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Thrown in the deep end: challenges of interpreting informal paramedic language

Crezee, I; Grant, L
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http://hdl.handle.net/10292/9971
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Abstract
At the authors’ university, interpreting pedagogies reflect the

situated-learning theories proposed by Lave and Wenger (1991) and others

especially in specialized areas such as health and legal interpreting. This paper

reports on a project where health interpreting students in a language-neutral

cohort were given the opportunity to practise interpreting with the aid of

authentic material involving paramedic-patient interactions. Authentic

audiovisual clips were posted online. Pauses and blank screens were inserted

at points where the speakers took turns, to allow student interpreters to record

their interpretation with minimal disruption. Recordings were anonymized and

detailed feedback was given by language-specific markers following

performance-based criteria. Formative feedback was passed on for students to

reflect on their performance. Error analysis was carried out to measure

students’ performance when interpreting natural language. Student responses

were gauged using pre- and post-intervention surveys. Students enjoyed being

able to face actual challenges of interpreting ‘in the setting’, with the added

advantage of receiving formative feedback that enabled them to reflect upon

and improve their performance. One of the main challenges identified was that

of interpreting informal paramedic discourse in a manner that was culturally

appropriate, achieving pragmatic equivalence (Hale, 2014).
Keywords
Innovative interpreting pedagogies; Audiovisual interpreting practice; Idiomatic language; Colloquial language; Authentic paramedic language; Pragmatic equivalence
Date
2016
Source
Translation and Interpreting, Vol 8, No 2
Item Type
Journal Article
Publisher
School of Humanities and Communication Arts, Western Sydney University’
Publisher's Version
http://www.trans-int.org/index.php/transint/article/view/484
Rights Statement
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

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