universities year after year. However, the methods for teaching used by interpreting teachers are not very known, leading them to reproduce the way they have been taught or examples of their professional practice. This work aims at opening up the research path to interpreting education, discussing if consecutive should be a pre-requisite to simultaneous. Corpus Linguistics is one of the methodologies for this study, to investigate the production of interpreting students, in an interaction with another methodology, the Retrospective Interviews, which investigates interpreting processes. The subjects of this study are interpreting students from an undergraduate Translation & Interpretation program from São Paulo, Brazil. In this study, we show the similarities and differences of linguistic patterns produced by beginners and veteran students. In addition, we provide the corpus analysis of previously established parameters to quality assessment of students production at CEIS Simultaneous Interpreting Learners Corpora (Corpora de Ensino de Interpretação Simultânea). Results show consecutive interpreting teaching is not a pre-requisite to simultaneous interpreting. In the triangulation across product and process, we find out that the cognitive processes evolved in interpreting modes are the factors that influence learners production, covering the effects of deverbalization or source text analysis. It is demanding, though, to develop the interpreting curriculum to promote simultaneous and consecutive teaching in parallel. Last, but not least, we suggest Corpus Linguistics use and application to CEIS expansion and optimal educational practices for interpreting teaching.

This thesis aims to explore the complex role of consecutive interpreters in relation to context. Context shapes how interpreters are positioned within an interaction, conceived of as a multi-level framework comprising the textual level, the interactional level, and the institutional level. The empirical focus is interpreting in seminars run by a Turkish public institution and supported by an international organization in the framework of the country’s development towards EU accession. The case study relies on the triangulation of several types of data, different research methods and settings in order to provide a deeper understanding of the interpreter’s role in context. In accordance with the fieldwork strategy, the focus is on naturally occurring data, including user and interpreter surveys, interviews, and video-recordings of interpreted interactions. The findings of the study reveal that there may be a gap between the general role definitions of interpreters and the strategies they are expected to adopt. User expectations vary depending on situational factors and the role perceptions of interpreters do not necessarily match reality. The analysis of the interpreter’s role in two different events exhibiting a varying degree of formality and interactivity but sharing the same institutional context, interpreting mode, and interpreter, demonstrates the influence of context on the interpreter’s role.

O ensino de Interpretação em universidades brasileiras tem crescido a cada ano. No entanto, pouco se sabe a respeito dos métodos utilizados por professores de interpretação, que normalmente reproduzem a maneira como aprenderam ou utilizam exemplos de sua prática na profissão. Este trabalho pretende dar um passo em direção à pesquisa em formação de intérpretes, apresentando a discussão sobre o ensino de interpretação ser precedido pela interpretação consecutiva. Utilizando as metodologias de Linguística de Corpus, que investiga o produto de interpretações de alunos, em interação com as Entrevistas Retrospectivas, que investiga o processo de interpretar desses mesmos alunos, todos de um curso de Graduação em Tradução e Interpretação da cidade de São Paulo, demonstraremos as diferenças e semelhanças entre alunos iniciantes e concluintes, em relação aos padrões linguísticos produzidos e parâmetros que nos ajudam a avaliar a qualidade de sua produção, encontrados no CEIS Corpus de Ensino de Interpretação Simultânea. Os resultados demonstram que a interpretação consecutiva não é pré-requisito para a interpretação simultânea. Na triangulação entre produto e processo, observamos que os processos cognitivos envolvidos em cada modalidade da interpretação são os fatores que influenciam sua produção enquanto aprendizes, e não a desverbalização ou análise do texto de partida. É necessário, portanto, pensarmos no desenvolvimento de um currículo que promova a formação do intérprete nos modos de simultânea e consecutiva paralelamente. Ao final, sugerimos aplicações da Linguística de Corpus para pesquisas com o CEIS e sua utilização para melhores práticas educacionais na formação de intérpretes. / Interpreting education has widened its scope in Brazilian universities year after year. However, the methods for teaching used by interpreting teachers are not very known, leading them to reproduce the way they have been taught or examples of their professional practice. This work aims at opening up the research path to interpreting education, discussing if consecutive should be a pre-requisite to simultaneous. Corpus Linguistics is one of the methodologies for this study, to investigate the production of interpreting students, in an interaction with another methodology, the Retrospective Interviews, which investigates interpreting processes. The subjects of this study are interpreting students from an undergraduate Translation & Interpretation program from São Paulo, Brazil. In this study, we show the similarities and differences of linguistic patterns produced by beginners and veteran students. In addition, we provide the corpus analysis of previously established parameters to quality assessment of students production at CEIS Simultaneous Interpreting Learners Corpora (Corpora de Ensino de Interpretação Simultânea). Results show consecutive interpreting teaching is not a pre-requisite to simultaneous interpreting. In the triangulation across product and process, we find out that the cognitive processes evolved in interpreting modes are the factors that influence learners production, covering the effects of deverbalization or source text analysis. It is demanding, though, to develop the interpreting curriculum to promote simultaneous and consecutive teaching in parallel. Last, but not least, we suggest Corpus Linguistics use and application to CEIS expansion and optimal educational practices for interpreting teaching.

No description available.

Denna studie behandlar tolkning av texter som läses högt i kyrkan under gudstjänst. Studien undersöker vilka utmaningar tolkar upplever och har erfarenhet av vid tolkning av texter i kyrkan, och vilka strategier tolkarna använder sig av för att hantera dem. Undersökningen genomfördes med hjälp av fyra semistrukturerade intervjuer med tolkar som har god erfarenhet att tolka i kyrkan. Utmaningarna som identifierades kan delas in i fyra kategorier; yttre faktorer, läsning (utmaningar att ta in källtexten), språkligt (utmaningar att analysera källtexten) och semantiskt (utmaningar i den egna produktionen). Inom dessa kategorier finns det specifika utmaningar, totalt 11 stycken. Till utmaningarna finns 10 korresponderande copingstrategier. Den främsta strategin som identifierades var förberedelser, som fungerar som en övergripande strategi för att förebygga att utmaningar uppstår. Förberedelser lyftes fram som något särskiljande för tolkning i kyrkan, eftersom det finns möjlighet att få mycket av materialet i förväg. Det kunde även noteras att de olika utmaningarna och strategierna inte alltid går att särskilja, utan överlappar och påverkar varandra. / This study concerns the interpreting of texts read aloud in church service. It examines the challenges faced by interpreters when interpreting in these settings and which strategies they use to overcome them. For this purpose, four semi-structured interviews were held with interpreters who are accustomed to interpreting in church. Various challenges were identified and split into four categories: external factors, reading (challenges concerning the production of the source language), linguistic (challenges in analysing the source text) and semantic (challenges in own production of target language). Each category contains multiple challenges, 11 in total. The study also outlines 10 coping strategies used by the interpreters. The main strategy identified was preparation, which can be used as a preventative measure against all challenges. Preparation was said to be particularly useful in church interpreting as much of the material is available in advance. It could also be ascertained that the challenges and strategies do not always occur separately, but rather overlap and affect each other.

Studien behandlar teckenspråkstolkars agerande vid språkliga utmaningar som kan uppstå vid tolkning av predikningar med särskilt fokus på religiös terminologi, metaforer och liturgiskt språkbruk. Vidare undersöker studien vilka konsekvenser tolkarnas handlande har på det religiösa budskapet. Med två predikningar som källtext baseras studien på åtta inspelade tolkningar gjorda av fyra teckenspråkstolkar med erfarenhet av tolkning i religiösa miljöer. Relevanta passager transkriberades och analyserades med hjälp av diskursanalys. De främsta strategier som identifierades vid förekomst av religiösa termer var användandet av ekvivalent tecken och bokstavering. Vid metaforer var avbildande verbkonstruktioner konsekvent förekommande bland samtliga tolkar. Två andra strategier som identifierades vid metaforer var formbaserad tolkning och tillägg. När det kom till dessa strategier fanns det skillnader gällande hur explicit metaforen ska tolkas där både formbaserad tolkning och strategiska tillägg lyftes som strategi till samma utmaning. Medan de inom tidigare nämnda kategorier fanns mönster i tolkarnas agerande visade analysen att det inte fanns någon konsensus i tillvägagångsätt för att hantera liturgiskt språkbruk vilket ledde till att tolkningar av samma källtext kunde generera helt skilda måltexter. Detta leder till att tolkningarna utgår från hur enskilda tolkarna uppfattat källtexten, något som i värsta fall får som konsekvens att den döva personen tar till sig felaktigt teologiskt budskap i tron att detta är vad som förkunnas av predikanten. Studien kommer således fram till slutsatsen att det saknas standardiserade metoder för att hantera de lingvistiska utmaningar som finns vid teckenspråkstolkning av predikningar, något som har en potentiell negativ påverkan på överförandet av det religiösa budskapet. / The study investigates the actions of sign language interpreters when faced with linguistic challenges that may arise during the interpretation of sermons, with a particular focus on religious terminology, metaphors, and liturgical language. Furthermore, the study examines the consequences of interpreters’ actions on the religious message. Based on two sermons as source texts, the study draws on eight recorded interpretations conducted by four sign language interpreters experienced in church interpreting. Relevant passages were transcribed and analyzed using discourse analysis. The primary strategies identified in the presence of religious terms were the use of equivalent signs and fingerspelling. In the case of metaphors, depictions through verb constructions were consistently observed across all interpreters. Two other strategies identified with metaphors were form-based interpretation and strategic additions. Regarding these strategies, there were disagreements on how explicitly the metaphor should be interpreted, with both form-based interpretation and strategic additions being suggested as approaches to the same challenge. While patterns in interpreters' actions were evident in the previously mentioned categories, the analysis revealed no consensus or standardization in approaches to handling liturgical language, resulting in interpretations of the same source text yielding vastly different target texts. This suggests that interpretations are based on how individual interpreters perceive the source text, potentially resulting in the deaf individual receiving incorrect theological messages, believing them to be the preacher's intended message.

Thesis (M. Tech.) -- Central University of Technology, Free State, 2007

Published Article / This paper aims to describe the state of South African Sign Language (SASL) at the University of the Free State (UFS). It provides background to the development of SASL, the development of Deaf education, the teaching of sign language and sign language interpreting at the UFS, research and community development. SASL is one of the languages offered at the UFS. The University has been involved with ground-breaking research to implement a training course on all levels of tertiary education. Students can complete a degree in sign language and also do postgraduate studies in sign language and sign language interpreting. This article aims to indicate how teaching of SASLas an official language empowers marginalised culture.