I denna undersökning intervjuades en skolledare, två tolkar, en lärare och två fokusgrupper med elever om sin syn på tolkning inom specialskolan. Data från de semistrukturerade intervjuerna analyserades enligt en kvalitativ innehållsanalys där liknande svar samlas i temagrupper. Tre teman valdes ut till resultat och dessa är: 1. Information om tolkning 2. Tolken som samordnare 3. Tolkens roll. Information om tolkning handlar om vilken information eleverna får och behöver ha för att tolkningen ska fungera. Tolken som samordnare utgår från Wadensjös (1998) syn på samordning som en reglering av det tolkade samtalet som tolken måste sköta. Tolkens roll undersöktes med främst Metzgers (1999) fundering kring huruvida tolken kan vara neutral. Resultatet pekar på att skolledare och lärare anser att eleverna får mycket information om tolkning, men det tycker inte eleverna själva. Tolkarna anser att mer information behövs för en förståelse för tolkprocessen. Tolkens roll, som neutral och samordnande, är tydlig för tolkar och elever, men inte när det är en lärare som tolkar. Tolkning inom specialskolan är något naturligt som sker ofta och som upplevs fungera till största delen väl när det är tolkar som utför uppdragen. / In this study, a principal, two interpreters, one teacher and two focus groups with students were interviewed about their views on interpretation in Swedish Schools for the Deaf. Data from semi-structured interviews were analyzed according to a qualitative content analysis where similar responses are organized into themes. Three themes were chosen for results: 1. Information concerning the interpretation 2. The interpreter as a coordinator 3. The interpreter's role. Information about interpretation is what kind of information the students receive in order for interpretation to work. By coordination the study assumes Wadensjö's (1998) view of coordination as a regulation of the interpreted conversation. The interpreter's role is examined primarily according to Metzger’s (1999) reflection of whether the interpreter can be neutral. The results indicate that the principal and the teacher believe students receive a lot of information about interpretation, but the students claim not to be given information. The interpreters also believe that more information is necessary for an understanding of the interpretation process. The interpreter's role as neutral and as a coordinator is clear to both interpreters and students, but not when a teacher is interpreting. Interpreting in Schools for the Deaf is something natural that occurs frequently and experienced to work well for the most part when interpreters are translating.

This theoretical-empirical thesis compares police interpreting theory with its practice. It has two aims: to establish to what degree court interpreters in the Czech Republic are aware of the theoretical principles and rules of court interpreting, and to determine how this theoretical knowledge is reflected in practice. The theoretical part of the thesis reviews specialised literature and ethical codes that concern court interpreting. Aside from an analysis and a thorough comparison of Czech and foreign ethical codes, this part of the thesis also presents scholarly works and research conducted in the field of court interpreting. The main focus is the role of the interpreter, which is crucial for the work of court interpreters but its definition it not always clear. The empirical part of the thesis takes the form of a qualitative-quantitative study. Two questionnaires were distributed to court interpreters and police officers in the Czech Republic. The questionnaire for interpreters aimed to verify whether, and to what degree, they are familiar with the theoretical principles of their profession and whether these principles apply in practice. This part of the questionnaire used mainly scenarios with open-ended questions, which were also accompanied by close-ended questions with responses based on a...

This theoretical-empirical thesis compares police interpreting theory with its practice. It has two aims: to establish to what degree court interpreters in the Czech Republic are aware of the theoretical principles and rules of court interpreting, and to determine how this theoretical knowledge is reflected in practice. The theoretical part of the thesis reviews specialised literature and ethical codes that concern court interpreting. Aside from an analysis and a thorough comparison of Czech and foreign ethical codes, this part of the thesis also presents scholarly works and research conducted in the field of court interpreting. The main focus is the role of the interpreter, which is crucial for the work of court interpreters but its definition it not always clear. The empirical part of the thesis takes the form of a qualitative-quantitative study. Two questionnaires were distributed to court interpreters and police officers in the Czech Republic. The questionnaire for interpreters aimed to verify whether, and to what degree, they are familiar with the theoretical principles of their profession and whether these principles apply in practice. This part of the questionnaire used mainly scenarios with open-ended questions, which were also accompanied by close-ended questions with responses based on a...