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I takt med att döva personer i Sverige får ökad tillgång till alla områden i samhället börjar också antalet döva högskolestudenter på olika lärosäten runtom i landet att öka. Denna studie undersöker döva universitetsstudenters upplevelser av en utbildning i samarbete med teckenspråks- eller skrivtolk och har som mål att utöka kunskapen kring detta relativt outforskade område. I detta syfte utfördes sju semistrukturerade intervjuer med döva studenter vid lärosäten i Sverige där de fick svara på frågor om bland annat sin tillgång till tolkning, sin upplevelse av tolkningen och sin känsla av inkludering i klassen. Av resultaten framgår att studenterna utnyttjar möjligheten till tolkning på ett sätt som inte alltid reflekterar deras upplevda behov av det. Studenterna ställer sig övervägande positivt till tolkarnas arbete på högskolenivå. Det framgår även att studenterna i olika grad känner sig inkluderade i sin klass, både vad gäller relationer till lärare och till andra hörande studenter. Faktorer som kan ha påverkat studenternas intervjusvar är deras upplevda hörsel, nivån på deras nuvarande utbildning och dövmedvetenheten hos de lärare de mötts av. Då studien fokuserat på många aspekter av studenternas utbildning kan det inte dras djupgående slutsatser kring varje tema som framkommit. / As Deaf people in Sweden receive increased access to all areas of society, the number of Deaf students enrolled in higher education around the country increases. This study examines the experiences of Deaf university students regarding their education in collaboration with a sign language or speech-to-text interpreter and aims to expand the knowledge around this relatively unexplored field. For this purpose, seven semi-structured interviews were held with Deaf students at universities around Sweden, in which they were asked to answer questions regarding, among other things, their access to interpreters, impression of the interpreting received and feeling of inclusion in their class. The results show that the students do not always make use of interpreters in a way that reflects their perceived need for them. The students are generally positive regarding the interpreters’ work in a higher educational setting. It is also shown that the students feel included in their classes to varying degrees, both in regard to their relationships with teachers, and with other hearing students. Factors that may have affected the students’ responses are their perceived hearing, the level of their current education and the Deaf awareness of their lecturers. As the study has focused on many different aspects of the students’ education, no in-depth conclusions can be drawn regarding each of the subject matters raised.

Background: In the past ten years over one million people have immigrated to Sweden, which sets high demands on healthcare personnel. However, the healthcare still must consider the law about patient safety, which means that the healthcare must be carried out on the patient's terms. For this to work communication is necessary. An interpreter is therefor required.  Aim: To summarize previous research concerning the patient's experiences in the case of using of interpreter. Method: A literature study of ten scientific articles with qualitative design. The articles came from PubMed. Result: Analyses show that the patients experienced the use of interpreters differently and could be divided into four categories; patient participation, powerlessness, security and confidence and feelings of shame.  Conclusion: Concerning patients experiences when using an interpreter many patients focused on the interpreter's reception. An unexpected finding was feelings of shame in connection with interpreters, these feelings can be a barrier in the nurses aim to perform patient centered care. There is also a lack of research regarding patients' experiences in connection with interpreters, especially concerning long term care consequences.

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Thesis (M. Tech. (Language practice)) - Central University of Technology, free State, 2013

Thesis (MPhil) -- Stellenbosch University, 2012. / The purpose of this study was to investigate the interpreting services in the Parliament of South Africa (POSA). The impetus to embark on such an investigation arose after Members of Parliament claimed that the interpreting service in the Parliament of South Africa (POSA) is poor. In seeking to determine why Members of Parliament made such claims, I therefore investigated the interpreting service rendered by staff of Parliament’s Interpreting Unit. Consequently, an investigation to whether the simultaneous interpreters currently employed by Parliament of South Africa possess the amalgam of skills attributes and qualifications necessary for them to render an interpreting service of good quality. Questionnaires were distributed to Members of Parliament and to interpreters, interviews were conducted with Control Language Practitioners (CLPs), observation of recruitment panels for interpreters also followed, and interpreters were recorded during the sitting of Parliament House in an attempt to check whether interpreters do deliver an interpreting service that is up to standard. The results of this study show that Members of Parliament have a valid claim as 65% of the sample of interpreters had joined Parliament without interpreting skills and had, to date, never been sent for interpreting training and most interpreters are demoralised by the working conditions of the Language Services Section at the Parliament of South Africa.

The aim of this thesis is to outline the development and current situation of the interpreting profession in China. It places particular emphasis on interpreter training at chinese universities, interpreters accreditations, professional organizations and the formation of interpreting theory and training as an autonomous discipline. The beginnings of the conference interpreting profession in China date back to 1979, when the UN Training Programme for Interpreters and Translators was launched. In 1994 this programme was transformed into the Graduate School of Translation and Interpretation at the Beijing Foreign Studies University, which became the first interpreter training institution in China. In 2006 the first three universities launched a BA in Translation and Interpreting (BTI). In 2007 fifteen universities started offering anew Master's programme in Translation and Interpreting (MTI). Currently, the number of universities offering BTI has more than doubled and the number of universities offering MTI has reached 150. Several universities offer also PhD programmes in interpreting studies. Interpreting studies are gradually developing into an autonomous discipline in China and monographs of representative Chinese researchers, e.g. Liu Heping, Bao Gang or Wang Binhua, attest to it. Most of Chinese...