Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: As can be seen from the very different language backgrounds of their students, tertiary institutions in
South Africa have become increasingly diverse in the past few years. Consequently, their campuses are
now multilingual in character and there is increasing pressure on these institutions to use more than one
language of instruction. As part of the solution to this issue, the North-West University (NWU) has
introduced classroom interpreting. At present, it is the only South African university that uses full-scale
classroom interpreting. Other universities who use classroom interpreting (among them the University
of the Free State) are currently doing so only in pilot projects.
This study investigates the possibility of using interpreting at Stellenbosch University, and more
specifically in the Faculty of Arts and Social Sciences. It focuses on the receptiveness to and the
potential of such a practice as well as on its logistic implications. In addition, the study explores the
successes in using interpreting during lectures as well as the hindrances in doing so. It also explores the
links between the language policy of the University and classroom interpreting and whether this
practice is at all attainable in the faculty in question.
The empirical part of the study involved an experiment in the first half of the first semester in 2010 in
the Department of Social Work in the Faculty of Arts and Social Sciences to determine whether it
would be feasible to use interpreting during lectures. An interpreting service was used to interpret
lectures on various occasions in a second year as well as a third year class. The type of interpreting
used was whisper interpreting with Sennheiser equipment.
The study found that it would indeed be possible to have an interpreting service during lectures.
Although a few problems were highlighted, they were shown to be surmountable. The majority of
students who took part in the trial expressed a need for an interpreting service, even though they were
happy with the University’s language policy. One of the conclusions reached is that close cooperation
between the interpreter and the lecturer is of cardinal importance because it creates a relationship of
trust, which in turn helps to ensure that the interpreting service is successfully implemented. / AFRIKAANSE OPSOMMING: Tersiêre instellings in Suid-Afrika het die afgelope paar jaar toenemend meer divers geraak soos blyk
uit studente se uiteenlopende taalagtergronde. Dit het daartoe gelei dat kampusse tans gekenmerk word
deur meertaligheid en dat daar toenemende druk op hierdie instellings is om onderrig in meer as een
taal aan te bied. As deel van die oplossing vir hierdie kwessie het die Noordwes-Universiteit (NWU)
klaskamertolking geïmplementeer. Gevolglik is die NWU tans die enigste Suid-Afrikaanse universiteit
wat volskaals van klaskamertolking gebruik maak. Ander universiteite (waaronder die Universiteit van
die Vrystaat) gebruik ook klaskamertolking, maar tans slegs as ’n loodsprojek.
Hierdie studie stel ondersoek in na die moontlikheid van tolking aan die Universiteit Stellenbosch, en
meer spesifiek in die Fakulteit Lettere en Sosiale Wetenskappe. Die studie fokus op die ontvanklikheid
vir en potensiaal van sodanige praktyk sowel as die logistiese implikasies daarvan. Buiten
laasgenoemde fokus die studie ook daarop om die suksesse van asook struikelblokke in die toepassing
van tolking tydens lesings vas te stel. Daar word gekyk na hoe die taalbeleid van die Universiteit met
klaskamertolking skakel en of sodanige praktyk hoegenaamd haalbaar is in die betrokke fakulteit.
Die empiriese gedeelte van die studie behels dat daar gedurende die eerste helfte van die eerste
semester van 2010 ’n proef gedoen is in die Departement Maatskaplike Werk in die Fakulteit Lettere en
Sosiale Wetenskappe ten einde die haalbaarheid van tolkpraktyk tydens lesings vas te stel. Daar is van
’n tolkdiens gebruik gemaak en daar is tydens verskillende geleenthede oor ’n bepaalde tydperk in ’n
tweedejaars- sowel as ’n derdejaarsklas getolk. Die tipe tolking wat plaasgevind het, was fluistertolking
met behulp van Sennheisertolktoerusting.
Die studie bevind dat ’n tolkdiens tydens lesings wel moontlik is. Enkele oorkombare probleme is ook
uitgelig. Die meerderheid studente wat aan die proef deelgeneem het, het ’n behoefte aan ’n tolkdiens,
selfs al is hulle tevrede met die Universiteit se taalbeleid. Een van die gevolgtrekkings waartoe gekom
word, is dat noue samewerking tussen die tolk en die dosent van kardinale belang is aangesien dit ’n
vertrouensverhouding skep wat op sy beurt die suksesvolle toepassing van die tolkdiens help verseker.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6540 |
| Date | 03 1900 |
| Creators | Clausen, Marna |
| Contributors | Lesch, H. M., University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 124 p. |
| Rights | University of Stellenbosch |
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