Pub Date : 2021-03-31DOI: 10.1080/1750399X.2021.1903736
Lucía Ruiz Rosendo, Alma Barghout, Conor H. Martin
ABSTRACT The present study aims to investigate the effectiveness of a training programme targeted at United Nations (UN) staff interpreters who go on field missions. The UN deploys staff interpreters to ensure effective multilingual communication in field missions. Whilst being professional interpreters, however, these interpreters do not have any formal training in interpreting in the field, where they sometimes face situations for which they may not be properly equipped. Against this background, a joint training programme was organised by the Faculty of Translation and Interpreting, University of Geneva, and the United Nations Office at Geneva (UNOG) in January 2019. After the course, a mixed-methods study was carried out to evaluate its effectiveness. In this paper, the following aspects will be discussed: the particularities of UN field missions; the functioning and the contents of the programme; and the results of the study. Our findings show that, at the end of the programme, the participants felt better equipped to face the challenges of interpreting in the field. We conclude that training programme design must take into account the specific needs of the participants and the contexts in which they work.
{"title":"Interpreting on UN field missions: a training programme","authors":"Lucía Ruiz Rosendo, Alma Barghout, Conor H. Martin","doi":"10.1080/1750399X.2021.1903736","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1903736","url":null,"abstract":"ABSTRACT The present study aims to investigate the effectiveness of a training programme targeted at United Nations (UN) staff interpreters who go on field missions. The UN deploys staff interpreters to ensure effective multilingual communication in field missions. Whilst being professional interpreters, however, these interpreters do not have any formal training in interpreting in the field, where they sometimes face situations for which they may not be properly equipped. Against this background, a joint training programme was organised by the Faculty of Translation and Interpreting, University of Geneva, and the United Nations Office at Geneva (UNOG) in January 2019. After the course, a mixed-methods study was carried out to evaluate its effectiveness. In this paper, the following aspects will be discussed: the particularities of UN field missions; the functioning and the contents of the programme; and the results of the study. Our findings show that, at the end of the programme, the participants felt better equipped to face the challenges of interpreting in the field. We conclude that training programme design must take into account the specific needs of the participants and the contexts in which they work.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"450 - 467"},"PeriodicalIF":1.5,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1903736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43504237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-26DOI: 10.1080/1750399X.2021.1904170
I. Crezee, Agustina Marianacci
ABSTRACT The project aimed to explore what interpreting students’ written reflections reveal about the impact of Interprofessional Education (IPE) on their development as future practising professionals. Student health interpreters from the Auckland University of Technology and postgraduate Speech Science students from the University of Auckland, who were already registered speech and language therapists (SLTs), had a shared 3-hour interprofessional education session which involved semi-authentic role play scenarios. Student healthcare interpreters took turns taking on the role of interpreter or client, while SLTs conducted assessment sessions as they normally would. Scenarios involved a child with language delay accompanied by a parent, and an elderly adult being assessed following a stroke. Student health interpreters reflected on the experience in written reflective assignments which were thematically analysed and coded into five main themes using NVivo software.) Student reflections showed that they had found the experience very beneficial, with comments focusing on the interpreters’ code of ethics; understanding each other’s roles and how these differ in the SLT context; collaboration between professionals; competence; and the importance of practice for problem-solving.
{"title":"‘How did he say that?’ interpreting students’ written reflections on interprofessional education scenarios with speech language therapists","authors":"I. Crezee, Agustina Marianacci","doi":"10.1080/1750399X.2021.1904170","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1904170","url":null,"abstract":"ABSTRACT The project aimed to explore what interpreting students’ written reflections reveal about the impact of Interprofessional Education (IPE) on their development as future practising professionals. Student health interpreters from the Auckland University of Technology and postgraduate Speech Science students from the University of Auckland, who were already registered speech and language therapists (SLTs), had a shared 3-hour interprofessional education session which involved semi-authentic role play scenarios. Student healthcare interpreters took turns taking on the role of interpreter or client, while SLTs conducted assessment sessions as they normally would. Scenarios involved a child with language delay accompanied by a parent, and an elderly adult being assessed following a stroke. Student health interpreters reflected on the experience in written reflective assignments which were thematically analysed and coded into five main themes using NVivo software.) Student reflections showed that they had found the experience very beneficial, with comments focusing on the interpreters’ code of ethics; understanding each other’s roles and how these differ in the SLT context; collaboration between professionals; competence; and the importance of practice for problem-solving.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"19 - 38"},"PeriodicalIF":1.5,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1904170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42051367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-18DOI: 10.1080/1750399X.2021.1900711
Mianjun Xu, Xiaoye You
ABSTRACT Research shows that translation teachers with insufficient translation experience will become the bottleneck hindering the development of translation education. However, few studies have examined teachers’ translation experience or factors motivating or demotivating them to practice translation. This study attempts to fill the gap by interviewing 11 experienced teachers in 9 Master of Translation and Interpreting (MTI) programmes in China following a semi-structured outline informed by a Systems Theory Framework (STF). It is found that despite the subjects’ positive perceptions on the role of translation practice in translation teaching, their translation practice is passive, random, and somewhat utilitarian. Shaped by the combined influences of the individual, social, and environmental-societal systems, they take on translation tasks at the request of personal connections or to meet their research quota. They make hardly any formal contact with the translation market; neither are they familiar with modern technologies used in translation and language service companies. The study concludes by drawing implications for training, recruiting, and appraising translation teachers in China and beyond.
{"title":"Translation practice of Master of Translation and Interpreting (MTI) teachers in China: an interview-based study","authors":"Mianjun Xu, Xiaoye You","doi":"10.1080/1750399X.2021.1900711","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1900711","url":null,"abstract":"ABSTRACT Research shows that translation teachers with insufficient translation experience will become the bottleneck hindering the development of translation education. However, few studies have examined teachers’ translation experience or factors motivating or demotivating them to practice translation. This study attempts to fill the gap by interviewing 11 experienced teachers in 9 Master of Translation and Interpreting (MTI) programmes in China following a semi-structured outline informed by a Systems Theory Framework (STF). It is found that despite the subjects’ positive perceptions on the role of translation practice in translation teaching, their translation practice is passive, random, and somewhat utilitarian. Shaped by the combined influences of the individual, social, and environmental-societal systems, they take on translation tasks at the request of personal connections or to meet their research quota. They make hardly any formal contact with the translation market; neither are they familiar with modern technologies used in translation and language service companies. The study concludes by drawing implications for training, recruiting, and appraising translation teachers in China and beyond.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"343 - 359"},"PeriodicalIF":1.5,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1900711","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1080/1750399X.2021.1891514
Erja Vottonen, Minna Kujamäki
ABSTRACT This paper reports on an empirical experiment in which a group of MA student translators justified their translation solutions. The aim of the work was to determine to what extent students rely on their theoretical knowledge of translation in their justifications and use the metalanguage of the field. The data consists of transcribed retrospections which were carried out immediately after the students had completed the translation task, with screen recordings of translation processes as the cue. In the retrospection, students commented on their translation processes. The results indicate that approximately one third of all justifications are based on a gut feeling, and the use of metalanguage is scarce. The results point to the need to practice the skill of justifying one’s solutions orally during translator training.
{"title":"On what grounds? Justifications of student translators for their translation solutions","authors":"Erja Vottonen, Minna Kujamäki","doi":"10.1080/1750399X.2021.1891514","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1891514","url":null,"abstract":"ABSTRACT This paper reports on an empirical experiment in which a group of MA student translators justified their translation solutions. The aim of the work was to determine to what extent students rely on their theoretical knowledge of translation in their justifications and use the metalanguage of the field. The data consists of transcribed retrospections which were carried out immediately after the students had completed the translation task, with screen recordings of translation processes as the cue. In the retrospection, students commented on their translation processes. The results indicate that approximately one third of all justifications are based on a gut feeling, and the use of metalanguage is scarce. The results point to the need to practice the skill of justifying one’s solutions orally during translator training.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"306 - 325"},"PeriodicalIF":1.5,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1891514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-03DOI: 10.1080/1750399X.2021.1891516
M. Marczak, O. Bondarenko
ABSTRACT Whatever the epistemological underpinnings and the resulting pedagogies that one adopts for translator education, it is critical that one sets the learning goals adequately. After all, irrespective of whether one follows the lines of the read-and-translate methodology, constructivism or emergentism, one needs to know whether the learning outcomes truly equip translation students for their professional lives. With that in mind, a survey was conducted to investigate whether the oft-cited gap between academia and the translation industry continues to exist in two countries: Poland and Ukraine. The research focused on selected components of the models of translator competence proposed by PACTE Group and EMT. This article reports on the findings obtained and sheds light on the extent to which academics’ and professionals’ views on translator competence within and between the two countries diverge.
{"title":"Translator education in Poland and Ukraine: does the academia vs industry gap persist?","authors":"M. Marczak, O. Bondarenko","doi":"10.1080/1750399X.2021.1891516","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1891516","url":null,"abstract":"ABSTRACT Whatever the epistemological underpinnings and the resulting pedagogies that one adopts for translator education, it is critical that one sets the learning goals adequately. After all, irrespective of whether one follows the lines of the read-and-translate methodology, constructivism or emergentism, one needs to know whether the learning outcomes truly equip translation students for their professional lives. With that in mind, a survey was conducted to investigate whether the oft-cited gap between academia and the translation industry continues to exist in two countries: Poland and Ukraine. The research focused on selected components of the models of translator competence proposed by PACTE Group and EMT. This article reports on the findings obtained and sheds light on the extent to which academics’ and professionals’ views on translator competence within and between the two countries diverge.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"115 - 134"},"PeriodicalIF":1.5,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1891516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45182947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-02DOI: 10.1080/1750399x.2021.1884442
Nazaret Fresno, Pablo Romero-Fresco
ABSTRACT After countless petitions and complaints from end users, live subtitling quality is slowly attracting the attention of broadcasters, regulators, the subtitling industry and scholars working in Media Accessibility. These stakeholders share an interest in providing better live subtitles, but their quality assessment is a thorny issue. Although quality studies are still scarce, the research undertaken so far has proven valuable in identifying the weaknesses of live subtitles in several countries. This article presents the main findings of the pilot project that preceded the first national quality assessment in Spain, which is currently underway. By focusing on this case study, we will argue that live subtitling quality research may fulfil an additional purpose: serving as a didactic tool in respeaking courses. In this paper we will outline the quality assessment method that we followed, discuss how its main results informed about the accuracy, speed and latency of our samples, and describe how these data may be brought to the classroom to fine tune respeakers’ training under a Performance Analysis approach.
{"title":"Strengthening respeakers’ training in Spain: the research-practice connection","authors":"Nazaret Fresno, Pablo Romero-Fresco","doi":"10.1080/1750399x.2021.1884442","DOIUrl":"https://doi.org/10.1080/1750399x.2021.1884442","url":null,"abstract":"ABSTRACT After countless petitions and complaints from end users, live subtitling quality is slowly attracting the attention of broadcasters, regulators, the subtitling industry and scholars working in Media Accessibility. These stakeholders share an interest in providing better live subtitles, but their quality assessment is a thorny issue. Although quality studies are still scarce, the research undertaken so far has proven valuable in identifying the weaknesses of live subtitles in several countries. This article presents the main findings of the pilot project that preceded the first national quality assessment in Spain, which is currently underway. By focusing on this case study, we will argue that live subtitling quality research may fulfil an additional purpose: serving as a didactic tool in respeaking courses. In this paper we will outline the quality assessment method that we followed, discuss how its main results informed about the accuracy, speed and latency of our samples, and describe how these data may be brought to the classroom to fine tune respeakers’ training under a Performance Analysis approach.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"1 1","pages":"96 - 114"},"PeriodicalIF":1.5,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399x.2021.1884442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59985772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.1080/1750399X.2021.1884425
Claudio Bendazzoli, Jessica Pérez-Luzardo
ABSTRACT The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer’s observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants’ needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters.
{"title":"Theatrical training in interpreter education: a study of trainees’ perception","authors":"Claudio Bendazzoli, Jessica Pérez-Luzardo","doi":"10.1080/1750399X.2021.1884425","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1884425","url":null,"abstract":"ABSTRACT The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer’s observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants’ needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"1 - 18"},"PeriodicalIF":1.5,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1884425","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41257730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-09DOI: 10.1080/1750399X.2021.1891515
Lucas Nunes Vieira, Xiaochun Zhang, Guoxing Yu
ABSTRACT Teaching computer-assisted translation (CAT) can require providing students with direct instructions on how to operate specific CAT tools. As opposed to subjects like translation theories, the teaching of CAT is often expected not only to instigate critical reflection but also to develop students’ instrumental software skills. Striking a balance between these two expectations is not always straightforward, however. This article presents an exploratory investigation that attempted to reduce the use of direct instructions in CAT teaching. We used different combinations of eye tracking, keylogging and screen recordings to examine the performance of students with no CAT experience in three autonomous learning tasks. We found that most students were able to complete the tasks with reasonable success despite the lack of direct instructions. We draw on the education literature to discuss the results and call for further research on the role of tool-specific instructions in the teaching of CAT.
{"title":"‘Click next’: on the merits of more student autonomy and less direct instruction in CAT teaching","authors":"Lucas Nunes Vieira, Xiaochun Zhang, Guoxing Yu","doi":"10.1080/1750399X.2021.1891515","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1891515","url":null,"abstract":"ABSTRACT Teaching computer-assisted translation (CAT) can require providing students with direct instructions on how to operate specific CAT tools. As opposed to subjects like translation theories, the teaching of CAT is often expected not only to instigate critical reflection but also to develop students’ instrumental software skills. Striking a balance between these two expectations is not always straightforward, however. This article presents an exploratory investigation that attempted to reduce the use of direct instructions in CAT teaching. We used different combinations of eye tracking, keylogging and screen recordings to examine the performance of students with no CAT experience in three autonomous learning tasks. We found that most students were able to complete the tasks with reasonable success despite the lack of direct instructions. We draw on the education literature to discuss the results and call for further research on the role of tool-specific instructions in the teaching of CAT.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"411 - 429"},"PeriodicalIF":1.5,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1891515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43956837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.1080/1750399X.2021.1885231
Oleksandra Valtchuk, B. Class
ABSTRACT In the context of an ever-increasing use of social networks, researchers have studied their use in higher education and the development of communities of practice in formal and informal virtual learning environments. However, no research so far has linked non-institutional group chats and (situated) learning as part of interpreter training. This qualitative study therefore aims to explore how a Facebook group chat amongst students of the University of Geneva’s master’s programme in Conference Interpreting contributed to learning. The content of the group chat among five students was analysed and complemented by semi-structured interviews. Findings indicate that the group chat is used for study-related content and social conversations and that a (sub-)community of practice has developed among the five students. Findings also show that they think the group chat contributed to their success in the master’s programme, both through the close and friendly relationships fostered and academically, although to different extents. Looking at these results against the backdrop of the existing literature could give pointers to students and trainers on how such social networking tools can be used in a beneficial way.
{"title":"‘It really suits the objectives of the master’s’: how a student Facebook group chat contributes to situated learning in an interpreter training programme","authors":"Oleksandra Valtchuk, B. Class","doi":"10.1080/1750399X.2021.1885231","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1885231","url":null,"abstract":"ABSTRACT In the context of an ever-increasing use of social networks, researchers have studied their use in higher education and the development of communities of practice in formal and informal virtual learning environments. However, no research so far has linked non-institutional group chats and (situated) learning as part of interpreter training. This qualitative study therefore aims to explore how a Facebook group chat amongst students of the University of Geneva’s master’s programme in Conference Interpreting contributed to learning. The content of the group chat among five students was analysed and complemented by semi-structured interviews. Findings indicate that the group chat is used for study-related content and social conversations and that a (sub-)community of practice has developed among the five students. Findings also show that they think the group chat contributed to their success in the master’s programme, both through the close and friendly relationships fostered and academically, although to different extents. Looking at these results against the backdrop of the existing literature could give pointers to students and trainers on how such social networking tools can be used in a beneficial way.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"378 - 394"},"PeriodicalIF":1.5,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1885231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-25DOI: 10.1080/1750399X.2020.1868172
M. D. Wit, O. Crasborn, Jemina Napier
ABSTRACT This is the first study mapping the profile of International Sign (IS) conference interpreters worldwide. Rather than a language, IS is a set of variable communicative practices used by deaf persons in international settings. In addition, international institutions and organisations increasingly offer IS interpreting services in order to provide accessibility. As IS is created through contact by deaf persons with various sign languages, IS is continuously changing and evolving. Because IS is not conventionalised, it requires highly specialised skills of the interpreter. At present there are only ad hoc training opportunities for IS conference interpreters and a new accreditation system has recently been put in place. This study presents questionnaire data from current IS interpreting practitioners, which provides insight into their present demographics and qualifications and which, in turn, can be used to inform educators on how to train future IS conference interpreters.
{"title":"Interpreting international sign: mapping the interpreter’s profile","authors":"M. D. Wit, O. Crasborn, Jemina Napier","doi":"10.1080/1750399X.2020.1868172","DOIUrl":"https://doi.org/10.1080/1750399X.2020.1868172","url":null,"abstract":"ABSTRACT This is the first study mapping the profile of International Sign (IS) conference interpreters worldwide. Rather than a language, IS is a set of variable communicative practices used by deaf persons in international settings. In addition, international institutions and organisations increasingly offer IS interpreting services in order to provide accessibility. As IS is created through contact by deaf persons with various sign languages, IS is continuously changing and evolving. Because IS is not conventionalised, it requires highly specialised skills of the interpreter. At present there are only ad hoc training opportunities for IS conference interpreters and a new accreditation system has recently been put in place. This study presents questionnaire data from current IS interpreting practitioners, which provides insight into their present demographics and qualifications and which, in turn, can be used to inform educators on how to train future IS conference interpreters.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"205 - 224"},"PeriodicalIF":1.5,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2020.1868172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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