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Interpreting scientific and technical discourse in tertiary classrooms : a case study
Thesis (MA)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613864893349888 |
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| access_status_str | Open Access |
| author | Ellis, Chantal |
| author2 | Lesch, Harold M. |
| author_browse | Ellis, Chantal Lesch, Harold M. |
| author_facet | Lesch, Harold M. Ellis, Chantal |
| author_sort | Ellis, Chantal |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128897 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:42:55.322Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128897 Interpreting scientific and technical discourse in tertiary classrooms : a case study Ellis, Chantal Lesch, Harold M. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch. Translating and interpreting -- Study and teaching (Higher) Multilingualism Simultaneous interpreting Translators -- Education (Higher) -- South Africa Technology -- Translating Communication of technical information UCTD Educational interpreting Thesis (MA)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Educational interpreting is increasingly employed in university environments as a means of implementing multilingualism and facilitating access to academic content to students from diverse linguistic backgrounds. While research on educational interpreting predominantly focuses on Sign Language interpreting for Deaf students, spoken-language educational interpreting is also implemented as a viable solution to advance multilingualism in university settings. University lectures present a distinct and unique discourse environment with various factors influencing the interpreting process. Educational interpreters are expected to interpret daily across different faculties and modules within university classrooms. This study specifically examines spoken-language interpreting in the scientific and technical modules. Although all university lectures are of a scientific and technical nature, within the context of this thesis, scientific and technical translations and interpreting refer to the specific discourse within the scientific and technical domain. Such translations and interpreting entail the complex task of conveying specialised information on a variety of subjects across languages, requiring expertise in language, research skills, and a deep understanding of intricate concepts to effectively communicate them to a range of different audiences. The objective of this study is to investigate the challenges faced by interpreters in these specific modules as scientific and technical content confronts interpreters with its own subject matter, specific subject terminology, and jargon. This can create additional difficulties as not all interpreters within the Stellenbosch University (SU) context possess the necessary background or prior knowledge of scientific and technical fields. Examining these challenges are crucial for evaluating their impact on communication, conveyed information, and the quality of the interpreted product. This study aims to ascertain how scientific and technical discourse during lectures contributes to the challenges experienced by educational interpreters and how they navigate such discourse to deliver a seamless target text that enhances teaching and learning. This study was conducted with educational interpreters and lecturers at SU, exploring the perspectives and lived experiences of spoken-language educational interpreters in scientific and technical interpreting. The perceptions and input from lecturers in these modules were also collected and included. Both qualitative and quantitative methods were employed in the study. Data was collected through questionnaires sent to educational interpreters and lecturers in scientific modules at the university. Follow-up interviews were conducted with educational interpreters based on the questionnaire responses. Recommendations regarding interpreter training, strategic placement of interpreters in specific modules (i.e., specialisation in faculties or modules) and suggestions for coping strategies for simultaneous educational interpreters in these domains are derived from the gathered data. AFRIKAANSE OPSOMMING: Opvoedkundige tolking word toenemend in universiteitsomgewings aangewend as hulpmiddel vir die bevordering van meertaligheid en om toegang tot akademiese inhoud vir studente met uiteenlopende taalagtergronde te vergemaklik. Alhoewel navorsing in opvoedkundige tolking dikwels fokus op gebaretaaltolking vir dowe studente, word gesproketaal opvoedkundige tolking ook suksesvol as ʼn lewensvatbare oplossing vir die bevordering van meertaligheid op universiteite geïmplementeer. Universiteitslesings verteenwoordig ʼn spesifieke en unieke diskoersomgewing waar verskeie faktore ʼn rol in die tolkopdrag speel. Daar word van opvoedkundige tolke verwag om daagliks in verskillende fakulteite en modules in universiteitklaskamers te tolk. Hierdie studie fokus spesifiek op gesproketaaltolking in die wetenskaplike en tegniese modules. Alhoewel alle lesings op universiteitsvlak wetenskaplik en tegnies van aard is, verwys wetenskaplike en tegniese vertaling en tolking na die spesifieke diskoers in die wetenskaplike en tegniese velde binne die konteks van hierdie tesis. Sulke vertalings behels die komplekse taak om gespesialiseerde inligting oor uiteenlopende onderwerpe oor tale heen oor te dra, wat kundige taalvaardighede, navorsingsvermoëns en ʼn diepgaande begrip van ingewikkelde konsepte vereis om dit doeltreffend aan diverse gehore te kommunikeer. Die doel van hierdie studie is om die uitdagings wat tolke in hierdie spesifieke modules ervaar te ondersoek aangesien wetenskaplike en tegniese modules tolke met spesifieke vakinhoud, vakterminologie en vaktaal (jargon) konfronteer. Dit skep addisionele uitdagings aangesien nie al die tolke aan die Universiteit van Stellenbosch (US) noodwendig oor die nodige agtergrond of voorafkennis van die wetenskaplike en tegniese velde beskik nie. Dit is noodsaaklik om uitdagings wat deur tolke in die gesig gestaar word te ondersoek om sodoende die impak op kommunikasie, die inligting wat oorgedra word, en die kwaliteit van die tolkproduk te evalueer. Die studie poog om vas te stel hoe wetenskaplike en tegniese diskoers tydens lesings bydra tot die uitdagings wat opvoedkundige tolke ervaar, en terselfdertyd insig te kry oor hoe die opvoedkundige tolk wetenskaplike en tegniese diskoers hanteer om ʼn foutlose doelteks te lewer om onderrig en leer te bevorder. Hierdie studie is uitgevoer met opvoedkundige tolke en dosente aan die US. Dit het die perspektiewe en geleefde ervarings van gesproketaaltolke met betrekking tot die wetenskaplike en tegniese veld, verken. Die persepsies en insette van dosente in hierdie modules is ook ingesamel en ingesluit. Kwalitatiewe sowel as kwantitatiewe metodes is in hierdie studie gebruik. Data is versamel deur middel van vraelyste wat aan beide die opvoedkundige tolke en dosente in wetenskaplike en tegniese modules aan die universiteit gestuur is. Opvolgonderhoude is met opvoedkundige tolke gevoer, gebaseer op antwoorde wat in die vraelyste verskaf is. Aanbevelings vir tolkopleiding, die strategiese plasing van tolke in modules (bv. spesialisering binne fakulteite en modules) en voorstelle vir oorlewingstrategieë vir simultane opvoedkundige tolke in hierdie velde, word afgelei uit die versamelde data. Masters 2023-11-07T12:27:02Z 2024-01-08T15:00:58Z 2023-11-07T12:27:02Z 2024-01-08T15:00:58Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128897 en Stellenbosch University xvi, 265 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Translating and interpreting -- Study and teaching (Higher) Multilingualism Simultaneous interpreting Translators -- Education (Higher) -- South Africa Technology -- Translating Communication of technical information UCTD Educational interpreting Ellis, Chantal Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title | Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title_full | Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title_fullStr | Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title_full_unstemmed | Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title_short | Interpreting scientific and technical discourse in tertiary classrooms : a case study |
| title_sort | interpreting scientific and technical discourse in tertiary classrooms a case study |
| topic | Translating and interpreting -- Study and teaching (Higher) Multilingualism Simultaneous interpreting Translators -- Education (Higher) -- South Africa Technology -- Translating Communication of technical information UCTD Educational interpreting |
| url | https://scholar.sun.ac.za/handle/10019.1/128897 |
| work_keys_str_mv | AT ellischantal interpretingscientificandtechnicaldiscourseintertiaryclassroomsacasestudy |