The proper selection and training of simultaneous interpreting candidates would ensure that they meet all essential requirements and are fully prepared to face any professional assignment they might encounter. Aptitude tests for entrance to training courses may be a step on the path to improving interpreting quality and strengthening the professionalisation of the field. As a result, this study aimed to design a comprehensive, custom-made aptitude test for simultaneous interpreting relevant for the South African context. A further aim for this test was for it to be used in practice to differentiate between those students who have the ability to succeed as interpreters and those who do not, in order to ultimately improve the quality of the professional field of interpreting. This aim was accomplished through a qualitative research design. First, a review was conducted on the available literature on interpreter aptitude testing. Further analysis showed that only eight of these tests had been proven to reliably predict aptitude for interpreting. Second, online surveys and in-person, semi-structured interviews were utilised to gather the opinions of interpreter trainers and potential interpreting students. The trainers were asked, among other questions, which cognitive and personality traits they would wish to test for in prospective students. The students were also asked, among other questions, to rate on a Likert scale their confidence in successfully completing the different available aptitude tests. Through this data, it was found that there is a need for aptitude testing for the training of simultaneous interpreting students in South Africa, and that both trainers and students advocated for its use. Moreover, it was possible to determine the most effective aptitude tests from among those that are available and, furthermore, those that would be easy to administer and complete.
{"title":"Interpreter training: Devising a model for aptitude testing for simultaneous interpreters","authors":"S. Gambrell, H. Lesch","doi":"10.5842/61-0-921","DOIUrl":"https://doi.org/10.5842/61-0-921","url":null,"abstract":"The proper selection and training of simultaneous interpreting candidates would ensure that they meet all essential requirements and are fully prepared to face any professional assignment they might encounter. Aptitude tests for entrance to training courses may be a step on the path to improving interpreting quality and strengthening the professionalisation of the field. As a result, this study aimed to design a comprehensive, custom-made aptitude test for simultaneous interpreting relevant for the South African context. A further aim for this test was for it to be used in practice to differentiate between those students who have the ability to succeed as interpreters and those who do not, in order to ultimately improve the quality of the professional field of interpreting. This aim was accomplished through a qualitative research design. First, a review was conducted on the available literature on interpreter aptitude testing. Further analysis showed that only eight of these tests had been proven to reliably predict aptitude for interpreting. Second, online surveys and in-person, semi-structured interviews were utilised to gather the opinions of interpreter trainers and potential interpreting students. The trainers were asked, among other questions, which cognitive and personality traits they would wish to test for in prospective students. The students were also asked, among other questions, to rate on a Likert scale their confidence in successfully completing the different available aptitude tests. Through this data, it was found that there is a need for aptitude testing for the training of simultaneous interpreting students in South Africa, and that both trainers and students advocated for its use. Moreover, it was possible to determine the most effective aptitude tests from among those that are available and, furthermore, those that would be easy to administer and complete.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49116094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The tendency to review translated texts as “original” works has been studied by various scholars in literary criticism (see for example Lamber 2010, Maier 2008, Paloposki 2012, and Schulte 2015). This means that reviews very seldom mention that the reviewed work is in fact a translation. This tendency to treat translated texts as “originals” in literary criticism is problematic. It can cause translators as well as translation to be marginalised, with negative consequences for the translation industry as well as the canonisation of translated novels (Leech 2005: 12). Furthermore, translations and translators are subjected to virtually impossible standards when reviewers are not familiar with translation and consequently reinforce the non-recognition of translated works. The research referred to above was conducted in Europe, and there is a need for similar research in the South African context. This study focuses on reviews of translated novels published in South Africa between 2006 and 2015. The analysis examines the degree to which the translator and translational acts are visible in reviews, and therefore whether translated texts are also reviewed as originals in the Afrikaans and South African English literary system. Opsomming Die neiging in die literere kritiek om vertaalde werke as “oorspronklike” werke te resenseer, is alreeds deur verskeie navorsers ondersoek (sien byvoorbeeld Lambert 2010, Maier 2008, Paloposki 2012, en Schulte 2015). Dit beteken dat resensies baie selde daarvan melding maak dat die teks in der waarheid ’n vertaling is. Hierdie neiging van die kritiek om vertaalde tekste as “oorspronklik” te hanteer, is problematies. Vertalers en vertalings kan sodoende gemarginaliseer word, met negatiewe gevolge vir die vertaalprofessie sowel as vir die kanonisering van vertaalde romans (Leech 2005: 12). Vertalings en vertalers word voorts aan haas onmoontlike standaarde onderwerp, omdat resensente dikwels nie vertroud met vertaling is nie, en sodoende die nie-erkenning daarvan in die hand werk. Die studies waarna reeds verwys is, is in Europa uitgevoer, sodat daar ruimte is vir ’n soortgelyke studie in die Suid-Afrikaanse konteks. In hierdie studie val die fokus op resensies van vertaalde romans wat tussen 2006 en 2015 in Suid-Afrika gepubliseer is. Die ontleding sal lig werp op die vraag na die mate waartoe die vertaler en vertaalhandelinge in resensies sigbaar raak, en derhalwe of die resensering van vertaalde werke as oorspronklikes ook binne die Afrikaanse en Suid-Afrikaanse Engelse literere sisteem plaasvind.
{"title":"Die sigbaarheid van vertaaldheid in resensies van vertaalde Engelse en Afrikaanse romans","authors":"Lelanie De Roubaix, A. Lourens","doi":"10.5842/61-0-923","DOIUrl":"https://doi.org/10.5842/61-0-923","url":null,"abstract":"The tendency to review translated texts as “original” works has been studied by various scholars in literary criticism (see for example Lamber 2010, Maier 2008, Paloposki 2012, and Schulte 2015). This means that reviews very seldom mention that the reviewed work is in fact a translation. This tendency to treat translated texts as “originals” in literary criticism is problematic. It can cause translators as well as translation to be marginalised, with negative consequences for the translation industry as well as the canonisation of translated novels (Leech 2005: 12). Furthermore, translations and translators are subjected to virtually impossible standards when reviewers are not familiar with translation and consequently reinforce the non-recognition of translated works. The research referred to above was conducted in Europe, and there is a need for similar research in the South African context. This study focuses on reviews of translated novels published in South Africa between 2006 and 2015. The analysis examines the degree to which the translator and translational acts are visible in reviews, and therefore whether translated texts are also reviewed as originals in the Afrikaans and South African English literary system. Opsomming Die neiging in die literere kritiek om vertaalde werke as “oorspronklike” werke te resenseer, is alreeds deur verskeie navorsers ondersoek (sien byvoorbeeld Lambert 2010, Maier 2008, Paloposki 2012, en Schulte 2015). Dit beteken dat resensies baie selde daarvan melding maak dat die teks in der waarheid ’n vertaling is. Hierdie neiging van die kritiek om vertaalde tekste as “oorspronklik” te hanteer, is problematies. Vertalers en vertalings kan sodoende gemarginaliseer word, met negatiewe gevolge vir die vertaalprofessie sowel as vir die kanonisering van vertaalde romans (Leech 2005: 12). Vertalings en vertalers word voorts aan haas onmoontlike standaarde onderwerp, omdat resensente dikwels nie vertroud met vertaling is nie, en sodoende die nie-erkenning daarvan in die hand werk. Die studies waarna reeds verwys is, is in Europa uitgevoer, sodat daar ruimte is vir ’n soortgelyke studie in die Suid-Afrikaanse konteks. In hierdie studie val die fokus op resensies van vertaalde romans wat tussen 2006 en 2015 in Suid-Afrika gepubliseer is. Die ontleding sal lig werp op die vraag na die mate waartoe die vertaler en vertaalhandelinge in resensies sigbaar raak, en derhalwe of die resensering van vertaalde werke as oorspronklikes ook binne die Afrikaanse en Suid-Afrikaanse Engelse literere sisteem plaasvind.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45932516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2013 Adam Habib published South Africa’s Suspended Revolution: Hopes and Prospects . Habib approached the Wits Language School and asked for the translation of a condensed version of the book into Zulu, Northern Sotho and Afrikaans. The translation brief requested that the translations should be very close to the original in as far as the use of terminology was concerned to ensure that the orrignal argument remains shrewd and convincing. The language was to be as plain possible, and the title catchy. In this article the Zulu and Afrikaans translations are compared and it is shown how the two translation teams, due to differences in their respective target audiences, but primarily due to the differences in the possibilities and limitations of the languages into which they translated, made use of differerent translation strategies resulting in the final products differing from each other substantially. As a result of zero equivalence, the Zulu translators often had to make use of translation strategies such a paraphrase and explitation which resulted in a more accessable text as what was the case with the Afrikaanse text. The Afrikaans team was not confronted with zero-equivalence. However, the use of standardised terms made the text less accessable and the Fog Index rating of the final text is 14,2. In terms of the translation brief, the Afrikaans text probably did not succeed in its goal. Opsomming In 2013 verskyn South Africa’s Suspended Revolution: Hopes and Prospects deur Adam Habib. Habib het die Wits Language School genader en gevra dat ’n verkorte weergawe van die boek in Zulu, Noord-Sotho en Afrikaans vertaal word. Die vertaalopdrag het gevra dat die vertalings baie na aan die oorspronklike moes wees wat betref terminologie sodat die oorspronklike argument skerpsinnig en oortuigend bly. Die taalgebruik moes so eenvoudig moontlik wees en die titel, prikkelend. In hierdie artikel word die Zulu- en Afrikaanse vertaling met mekaar vergelyk en word daar aangetoon hoe die twee vertaalspanne, weens verskille in teikengehore, maar veral weens verskille in die moontlikhede en beperkings van die tale waarin hulle vertaal, hulle tot verskillende vertaalstrategiee gewend het sodat elke finale produk wesenlik van die ander een verskil. As gevolg van die voorkoms van zero-ekwivalensie moes die Zulu-vertalers dikwels gebruik maak van vertaalstrategiee soos parafrasering en eksplitering wat gelei het tot ’n toegankliker teks as wat die geval met die Afrikaanse teks was. Die Afrikaanse vertaalspan is bykans glad nie met zero-ekwivalense gekonfronteer nie. Die gebruik van gestandaardiseerde terme het egter die toeganklikheid van die teks verlaag sodat die Misindeks van die finale produk 14,2 meet. In terme van die vertaalopdrag het die Afrikaanse teks dus waarskynlik nie in sy doel geslaag nie.
{"title":"’n Vergelykende ondersoek na die Afrikaans- en Zulu-vertalings van “South Africa’s Suspended Revolution: Hopes and Prospects” deur Adam Habib","authors":"M. Pienaar","doi":"10.5842/61-0-914","DOIUrl":"https://doi.org/10.5842/61-0-914","url":null,"abstract":"In 2013 Adam Habib published South Africa’s Suspended Revolution: Hopes and Prospects . Habib approached the Wits Language School and asked for the translation of a condensed version of the book into Zulu, Northern Sotho and Afrikaans. The translation brief requested that the translations should be very close to the original in as far as the use of terminology was concerned to ensure that the orrignal argument remains shrewd and convincing. The language was to be as plain possible, and the title catchy. In this article the Zulu and Afrikaans translations are compared and it is shown how the two translation teams, due to differences in their respective target audiences, but primarily due to the differences in the possibilities and limitations of the languages into which they translated, made use of differerent translation strategies resulting in the final products differing from each other substantially. As a result of zero equivalence, the Zulu translators often had to make use of translation strategies such a paraphrase and explitation which resulted in a more accessable text as what was the case with the Afrikaanse text. The Afrikaans team was not confronted with zero-equivalence. However, the use of standardised terms made the text less accessable and the Fog Index rating of the final text is 14,2. In terms of the translation brief, the Afrikaans text probably did not succeed in its goal. Opsomming In 2013 verskyn South Africa’s Suspended Revolution: Hopes and Prospects deur Adam Habib. Habib het die Wits Language School genader en gevra dat ’n verkorte weergawe van die boek in Zulu, Noord-Sotho en Afrikaans vertaal word. Die vertaalopdrag het gevra dat die vertalings baie na aan die oorspronklike moes wees wat betref terminologie sodat die oorspronklike argument skerpsinnig en oortuigend bly. Die taalgebruik moes so eenvoudig moontlik wees en die titel, prikkelend. In hierdie artikel word die Zulu- en Afrikaanse vertaling met mekaar vergelyk en word daar aangetoon hoe die twee vertaalspanne, weens verskille in teikengehore, maar veral weens verskille in die moontlikhede en beperkings van die tale waarin hulle vertaal, hulle tot verskillende vertaalstrategiee gewend het sodat elke finale produk wesenlik van die ander een verskil. As gevolg van die voorkoms van zero-ekwivalensie moes die Zulu-vertalers dikwels gebruik maak van vertaalstrategiee soos parafrasering en eksplitering wat gelei het tot ’n toegankliker teks as wat die geval met die Afrikaanse teks was. Die Afrikaanse vertaalspan is bykans glad nie met zero-ekwivalense gekonfronteer nie. Die gebruik van gestandaardiseerde terme het egter die toeganklikheid van die teks verlaag sodat die Misindeks van die finale produk 14,2 meet. In terme van die vertaalopdrag het die Afrikaanse teks dus waarskynlik nie in sy doel geslaag nie.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much work has been done in recent years on the prosody of relative clauses in Bantu languages (see among others Downing et al. 2010), and this is also the case for Shingazidja, a Bantu language of the Comoros (Patin 2010), for which it has been established that restrictive relatives differ from non-restrictive ones in that the latter, contrary to restrictives, have the relative separated from its head by a prosodic boundary, as in other languages (Cheng & Kula 2006, Cheng & Downing 2007). However, many aspects of the prosody of Shingazidja relatives remain to be established. In particular, the question of whether relatives are in this language aligned with the boundaries of Intonational phrases remained undetermined, as the H% boundary tone that characterizes these prosodic structures when they do not emerge at the end of an utterance (see O'Connor & Patin 2015) is not always observable in the data (Patin 2017). The descriptive exam of a corpus collected in 2009 indicates that a H% boundary tone does emerge at the right boundary of the relative, but that i. this tone is associated with the last surface tone and not with the last vowel, on the one hand, and ii. that it is absent from a restrictive if the restrictive relative is of reduced size, revealing that eurhythmic constraints condition the prosodic structure of these clauses.
已经完成了大量的工作近年来在班图语中的有关条款语言的韵律等(见唐宁et al . 2010年),这也是Shingazidja、科摩罗的班图语语言(巴丁2010),它建立了限制性的亲戚不同于非限制性的,后者,restrictives相反,有韵律边界相对脱离它的头,像其他语言(程& 2006年库拉,程&喝2007)。然而，辛加兹加族亲戚的韵律在许多方面仍有待确立。特别是，在这种语言中，亲属是否与语调短语的边界保持一致的问题仍然没有确定，因为当这些韵律结构不出现在话语末尾时(参见O'Connor & Patin 2015)，这些韵律结构的H%边界音调并不总是可以在数据中观察到(Patin 2017)。2009年收集的语料库的描述性测试表明，H%边界音确实出现在关系的右边界，但是，一方面，这个音调与最后一个表面音相关联，而不是与最后一个元音相关联;如果限定性定语从句的大小缩小了，那么这个词就不会出现在限定性定语从句中，这表明律动的限制制约了这些从句的韵律结构。
{"title":"The Prosody of Shingazidja Relatives: an update","authors":"J. Hilton","doi":"10.5842/62-0-911","DOIUrl":"https://doi.org/10.5842/62-0-911","url":null,"abstract":"Much work has been done in recent years on the prosody of relative clauses in Bantu languages (see among others Downing et al. 2010), and this is also the case for Shingazidja, a Bantu language of the Comoros (Patin 2010), for which it has been established that restrictive relatives differ from non-restrictive ones in that the latter, contrary to restrictives, have the relative separated from its head by a prosodic boundary, as in other languages (Cheng & Kula 2006, Cheng & Downing 2007). However, many aspects of the prosody of Shingazidja relatives remain to be established. In particular, the question of whether relatives are in this language aligned with the boundaries of Intonational phrases remained undetermined, as the H% boundary tone that characterizes these prosodic structures when they do not emerge at the end of an utterance (see O'Connor & Patin 2015) is not always observable in the data (Patin 2017). The descriptive exam of a corpus collected in 2009 indicates that a H% boundary tone does emerge at the right boundary of the relative, but that i. this tone is associated with the last surface tone and not with the last vowel, on the one hand, and ii. that it is absent from a restrictive if the restrictive relative is of reduced size, revealing that eurhythmic constraints condition the prosodic structure of these clauses.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70971948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study advances a preliminary framework for conceptualising the prosodic nature and structure of Tiberian Hebrew (TH) represented by the ṭaʿămê hammiqrāʾ through an analysis of an extant Ashkenazi cantillation tradition. The ṭaʿămê hammiqrāʾ (lit. “the senses of the reading [viz. Scripture]”) are notations added by medieval scribes to the written text of the Hebrew Bible to preserve and transmit its oral performance. Modern prosodic theory and the musical concept of conjunct and disjunct melodic motion are used to demonstrate that the ṭaʿămê hammiqrāʾ have a highly structured iconic and intonational basis that organises the system and conforms substantially to Selkirk’s (2000, 2009) cross-linguistic prosodic hierarchy. The intonation-based prosodic model proposed in this study offers a solution to the limitation Dresher (1994, 2013; see also Dresher and DeCaen 2018; DeCaen and Dresher 2020) encounters with the intonational phrase domain of his prosodic model, permitting an alternative analysis of so-called pausal forms as lengthened forms, which can occur at prosodic phrase boundaries regardless of pause. The intonation-based model is tested by assessing how accurately it reflects the cross-linguistic prosodic features of restrictive and nonrestrictive relative clauses. The results indicate that TH distinguishes three prosodic classes of relatives—prosodically marked restrictives, prosodically marked nonrestrictives, and prosodically undifferentiated relatives—findings that accord with Birkner’s (2012) intonation-based study of the prosodic structure of German relative clauses.
{"title":"Towards a prosodic model for Tiberian Hebrew: An intonation-based analysis","authors":"S. L. Pitcher","doi":"10.5842/63-0-934","DOIUrl":"https://doi.org/10.5842/63-0-934","url":null,"abstract":"This study advances a preliminary framework for conceptualising the prosodic nature and structure of Tiberian Hebrew (TH) represented by the ṭaʿămê hammiqrāʾ through an analysis of an extant Ashkenazi cantillation tradition. The ṭaʿămê hammiqrāʾ (lit. “the senses of the reading [viz. Scripture]”) are notations added by medieval scribes to the written text of the Hebrew Bible to preserve and transmit its oral performance. Modern prosodic theory and the musical concept of conjunct and disjunct melodic motion are used to demonstrate that the ṭaʿămê hammiqrāʾ have a highly structured iconic and intonational basis that organises the system and conforms substantially to Selkirk’s (2000, 2009) cross-linguistic prosodic hierarchy. The intonation-based prosodic model proposed in this study offers a solution to the limitation Dresher (1994, 2013; see also Dresher and DeCaen 2018; DeCaen and Dresher 2020) encounters with the intonational phrase domain of his prosodic model, permitting an alternative analysis of so-called pausal forms as lengthened forms, which can occur at prosodic phrase boundaries regardless of pause. The intonation-based model is tested by assessing how accurately it reflects the cross-linguistic prosodic features of restrictive and nonrestrictive relative clauses. The results indicate that TH distinguishes three prosodic classes of relatives—prosodically marked restrictives, prosodically marked nonrestrictives, and prosodically undifferentiated relatives—findings that accord with Birkner’s (2012) intonation-based study of the prosodic structure of German relative clauses.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":"11 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70971590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A phonetic study of Yoruba vowel deletion shows that the vowel that remains after deletion is slightly but significantly longer than a short vowel in non-deletional contexts (p<0.001). The experiment controlled for inherent vowel duration and voicing/manner of articulation of the surrounding consonants. Previous phonological accounts (e.g. Akinlabi & Oyebade 1987, Ola Orie & Pulleyblank 2002) analyze this process as full vowel deletion, this account is revised and the process is treated as a type of compensatory lengthening. This also relates to a similar result with Yoruba tone (Ajiboye et al. 2011) in the same syntactic configuration.
一项关于约鲁巴语元音删除的语音研究表明，在非删除语境中，删除后保留的元音略长但明显长于短元音(p<0.001)。实验控制了固有元音的持续时间和周围辅音的发音/发音方式。先前的音韵学研究(如Akinlabi & Oyebade 1987, Ola Orie & Pulleyblank 2002)将这一过程分析为完整元音的删除，这一研究经过修订，并将这一过程视为一种补偿性延长。这也与Yoruba音调(Ajiboye et al. 2011)在相同句法配置下的类似结果有关。
{"title":"Yoruba vowel deletion involves compensatory lengthening: evidence from phonetics","authors":"Nick Danis","doi":"10.5842/60-0-753","DOIUrl":"https://doi.org/10.5842/60-0-753","url":null,"abstract":"A phonetic study of Yoruba vowel deletion shows that the vowel that remains after deletion is slightly but significantly longer than a short vowel in non-deletional contexts (p<0.001). The experiment controlled for inherent vowel duration and voicing/manner of articulation of the surrounding consonants. Previous phonological accounts (e.g. Akinlabi & Oyebade 1987, Ola Orie & Pulleyblank 2002) analyze this process as full vowel deletion, this account is revised and the process is treated as a type of compensatory lengthening. This also relates to a similar result with Yoruba tone (Ajiboye et al. 2011) in the same syntactic configuration.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43416236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to explore how aspects of a Social Realist theoretical framework could be understood in relation to my professional development as a writing centre consultant and manager. I share the view that a Social Realist framework could enable consideration about processes of developing or extending knowledge about ourselves in relation to cultural and structural phenomena in society, and may explain how or why changes occur or remain unchanged in socio-cultural settings. The research question that this article sets out to address is: How can my internal reflexive conversations help explain my professional development? I begin the theoretical framing for this paper by means of a brief introduction to Critical Realism (Bhaskar 1998, 2008, 2009). This is followed by a discussion of Social Realism (Archer 1995, 1996, 2000, 2007, 2010). I present introductory explanations of the major concepts used in the Social Realist theoretical framework, namely ‘structure’, ‘culture and ‘agency’, and I explain related concepts necessary for analytical sense-making. The article focuses on the concept of ‘agency’ (Archer 2007, 2010), at which point the concepts of ‘reflexivity’ and ‘internal conversations’ are discussed. The research approach used is qualitative research, utilising an autoethnographic methodology developed from ethnographic records of my professional life over a period of 25 years. I use mini-narratives based on self-interviews as the research method. Part theoretical explanation, part reflexive account, this article attempts to convey a narrative about how I have used Social Realism to make sense of aspects of my development as a writing centre practitioner-researcher in South African higher education.
{"title":"Developing agency in a writing centre context: A Social Realist interpretation","authors":"Fatima Slemming","doi":"10.5842/57-0-815","DOIUrl":"https://doi.org/10.5842/57-0-815","url":null,"abstract":"The aim of this article is to explore how aspects of a Social Realist theoretical framework could be understood in relation to my professional development as a writing centre consultant and manager. I share the view that a Social Realist framework could enable consideration about processes of developing or extending knowledge about ourselves in relation to cultural and structural phenomena in society, and may explain how or why changes occur or remain unchanged in socio-cultural settings. The research question that this article sets out to address is: How can my internal reflexive conversations help explain my professional development? I begin the theoretical framing for this paper by means of a brief introduction to Critical Realism (Bhaskar 1998, 2008, 2009). This is followed by a discussion of Social Realism (Archer 1995, 1996, 2000, 2007, 2010). I present introductory explanations of the major concepts used in the Social Realist theoretical framework, namely ‘structure’, ‘culture and ‘agency’, and I explain related concepts necessary for analytical sense-making. The article focuses on the concept of ‘agency’ (Archer 2007, 2010), at which point the concepts of ‘reflexivity’ and ‘internal conversations’ are discussed. The research approach used is qualitative research, utilising an autoethnographic methodology developed from ethnographic records of my professional life over a period of 25 years. I use mini-narratives based on self-interviews as the research method. Part theoretical explanation, part reflexive account, this article attempts to convey a narrative about how I have used Social Realism to make sense of aspects of my development as a writing centre practitioner-researcher in South African higher education.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since its inception in 1994, the University of the Western Cape’s Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students’ writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre’s engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the face-to-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment.
{"title":"Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development","authors":"K. Collett, A. Dison","doi":"10.5842/57-0-811","DOIUrl":"https://doi.org/10.5842/57-0-811","url":null,"abstract":"Since its inception in 1994, the University of the Western Cape’s Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students’ writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre’s engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the face-to-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing centres play a vital role in guiding students in their academic writing. Central to this role is their physical location at tertiary institutions, where students usually walk in and schedule appointments with writing tutors. The recent #FeesMustFall protests saw the temporary closure of universities across South Africa. As a result, the functionality of the writing centres as physical locations was disrupted to the detriment of student development. This article evaluates the application of the principles that underscore the operation of physical writing centres as online spaces. First, it evaluates the writing centre as a physical space, and the resulting shift to an online space as a result of the #FeesMustFall protests. Secondly, with the methodological aids of Critical Interpretative Synthesis and my personal reflections as a tutor, I analyse the possible application of the principles that guide physical writing centres to the online environment.
{"title":"From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations","authors":"R. D. Nanima","doi":"10.5842/57-0-812","DOIUrl":"https://doi.org/10.5842/57-0-812","url":null,"abstract":"Writing centres play a vital role in guiding students in their academic writing. Central to this role is their physical location at tertiary institutions, where students usually walk in and schedule appointments with writing tutors. The recent #FeesMustFall protests saw the temporary closure of universities across South Africa. As a result, the functionality of the writing centres as physical locations was disrupted to the detriment of student development. This article evaluates the application of the principles that underscore the operation of physical writing centres as online spaces. First, it evaluates the writing centre as a physical space, and the resulting shift to an online space as a result of the #FeesMustFall protests. Secondly, with the methodological aids of Critical Interpretative Synthesis and my personal reflections as a tutor, I analyse the possible application of the principles that guide physical writing centres to the online environment.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Babcock, A. Dean, Victoria Hinesly, Aileen Taft
The goal of this study is to verify a grounded theory model of tutoring developed by Babcock, Manning and Rogers (2012) using qualitative research literature as data. The four participants in the current study (three females) were recruited using a convenience sample as they were current or former tutees of the authors. One participant was a middle-school student while the others were college students. To obtain data, participants were tutored by the researchers either online (asynchronously) or face-to-face. Researchers coded the data based on audio recordings of face-to-face sessions and written artefacts of online tutoring sessions. The results support the model developed by Babcock et al. (2012). It is important to verify the grounded theory model since it will close the circle with grounded theory research to apply it to authentic tutoring data. Researchers have proposed grounded theory in tutoring but no one has yet attempted to verify a model. While the original model covered extensive topics such as communication, personal characteristics, outside influences, emotions, temperament, and outcomes, in this brief report we focus mainly on personal characteristics and outside influences. The model fits the data except in the case of asynchronous online tutoring, likely because the original data was from 1983 to 2006 and did not cover much online tutoring.
本研究的目的是利用定性研究文献作为数据，验证Babcock、Manning和Rogers(2012)提出的一个扎根理论的辅导模型。本研究的四名参与者(三名女性)是使用方便样本招募的，因为她们是作者的现任或前任学生。一名参与者是中学生，其他参与者是大学生。为了获取数据，研究人员对参与者进行了在线(异步)或面对面的辅导。研究人员根据面对面课程的录音和在线辅导课程的书面记录对数据进行编码。研究结果支持Babcock et al.(2012)开发的模型。验证扎根理论模型是非常重要的，因为它将与扎根理论研究紧密联系起来，将其应用于真实的教学数据。研究人员提出了一些有根据的辅导理论，但还没有人试图验证一个模型。最初的模型涵盖了广泛的主题，如沟通、个人特征、外部影响、情绪、气质和结果，在这个简短的报告中，我们主要关注个人特征和外部影响。除了异步在线辅导的情况外，该模型符合数据，可能是因为原始数据是从1983年到2006年，并没有涵盖太多的在线辅导。
{"title":"Evaluating the Synthesis Model of tutoring across the educational spectrum","authors":"R. Babcock, A. Dean, Victoria Hinesly, Aileen Taft","doi":"10.5842/57-0-810","DOIUrl":"https://doi.org/10.5842/57-0-810","url":null,"abstract":"The goal of this study is to verify a grounded theory model of tutoring developed by Babcock, Manning and Rogers (2012) using qualitative research literature as data. The four participants in the current study (three females) were recruited using a convenience sample as they were current or former tutees of the authors. One participant was a middle-school student while the others were college students. To obtain data, participants were tutored by the researchers either online (asynchronously) or face-to-face. Researchers coded the data based on audio recordings of face-to-face sessions and written artefacts of online tutoring sessions. The results support the model developed by Babcock et al. (2012). It is important to verify the grounded theory model since it will close the circle with grounded theory research to apply it to authentic tutoring data. Researchers have proposed grounded theory in tutoring but no one has yet attempted to verify a model. While the original model covered extensive topics such as communication, personal characteristics, outside influences, emotions, temperament, and outcomes, in this brief report we focus mainly on personal characteristics and outside influences. The model fits the data except in the case of asynchronous online tutoring, likely because the original data was from 1983 to 2006 and did not cover much online tutoring.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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