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Well, which French do you Topics: Interpreting , Service. Octave Login Search. Interpretation situations can be intimidating for non-native speakers, and an interpreter should try to make the experience as comfortable as possible. Second in importance to outstanding language skills is the ability to connect with a wide range of people.
These invaluable connections are a necessity for any strong interpreter. This data gives insight into how these pastoral interpreters perceive their role against the background of professional versus non-professional interpreting and sheds light onto how this environment contributes to the interpreters' perceptions of the role they fulfil. Research design, data collection and findings. Research design and theoretical framework.
The research design followed in this study is a mixed-methods design; data were collected by means of a semi-structured questionnaire and followed by a focus group interview in order to triangulate the data.
The theoretical model this study is based on is Niska's role pyramid for community interpreting. The shape of the model is indicative of the amount of time the interpreter supposedly spends fulfilling each role: for the most part they would act as a conduit, typically not adding, omitting or changing anything about the message and delivering it as accurately as possible.
As one moves upwards on the model, the interpreter becomes more 'involved'. Acting as a clarifier, they would make changes to the message to ensure the message is clear, whether it is by offering more information or giving an example, for instance. An even more involved role is that of culture broker, which entails that an interpreter would ensure that cultural bridges are crossed and that misunderstandings based on cultural differences do not occur.
At the topmost level, fulfilling the role of advocate, the interpreter would act on behalf of the listener or user of the service, ensuring that they are not offended in any way. What distinguishes Niska's role model from other role models is the possibility of an interpreter fulfilling several roles and doing so within any one interpreting event, depending on what is required and appropriate.
This model was used to test the perception pastoral interpreters have of the role they fulfil and related role issues. This model allows for the possibility that an interpreter fulfils not only one but several roles within a given interpreting situation, which reminds one of the role the pastoral interpreter fulfils within the larger context of pastoral interpreting.
Because of the nature of the research question, both quantitative and qualitative data was collected in order to triangulate Creswell the data and eliminate the possibility of subjectivity.
The population of respondents involved in the study included all the freelance pastoral interpreters voluntarily working as interpreters at a Dutch Reformed church in Pretoria, South Africa. Some of these interpreters had received partial, informal training in the form of interpreting workshops offered by trained, qualified interpreter trainers, and only one had had formal interpreter training.
In addition, these pastoral interpreters were voluntary, unpaid interpreters who believed themselves to have been 'called upon' to deliver a service, which positions them differently to other types of interpreting. The church council granted permission to conduct the study, as per ethical clearance requirements. The whole population of interpreters 14 were invited to take part in the study based on their availability and preference, of which 10 agreed to take part in the study.
Respondents were each given an informed consent form, which offered details of the study and explained that they were taking part in the study on a voluntary and anonymous basis and could cease their participation at any point. They were also asked to sign this form as proof of their consent for the data to be used and published.
Primary data collection took place in the form of 1 a structured self-administered questionnaire 2 and 2 a semi-structured focus group interview; all 10 respondents took part in both, completing the questionnaire and taking part in the focus group interview. Both the questionnaire and interview took place at a venue made available by the church on a Saturday morning.
Limited time was made available for data collection, which necessitated a focused interview that was carefully managed by the researcher. In order to facilitate communication, it was agreed that respondents would answer questions in English, as everyone present were interpreters and understood English well enough to answer questions and engage comfortably.
Although respondents were free to take their time to answer questions and ample time was made available for discussion, the researcher was careful to keep the discussion on the topic at hand. Both a questionnaire and a focus group interview were conducted in order to allow the researcher to examine the topic from a qualitative and quantitative point of view, to triangulate the data, and in doing so validate the findings.
The goal of the questionnaire was to determine which role as described by Niska's [] role pyramid for community interpreting the respondents identified with the most, and why. This was then compared to which role, based on the same model, they believed to be the correct role to fulfil as a pastoral interpreter. These findings were then used to inform the interview.
The data collected during the semi-structured interview and both the sound file and the transcription was coded inductively using Atlas. The content of the interview was based largely on the trends identified during the analysis of the questionnaire, with the aim of gaining deeper insight into the role perceptions of the respondents. The aim of the questionnaire was twofold: to collect biographical data, and to collect perceptual data from the respondents by asking role-related questions based on Niska's role pyramid Typical questions that were asked during the semi-structured focus group interview include:.
How do you perceive your role? What do you think your role as an interpreter entails? Are there things you believe an interpreter must do while interpreting? If so, what? Are there things you believe an interpreter should not do while interpreting? The last empirical phase was the interpretation phase, where data categories unfold and can be identified also known as 'open coding'.
These categories can then be measured or tested in terms of the theoretical model known as 'axial coding' and the eventual indication of existing connections between the theoretical model and the data known as 'selective coding'; Creswell takes place. Biographical information. Of the 10 respondents, five were male and five female. Five of the respondents stated their age was older than 50 years, two between 40 and 49 years, one was between the ages of 30 and 39 and two said they were between 18 and 29 years of age see Table 1.
The respondents were also asked to provide the number of years they had been active interpreters and which languages they usually interpreted into; this information is provided in Table 2 and Table 3. Role-related findings. The questionnaire included two role-related questions, of which the first was: What do you think is the correct role for an interpreter to fulfil? The results of this question can be seen in Figure 2. As is evident from Figure 2 , four respondents selected both acting as a conduit and as a clarifier as the correct role to fulfil, three respondents selected a combination of conduit, clarifier and culture broker, and three selected being an advocate as the correct role to fulfil.
The respondents were also asked to clarify their answers on the previous question. To try and understand these results in Figure 2 better, the following statement who had undergone interpreting training gives some clarification:.
Over time I have learned to take on Role B and C clarifier and culture broker , but to a limited extent. Role D advocate only afterwards, to try and ask the minister to speak more slowly at the next occasion. This statement shows that in terms of the training this interpreter had received, being taught to only fulfil the role of a conduit did influence the role this interpreter believed interpreters should fulfil.
It also seems like fulfilling the role of an advocate only takes place after the interpreted event, and not during it, by asking the minister to speak slower during his next sermon. The above results become truly insightful when compared to the results from the second question, which was: What role do you choose to fulfil while interpreting? See Figure 3 for the results. In terms of Figure 3 , only 9 of the 10 respondents answered the question.
At first glance one can see that the respondents' selections in terms of their own role fulfilment does not completely correspond with their selections regarding what the correct role is to fulfil.
Although four respondents also selected a combination of conduit and clarifier as the role they fulfilled during interpreting, only one respondent selected the combination of conduit, clarifier and culture broker as descriptive of their own role, in contrast with the four respondents who indicated that this would be the correct role to fulfil. In addition, three respondents offered the role of 'spiritual conduit' when describing the role they fulfil while interpreting, and one selected the role of advocate, although this was not one of the roles any of the respondents selected to be the correct role to fulfil.
These results can be better understood when again referring to the answers the respondents gave in terms of their responses on which role was correct to fulfil and the roles they chose to fulfil:.
It's all about salvation. This quote partially clarifies the discrepancy between Figure 2 and Figure 3. Some jobs also require several years of experience, which you can obtain through volunteering on a regular basis. Attain a certification, which demonstrates that you have attained proficiency.
You can receive certification through the American Translators Association, the federal court, the state court and the National Association of the Deaf. In addition, the U. Accept an internship, which is another way to gain additional experience translating or interpreting. Career Growth Switching Careers. Interpreters are sometimes needed in a classroom.
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